Subjects -> EDUCATION (Total: 2537 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2176 journals)
    - HIGHER EDUCATION (155 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2176 journals)            First | 1 2 3 4 5 6 7 8     

Showing 801 - 857 of 857 Journals sorted alphabetically
İnönü Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
İnönü University Journal of the Graduate School of Education     Open Access  
INOPENDAS : Jurnal Ilmiah Kependidikan     Open Access   (Followers: 2)
Inspiramatika     Open Access  
Instructional Science     Hybrid Journal   (Followers: 14)
Integral Transforms and Special Functions     Hybrid Journal  
Interacções     Open Access  
InterActions: UCLA Journal of Education and Information     Open Access   (Followers: 16)
Interchange     Hybrid Journal   (Followers: 1)
Intercultural Education     Hybrid Journal   (Followers: 10)
Interdisciplinaridade. Revista do Grupo de Estudos e Pesquisa em Interdisciplinaridade     Open Access  
Interdisciplinary Journal of e-Skills and Lifelong Learning     Open Access   (Followers: 4)
Interdisciplinary Journal of Information, Knowledge, and Management     Open Access   (Followers: 12)
Interdisciplinary Journal of Problem-based Learning     Open Access   (Followers: 4)
Interdisciplinary Research in Education     Open Access   (Followers: 1)
Interdyscyplinarne Konteksty Pedagogiki Specjalnej     Open Access  
Interespe. Interdisciplinaridade e Espiritualidade na Educação     Open Access  
Interface - Comunicação, Saúde, Educação     Open Access   (Followers: 1)
Interfaces : Revista de Extensão da UFMG     Open Access  
Interfaces da Educação     Open Access  
International Developments     Open Access   (Followers: 3)
International e-Journal of Educational Studies     Open Access  
International Education     Open Access   (Followers: 10)
International Education Research     Open Access   (Followers: 8)
International Education Studies     Open Access   (Followers: 10)
International Educational Research     Open Access  
International Electronic Journal of Environmental Education     Open Access   (Followers: 1)
International Journal for 21st Century Education     Open Access  
International Journal for Educational and Vocational Guidance     Hybrid Journal   (Followers: 9)
International Journal for Educational Integrity     Open Access   (Followers: 3)
International Journal for Research in Vocational Education and Training     Open Access   (Followers: 8)
International Journal for Talent Development     Open Access  
International Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 9)
International Journal of Academic Research in Education     Open Access   (Followers: 1)
International Journal of Accounting     Hybrid Journal   (Followers: 1)
International Journal of Active Learning     Open Access  
International Journal of Advanced Multidisciplinary Research and Review     Open Access  
International Journal of Advancement in Education and Social Sciences     Open Access   (Followers: 1)
International Journal of Aquatic Research and Education     Hybrid Journal  
International Journal of Art & Design Education     Hybrid Journal   (Followers: 26)
International Journal of Assessment Tools in Education     Open Access   (Followers: 7)
International Journal of Bilingual Education and Bilingualism     Hybrid Journal   (Followers: 19)
International Journal of Bullying Prevention     Hybrid Journal  
International Journal of Child Care and Education Policy     Open Access   (Followers: 3)
International Journal of Chinese Education     Hybrid Journal   (Followers: 1)
International Journal of Christianity & Education     Full-text available via subscription   (Followers: 5)
International Journal of Cognitive Research in Science, Engineering and Education     Open Access   (Followers: 7)
International Journal of Community Service Learning     Open Access   (Followers: 1)
International Journal of Construction Education and Research     Hybrid Journal   (Followers: 3)
International Journal of Contemporary Educational Research     Open Access   (Followers: 1)
International Journal of Continuing Engineering Education and Life-Long Learning     Hybrid Journal   (Followers: 5)
International Journal of Critical Pedagogy     Open Access   (Followers: 3)
International Journal of Curriculum and Instruction (IJCI)     Open Access   (Followers: 5)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 4)
International Journal of Designs for Learning     Open Access   (Followers: 6)
International Journal of Development Education and Global Learning     Open Access   (Followers: 6)
International Journal of Disability, Development and Education     Hybrid Journal   (Followers: 35)
International Journal of Distance Education and E-Learning     Open Access   (Followers: 3)
International Journal of Distance Education Technologies     Full-text available via subscription   (Followers: 7)
International Journal of Early Childhood     Hybrid Journal   (Followers: 14)
International Journal of Early Years Education     Hybrid Journal   (Followers: 11)
International Journal of Education     Open Access   (Followers: 17)
International Journal of Education and Development using Information and Communication Technology     Open Access   (Followers: 10)
International Journal of Education and Literacy Studies     Open Access   (Followers: 7)
International Journal of Education and Management Engineering     Open Access   (Followers: 2)
International Journal of Education in Mathematics, Science and Technology     Open Access   (Followers: 2)
International Journal of Education Policy and Leadership     Open Access   (Followers: 1)
