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We contend that the notion of teaching effectiveness has no verifiable empirical content and therefore the question of teaching score validity is misguided. Universities create knowledge, invest in human capital, and grant degrees, yet teaching scores are ill equipped to capture and evaluate any of these outcomes. In spite of well-documented shortcomings, virtually all universities in North America use teaching scores because they allow the managerial elite to legitimize their control over the affairs of academia in the broader context of university governance. Using the enabling myth of teaching scores, the bureaucrats shift the focus from the investment in human capital to the granting of degrees in order to re-cast higher education into an authoritative, vertically organized hierarchy, better suited for managerial rent-extraction and entrenchment.  相似文献
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The authors argue that the loanable-funds approach is substantively equivalent to the more widely used IS-LM pedagogy but is simpler and more readily comprehended by students. They demonstrate its use for analyzing the macroeconomic goods, money, and labor market interactions and policy applications.  相似文献
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The amount and type of economic-education training teachers receive have predictable effects on the teachers' optimism about the future of the American economic system.  相似文献
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Based on results from a 1999 national survey, William Becker and Michael Watts found that student evaluations of teaching were by far the most widely used, and often the only method used by economics departments, to evaluate teaching in undergraduate economics courses. To investigate whether departments of economics have moved beyond the use of student evaluations of teaching, in 2011 the current authors conducted a national survey of departments based largely on questions used in the 1999 survey. The surveys included items on how courses and teaching are evaluated, and on how that information is used in departmental promotion and salary decisions.  相似文献
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