Teaching Methods in Undergraduate Intermediate Theory, Statistics and Econometrics, and Other Upper-Division Economics Courses: Results From a Sixth National Quinquennial Survey

2021 ◽  
pp. 056943452110379
Author(s):  
Cynthia Harter ◽  
Carlos J. Asarta
Keyword(s):  
Cooperative Learning ◽  
Small Group ◽  
Teaching Methods ◽  
Recent Article ◽  
Gender Issues ◽  
Assessment Methods ◽  
The Past ◽  
Undergraduate Economics ◽  
Method Of Instruction ◽  
Economics Courses

This article is an extension of a recent article published in The American Economist (Asarta et al., 2021) and presents the second report of basic findings from the 2020 online administration of the sixth national quinquennial survey on teaching and assessment methods in economics. Consistent with the results from the first report, we find that “chalk and talk” remains the staple method of instruction across the entire undergraduate economics curriculum. Lessons, activities, and references that address diversity, inclusion, or gender issues are almost never used in intermediate theory, statistics and econometrics, and other upper-division field courses. There has been notable growth in the use of cooperative learning/small-group assignments, as well as in instructor-led and “student(s) with student(s)” discussions over the past 25 years. Overall, however, there have been minimal changes in teaching methods over time.JEL Classifications: A20, A22

scholarly journals Teaching Methods in Undergraduate Introductory Economics Courses: Results From a Sixth National Quinquennial Survey

2020 ◽  
pp. 056943452097465
Author(s):  
Carlos J. Asarta ◽  
Rebecca G. Chambers ◽  
Cynthia Harter
Keyword(s):  
Teaching Methods ◽  
Gender Issues ◽  
Introductory Courses ◽  
Quarter Century ◽  
The Past ◽  
Method Of Instruction ◽  
Economics Courses ◽  
Introductory Economics ◽  
Survey Courses ◽  
Jel Classifications

This article presents the first report of basic findings from the 2020 online administration of the sixth national quinquennial survey on teaching and assessment methods. Focusing on the teaching methods in introductory economics courses (i.e., principles and survey courses), the authors find that very little has changed in the past quarter-century. The typical instructor in introductory courses is predominantly a male, Caucasian, with a PhD. “Chalk and Talk” remains the preferred method of instruction in introductory courses, along with the use of textbooks. The use of “student(s) with student(s)” discussions in the classroom, as well as cooperative learning/small-group assignments, has increased since 2010. Lessons, activities, and references that address diversity, inclusion, or gender issues, however, are almost never used in introductory economics courses. JEL Classifications: A20, A22

Teaching Methods in U.S. Undergraduate Economics Courses

2001 ◽  
Vol 32 (3) ◽  
pp. 269-279 ◽  
Author(s):  
William E. Becker ◽  
Michael Watts
Keyword(s):  
Teaching Methods ◽  
Undergraduate Economics ◽  
Economics Courses

Teaching Methods in U. S. Undergraduate Economics Courses

2001 ◽  
Vol 32 (3) ◽  
pp. 269 ◽  
Author(s):  
William E. Becker ◽  
Michael Watts
Keyword(s):  
Teaching Methods ◽  
Undergraduate Economics ◽  
Economics Courses

Dimensi Edukatif pada Kisah-Kisah Al-Qur'an

SUHUF ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 69-83
Author(s):  
Novita Siswayanti
Keyword(s):  
Teaching Methods ◽  
Religious Values ◽  
Human Beings ◽  
Learning Materials ◽  
Transformative Power ◽  
Amount Of Information ◽  
Vast Amount ◽  
The Past ◽  
Religious Text ◽  
The Future

The stories in Qur'an are Allah’s decrees which convey more beau-tiful values beyond any religious text ever written. It is the holiest scripture and is written  in a wonderful, understandable, and attract-ive language humbly conveying a vast amount of information about life and events that happened in the past. It’s aim is to be an object of reflection for human beings living in this age and the future. Even more so, the stories in Al-Qur'an also entail an educative function providing learning materials,  and teaching methods, regarding the transformative power of Islam and the internalization of true religious values.

scholarly journals Exploring the washback effects of a high-stakes English test on the teaching of English in Spanish upper secondary schools

2010 ◽  
pp. 149 ◽  
Author(s):  
Marian Amengual Pizarro
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
High Stakes ◽  
Teachers Perceptions ◽  
High Stakes Tests ◽  
The Past ◽  
Language Tests ◽  
Upper Secondary ◽  
Teaching Curriculum ◽  
Upper Secondary Schools

In the past decades, there has been a growing interest in the effects of language tests, especially high-stakes tests, on teaching and learning referred to as ‘washback'. In fact, high-stakes tests have started to be exploited to reform instruction and achieve beneficial washback. This paper focuses on the washback effects of a high-stakes English Test (ET) on the teaching of English. The main goal of this study is to examine the washback effects of the ET on the following aspects of teaching: curriculum, materials, teaching methods, and teaching feelings and attitudes. The study also attempts to discover teachers' perceptions towards the introduction of a speaking and a listening component in the design of the new ET due to be implemented in 2012. The overall findings, collected from a questionnaire carried out among 51 secondary teachers, indicate that the ET is clearly affecting curriculum and materials. Results also reveal that the ET appears to influence teachers' methodology. Furthermore, most of the teachers believe that the introduction of a speaking and a listening component in the new ET design will help solve the mismatch between the communicative approach they seem to value and the skills so far evaluated in the ET.

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