International Journal of Educational Administration and Policy Studies     Open Access   (Followers: 6)
International Journal of Educational and Psychological Researches     Open Access   (Followers: 4)
International Journal of Educational Development     Hybrid Journal   (Followers: 17)
International Journal of Educational Methodology     Open Access  
International Journal of Educational Psychology     Open Access   (Followers: 17)
International Journal of Educational Research     Hybrid Journal   (Followers: 29)
International Journal of Educational Technology     Open Access   (Followers: 4)
International Journal of Electrical Engineering Education     Hybrid Journal   (Followers: 6)
International Journal of Emerging Technologies in Learning     Open Access   (Followers: 10)
International Journal of English Language Education     Open Access   (Followers: 14)
International Journal of English Language Teaching     Open Access   (Followers: 3)
International Journal of Ethics Education     Hybrid Journal  
International Journal of Evaluation and Research in Education     Open Access   (Followers: 12)
International Journal of Experiential Learning & Case Studies     Open Access   (Followers: 1)
International Journal of Foreign Language Teaching and Research     Open Access   (Followers: 4)
International Journal of Health Administration and Education Congress (Sanitas Magisterium)     Open Access  
International Journal of Health Education     Open Access   (Followers: 1)
International Journal of Health Promotion and Education     Hybrid Journal   (Followers: 13)
International Journal of Holistic Early Learning and Development     Open Access   (Followers: 2)
International Journal of Inclusive Education     Hybrid Journal   (Followers: 25)
International Journal of Indonesian Education and Teaching     Open Access  
International Journal of Information and Operations Management Education     Hybrid Journal   (Followers: 8)
International Journal of Innovation in Education     Hybrid Journal   (Followers: 9)
International Journal of Integrated Education and Development     Open Access  
International Journal of Knowledge and Learning     Hybrid Journal   (Followers: 4)
International Journal of Language Education     Open Access   (Followers: 1)
International Journal of Language Teaching and Education     Open Access   (Followers: 1)
International Journal of Leadership in Education: Theory and Practice     Hybrid Journal   (Followers: 24)
International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI)     Open Access   (Followers: 4)
International Journal of Learning and Development     Open Access   (Followers: 5)
International Journal of Learning and Intellectual Capital     Hybrid Journal   (Followers: 2)
International Journal of Learning and Media     Hybrid Journal   (Followers: 4)
International Journal of Lifelong Education     Hybrid Journal   (Followers: 11)
International Journal of Lower Extremity Wounds     Hybrid Journal   (Followers: 4)
International Journal of Management Education     Hybrid Journal   (Followers: 10)
International Journal of Management in Education     Hybrid Journal   (Followers: 8)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 10)
International Journal of Modern Education and Computer Science     Open Access   (Followers: 2)
International Journal of Multicultural Education     Open Access   (Followers: 10)
International Journal of Music Education     Hybrid Journal   (Followers: 18)
International Journal of New Education     Open Access   (Followers: 1)
International Journal of Nurse Practitioner Educators     Open Access   (Followers: 12)
International Journal of Nursing Student Scholarship     Open Access   (Followers: 2)
International Journal of Online Pedagogy and Course Design     Full-text available via subscription   (Followers: 8)
International Journal of Pedagogies and Learning     Hybrid Journal   (Followers: 7)
International Journal of Pedagogy, Policy and ICT in Education     Full-text available via subscription   (Followers: 3)
International Journal of Play     Hybrid Journal   (Followers: 6)
International Journal of Pluralism and Economics Education     Hybrid Journal  
International Journal of Practice-based Learning in Health and Social Care     Open Access   (Followers: 2)
International Journal of Public Legal Education     Open Access   (Followers: 1)
International Journal of Qualitative Studies in Education     Hybrid Journal   (Followers: 39)
International Journal of Quantitative Research in Education     Hybrid Journal   (Followers: 5)
International Journal of Rehabilitation and Health     Hybrid Journal   (Followers: 19)
International Journal of Rehabilitation Research     Hybrid Journal   (Followers: 20)
International Journal of Research & Method in Education     Hybrid Journal   (Followers: 20)
International Journal of Research in Education Methodology     Open Access   (Followers: 12)
International Journal of Research in Undergraduate Mathematics Education     Hybrid Journal  
International Journal of Research Studies in Education     Open Access   (Followers: 8)
International Journal of Research Studies in Educational Technology     Open Access   (Followers: 11)
International Journal of Research Studies in Language Learning     Open Access   (Followers: 13)
International Journal of School & Educational Psychology     Hybrid Journal   (Followers: 1)
International Journal of School Social Work     Open Access   (Followers: 3)
International Journal of Science and Mathematics Education     Hybrid Journal   (Followers: 25)
International Journal of Science and Technology Education Research     Open Access   (Followers: 10)
