Research on teaching economics to undergraduates

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dc.contributor.authorAllgood, S.
dc.contributor.authorWalstad, W.
dc.contributor.authorSiegfried, J.
dc.date.issued2015
dc.description.abstractThis survey summarizes the main research findings about teaching economics to undergraduates. After briefly reviewing the history of research on undergraduate economic education, it discusses the status of the economics major—numbers and trends, goals, coursework, outcomes, and the principles courses. Some economic theory is used to explain the likely effects of pedagogical decisions of faculty and the learning choices that students make. Major results from empirical research are reviewed from the professor perspective on such topics as teaching methods, online technology, class size, and textbooks. Studies of student learning are discussed in relation to study time, grades, attendance, math aptitude, and cheating. The last section discusses changes in the composition of faculty who teach undergraduate economics and effects from changes in instructional technology and then presents findings from the research about measuring teaching effectiveness and the value of teacher training.
dc.description.statementofresponsibilitySam Allgood, William B. Walstad, and John J. Siegfried
dc.identifier.citationJournal of Economic Literature, 2015; 53(2):285-325
dc.identifier.doi10.1257/jel.53.2.285
dc.identifier.issn0022-0515
dc.identifier.urihttp://hdl.handle.net/2440/108890
dc.language.isoen
dc.publisherAmerican Economic Association
dc.rights© 2015 by the American Economic Association.
dc.source.urihttps://doi.org/10.1257/jel.53.2.285
dc.titleResearch on teaching economics to undergraduates
dc.typeJournal article
pubs.publication-statusPublished

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