Joint Determination of Current Classroom Performance and Additional Economics Classes: A Binary/Continuous Model

Students in DEEP high schools are found to score higher on the Test of Economic Literacy but are less likely to want another course in economics than students who are not in DEEP schools.     

Change and Continuity

Although there is considerable evidence that efforts to teach economic concepts to elementary school children are increasing, little research is being done at this level. William Walstad's article is, then, one of those rare pieces that reports the results of a controlled study in the elementary grades. In addition, it includes a discussion of research design and statistical techniques, and considers some of the problems one encounters in this type of research (such as problems in parameter estimation). The author measured the effects of a teacher in-service program that provided instruction in economics as applied to the Unified Sciences and Mathematics for Elementary School program. The new Test of Economic Literacy was administered to the teachers, while their pupils took the Test of Elementary Economics. Control groups were also tested. Pupil attitudes toward economics were measured, and it was found that achievement in economics had a direct influence on attitude toward economics. Walstad concludes that “teachers and students gain substantial benefits from the in-service program in practical economic problem solving.”     

An Evaluation of a Developmental Economic Education Project Given Limited Data

The Joint Council on Economic Education's Developmental Economic Education Program (DEEP) has been subjected to evaluations, both on a nationwide basis and in terms of the effects of a given project in a local area. Usually, the results have been positive, but too few of the evaluations have employed rigorous statistical analysis. Furthermore, the lasting effects of the program have not been sufficiently considered. The authors of this article recognize important limitations in their study, but present interesting evidence of the possible impact of the DEEP project in one city (Minneapolis) and suggest the policy implications of their findings.     

Regions of the Production Function,Returns, and Economies of Scale: A Reply

The author discusses a pedagogical strategy based on data visualization and analysis in the teaching of intermediate macroeconomics and financial economics. In these short projects, students collect and manipulate economic data from the online Federal Reserve Economic Database (FRED) in order to illustrate theoretical relationships discussed in class. All the data collection and manipulation tasks are conducted through the FRED Web site. The author argues that as students locate and effectively use the quantitative information that they need to evaluate abstract concepts, they are in effect developing the connection between theories and empirical evidence that underpins the discipline of economics.     

Teacher and Student Economic Understanding in Transition Economies

This study describes a new data set and uses it for an exploratory investigation of whether seminars for teachers conducted by the National Council on Economic Education through its International Education Exchange Program (IEEP) had a beneficial effect on the economic understanding of the high school students of these teachers. The data were collected using a non-equivalent control group design that sorted teachers into two groups based on whether or not they participated in an IEEP seminar. Pre- and posttests of economics were administered to the students of these teachers in Lithuania, Ukraine, Kyrgyzstan, and Poland. The exploratory results showed a larger increase in the economic understanding of students of teachers who participated in the IEEP seminars compared with students of teachers who did not. The results also showed that knowledge of economics among IEEP teachers was a factor for improving student achievement in economics. The findings should be viewed with caution because of data limitations.     

Why Excel?

Advanced Placement economics leaves thousands of high school students with a misleading impression of modern economics. The courses fail to cover key sources of growth and prosperity, including private ownership, dynamic competition, and entrepreneurship. The tools of public choice economics are totally ignored. Government is modeled as a corrective device available to impose ideal solutions. Market failure is covered, but there is no such thing as government failure. The macroeconomics course reflects the simplistic 1960s Keynesian view of stabilization policy. Time lags, incentive effects, secondary effects of budget deficits, and other factors that complicate effective use of stabilization policy are almost entirely ignored. In contrast, the 20 Voluntary National Content Standards in Economics of the Council for Economic Education illustrate what a balanced course in modern economics would look like.     

Gordon Tullock and Richard McKenzie. The New World of Economics.

The authors extend the literature on the efficacy of high school economics instruction in two directions. First, they assess how much economic knowledge that California students acquired in their compulsory high school course is retained on their entering college. Second, using as a control group some college students from the state of Washington, where there is no mandate for high school economics instruction, the authors evaluate the impact of California's high school economics mandate on students’ economic literacy when they enter college. The testing instrument is the Test of Economic Literacy (TEL).     

