How Departments of Economics Evaluate Teaching

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.     

Perspectives on Economics in the School Curriculum: Coursework,Content, and Research

This review describes the conditions for teaching economics in the kindergarten through twelfth grade (K–12) curriculum in U.S. schools. The first section presents data on course-taking in economics in high schools and state mandates for economics instruction. It discusses the value of the infusion approach to teaching economics either in place of a separate course or as a complement to it. The second section describes the economic content that is taught to students as presented in content guides and standards. The final section presents research findings on (1) test instruments for measuring outcomes from economics instruction, (2) the effect of teacher coursework and training on the student economic understanding, and (3) how instructional materials complement or substitute for instructor selection and training.     

The Path to full Employment

Persistent unemployment arises because free market ideology has overridden collective responsibilities. To restore full employment the government must provide permanent employment for all the unemployed in environmentally sustainable and useful jobs.     

Two versions of the tragedy of the commons

The commons are a one input-one output production process with increasing marginal cost. In the everage return game, each agent chooses his input contribution and total output is shared in proportion to individual contributions. In the average cost game, each agent chooses his output share and total input cost is shared in proportion to individual demands. The tragedy is that the non cooperative equilibrium results in inefficient overutilization of the technology. We prove formally the tragedy when individual preferences are convex and both goods are normal. This result has not been proved previously on such a general preference domain. We also show that overutilization is less severe in the average cost game than in the average return game.     

Implementing Pillar II of the Common Agricultural Policy in England: Geographies of the Rural Enterprise Scheme and Processing and Marketing Grant

This paper examines the geography of two policy instruments – the Rural Enterprise Scheme (RES) and the Processing and Marketing Grant (PMG) – that formed part of the second ‘pillar’ of the Common Agricultural Policy (CAP) in England between 2000 and 2006. It starts by outlining the ongoing debate over the role of geography in policy research, an outcome of which has been a call for more empirical work that explores the ‘difference that place makes’ in the implementation of public funding mechanisms. The paper argues that the CAP is ripe for geographical analysis, as the Agenda 2000 reforms can be interpreted as moving it away from a ‘sectoral’ (agricultural) approach to a more ‘territorial’ (rural development) one. After outlining the place of the RES and PMG in the reformed CAP in England, the paper discusses three factors – farm size, proportion of land rented and location – that may have influenced their geographies. The distribution of grant approvals under these schemes is then mapped using location quotients. Following this, the potential influence of the factors outlined above is tested using the Kolmogorov–Smirnov statistic. The conclusion revisits the opening discussion by reflecting on the difference that place has made to the implementation of the PMG and RES.     

Teaching Methods in U.S. Undergraduate Economics Courses

In 1995 and 2000, the authors surveyed academic economists in the United States to establish how economics is taught in four types of undergraduate courses. The authors report overall findings from the 2000 survey and compare these results with the aggregate findings for respondents from all types of colleges and universities in the 1995 survey. The basic finding is that, despite some indications of increased emphasis and interest in teaching over this period, the teaching methods in these courses have changed very little over the past five years and are still dominated by “chalk and talk” classroom presentations.