从自然资源经济学到可持续经济学

随着物质生活水平的快速提高,人类也面临着诸如森林退化、土地荒漠化、物种多样性丧失以及温室效应恶化等生存环境问题。可持续发展问题日益受到人们的关注,通过经济学的视角来研究可持续发展的可持续经济学得到了快速的发展。本文从经济学的角度界定了自然资源的概念,回顾了经济学对自然资源的研究历程,对自然资源经济学的起源、发展进行了评述;论证了自然资源经济学和可持续经济学的关系,指出在可持续发展问题研究中融合自然资源经济学和环境经济学的必然性,以自然资源经济学和环境经济学为重要元素的可持续经济学是可持续问题经济研究的高级阶段,文章进一步探讨了可持续经济学的分析框架、发展现状及存在的问题。     

A Statewide Assessment of Precollege Economic Understanding and DEEP

Effects of various student, teacher, and school system characteristics on levels of student economic understanding and learning during the 1982–83 school year are estimated using a stratified random sample of schools from around the state of Indiana. Particular attention is paid to a binary variable indicating which schools are participating in the Developmental Economic Education Program (DEEP).     

The Committee on Economic Education: Its Effect on the Introductory Course and Women in Economics

The percentage of women economics majors has stagnated for decades. This is creating a bottleneck in the pipeline of female economists. The Committee on Economic Education (CEE) of the American Economic Association (AEA) is charged with fostering economic understanding and effective teaching. An examination of its structure, membership and activities over the past 35 years, however, suggests that it has narrowed the scope of economic ideas presented in introductory economics and has not convinced instructors of the benefits of a more active learning environment. The task of engaging students in the search for greater knowledge has largely been left to heterodox “visionaries,” members of the profession who have tried to find ways to make economics courses more interesting and inviting to all students, and especially to under-represented groups. We conclude that the CEE’s membership and structure contribute to the small percentage of the increasingly female undergraduate population who major in economics.     

Does studying economics in college influence loan decisions later in life?

The authors investigate the relationship between undergraduate economics coursework or majoring in economics and the debt behavior of the college graduates. The data come from the Baccalaureate and Beyond (B&B) longitudinal survey of the National Center for Education Statistics. College graduates who took courses in undergraduate economics or majored in the subject appear less willing to assume debt through auto loans or federal student loans. If they do assume debt, the amount of the monthly payment (auto loans) or the total amount owed (student loans) is less for college graduates with economics coursework or an economics major compared with other students. The findings are robust for college graduates one year and four years after graduation.     

On Measuring Economic Attitudes

The authors examine two affective-domain instruments: one designed to measure the attitudes of students toward economics, and the other, their relative economic attitude sophistication. The development of these measurement tools was commissioned by the Joint Council on Economic Education in 1979. The result is the nationally normed and externally validated, 28-item, two-part Survey on Economic Attitudes reproduced in the appendix of this article. For the first time, the profession has available, for research purposes, an acceptable instrument for measuring changes in student attitudes and opinions as one of the outputs of the instructional process.     

中国经济学与诺贝尔经济学奖差距研究

关于中国经济学与诺贝尔经济学奖的差距：（1）中国的经济学起步晚;（2）浓重的意识形态,导致对经济学理论理解的偏颇,使建国后的经济学在很大程度上误入歧途;（3）经济学研究方法的僵化与落后。     

经济地理学与经济学关系的历史考察

经济地理学发展不仅与人文地理的其他分支交互发展,并从包括经济学在内的社会科学内吸收营养。文章通过历史性地考察经济地理学与经济学关系,尝试探索经济地理学未来的发展趋势。通过考察发现:古典经济地理学时期,经济地理学与经济学相互交织、彼此影响;1930、1940时代到1970、1980年代,经济学引领经济地理发展,而经济地理学者没有对主流经济学产生重大影响;1980年代末和1990年代初期,经济地理学吸收经济学相关理论,实现了文化、制度和关系的转向,同时主流经济学则出现了地理化趋势,出现了新经济地理学运动。1980年代以来,演化思想在经济学界逐渐兴盛起来,演化经济学理论已得到越来越多的经济学家的重视,在20世纪90年代,经济地理学家接受了演化经济学的基本概念,开始尝试构建演化经济地理学理论框架。演化经济地理学是经济地理和经济学的下一个交叉点。     

Using Field Experiments to Change the Template of How We Teach Economics

In this article, the author explains why field experiments can improve what we teach and how we teach economics. Economists no longer operate as passive observers of economic phenomena. Instead, they participate actively in the research process by collecting data from field experiments to investigate the economics of everyday life. This change can be shown to students by presenting them with evidence from field experiments. Field experiments related to factor markets, behavioral economics, and discrimination are presented to explain how this approach works across different economic content. The three questions that are highlighted are the following: (1) Why do women get paid less than men in labor markets? (2) How can we use behavioral economics to motivate teachers? (3) What seven words can end third-degree price discrimination?     

Social Control of Corporate Power: Comment

Economic activity takes place within an institutional framework. The economy, like society, represents a complex of institutions, ranging from the smallest, such as the family, to the largest and most comprehensive, the state (Chavance 2009). Institutional economics offers a broad perspective that brings forward the concept of gender, since gender is a fundamental organizing principle of institutions (Jacobsen 2003). A focus on social provisioning, typical for both feminist as well as institutional economists, leads to a broader understanding of economic activity. This broader approach includes activities like caring and care labor that cannot be entirely understood in terms of individual choices. In this paper, I explore the relationships between care and the economy from the perspective of neoclassical, institutional, and feminist economic theory. Economic theories are a basis for public policies that have a major impact on people’s lives. I argue that changing the dominating economic perspective into feminist-institutional one would improve the situation of care providers, who would, in turn, contribute to the development of society and the economy.     

Moving Beyond the Masculine Neoclassical Classroom

In addition to critiques of the content and methodology of neoclassical economics, feminist economists have also offered constructive reflections on the way economics is taught. The "Voluntary Economics Content Standards for PreCollege Economics Education," developed in 1997 by the U.S. National Council of Economic Education, present yet another challenge to feminist economic educators. In this paper, we first review general methods for challenging and expanding these standards. Next, we select a specific content standard and explore how it might be reworked to reflect more accurately feminist economic scholarship and pedagogy. This reformulation of the standard will help broaden the pedagogy and content that are both implicit and explicit in all of the standards, allowing for a more inclusive classroom.     

Gender and graduate economics education in the US

Abstract

This paper reports on the findings of a survey of top economics graduate schools as they relate to women and men. The results provide strong evidence that at these top graduate schools, women graduate students are less integrated in their economic disciplines than are male graduate students. In the second part of the paper, this paper relates those findings to alternative theories as to why this is the case. This paper concludes by suggesting that the emphasis on theoretical studies in the current core of the graduate economics program can be seen as a type of hazing process that seems to have a significant cost since many women (and men) with great creative promise are discouraged from continuing in economics and do not benefit nearly as much as they would have from more policy-driven core courses.     

The Recent Critique of Theoretical Economics: A Methodologically Informed Investigation

My purpose is to appraise the recent critique of theoretical economics by applying the methodological perspective. Therefore, I start by identifying the main lines of criticism raised against theoretical economics in the aftermath of the post-2008 global economic crisis: namely, the voices criticizing economics for its unrealistic models, excessive mathematization, and overconfidence in its theoretical claims. First, I show that these issues are interconnected and should be jointly analyzed. Next, I investigate these lines of critique from the perspective provided by the latest achievements in the philosophy of economics (e.g., studies on the epistemic role of economic models). Taking this perspective reinforces some allegations against economics (e.g., these voices accusing economists of treating economic laws as universal laws of nature) and makes some criticisms more nuanced (e.g., the issue of unrealistic assumptions). I conclude by stating that such a methodological perspective is necessary in critically apprising the recent critique of economics.