International Journal of Science Education     Hybrid Journal   (Followers: 30)
International Journal of Science Education, Part B Communication and Public Engagement     Hybrid Journal   (Followers: 10)
International Journal of Servant-Leadership     Full-text available via subscription   (Followers: 1)
International Journal of Social Media and Interactive Learning Environments     Hybrid Journal   (Followers: 16)
International Journal of Social Sciences and Education Research     Open Access  
International Journal of Sociology of Education     Open Access   (Followers: 9)
International Journal of STEM Education     Open Access   (Followers: 6)
International Journal of Synergy and Research     Open Access  
International Journal of Teaching and Case Studies     Hybrid Journal   (Followers: 5)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 11)
International Journal of Technology and Educational Marketing     Full-text available via subscription   (Followers: 4)
International Journal of Technology Enhanced Learning     Hybrid Journal   (Followers: 21)
International Journal of Training Research     Hybrid Journal   (Followers: 6)
International Journal of Trends in Mathematics Education Research     Open Access   (Followers: 1)
International Journal on Lifelong Education and Leadership     Open Access   (Followers: 2)
International Journal Pedagogy of Social Studies     Open Access  
International Online Journal of Education and Teaching     Open Access   (Followers: 1)
International Online Journal of Teachers in Collaboration     Open Access   (Followers: 1)
International Quarterly of Community Health Education     Full-text available via subscription   (Followers: 1)
International Research in Education     Open Access   (Followers: 6)
International Research in Geographical and Environmental Education     Hybrid Journal   (Followers: 5)
International Review of Economics Education     Hybrid Journal   (Followers: 3)
International Review of Education     Hybrid Journal   (Followers: 7)
International Review of Qualitative Research     Full-text available via subscription   (Followers: 33)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 26)
International Studies in Catholic Education     Hybrid Journal   (Followers: 4)
International Studies in Sociology of Education     Hybrid Journal   (Followers: 17)
International Technology and Education Journal     Open Access  
Interritórios     Open Access  
InterScientia     Open Access  
Intervention in School and Clinic     Hybrid Journal   (Followers: 1)
Investigación en la Escuela     Open Access   (Followers: 1)
Investigaciones Sobre Lectura     Open Access  
Investigating the Child’s World     Open Access   (Followers: 2)
Investigations in Mathematics Learning     Hybrid Journal  
Irish Educational Studies     Hybrid Journal   (Followers: 2)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
IRJE (Indonesian Research Journal in Education)     Open Access   (Followers: 1)
Iseedu : Journal of Islamic Educational Thoughts and Practices     Open Access   (Followers: 2)
Islamic Counseling : Jurnal Bimbingan Konseling Islam     Open Access   (Followers: 1)
Issues and Trends in Educational Technology     Open Access  
Issues in Informing Science and Information Technology     Open Access   (Followers: 2)
Issues in Language Instruction     Open Access   (Followers: 2)
Istanbul Journal of Innovation in Education     Open Access  
Istawa : Journal of Islamic Education     Open Access  
Italiano a scuola     Open Access   (Followers: 1)
Italiano LinguaDue     Open Access  
Itinerario Educativo     Open Access  
Itinerarios Educativos     Open Access  
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature     Open Access  
Izvestia Ural Federal University Journal. Series 1. Issues in Education, Science and Culture     Open Access  
JADECS : Journal of Arts, Design, Art Education and Culture Studies     Open Access   (Followers: 4)
JALIE : Journal of Applied Linguistics and Islamic Education     Open Access   (Followers: 1)
JAMP : Jurnal Administrasi dan Manajemen Pendidikan     Open Access   (Followers: 1)
JEKPEND : Jurnal Ekonomi dan Pendidikan     Open Access   (Followers: 2)
Jendela Olahraga     Open Access  
JET (Journal of English Teaching)     Open Access  
JIKAP PGSD : Jurnal Ilmiah Ilmu Kependidikan     Open Access   (Followers: 2)
JINoP (Jurnal Inovasi Pembelajaran)     Open Access  
JIPM (Jurnal Ilmiah Pendidikan Matematika)     Open Access  
JMIR Medical Education     Open Access   (Followers: 1)
JMPM : Jurnal Matematika dan Pendidikan Matematika     Open Access  
JOHME : Journal of Holistic Mathematics Education     Open Access  
Jornal Internacional de Estudos em Educação Matemática     Open Access  
Journal for Counselor Preparation and Supervision     Open Access   (Followers: 2)
Journal for Educators, Teachers and Trainers     Open Access   (Followers: 4)
Journal for Language Teaching = Tydskrif vir Taalonderrig     Full-text available via subscription   (Followers: 1)
Journal for Learning Through the Arts     Open Access   (Followers: 7)
Journal for Research in Mathematics Education     Full-text available via subscription   (Followers: 27)

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Similar Journals
Journal Cover
International Review of Economics Education
Journal Prestige (SJR): 0.632
Citation Impact (citeScore): 1
Number of Followers: 3  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1477-3880 - ISSN (Online) 1477-3880
Published by Elsevier Homepage  [3207 journals]
  • Experiential learning in macroeconomics through FREDcast
    • Abstract: Publication date: Available online 7 June 2018Source: International Review of Economics EducationAuthor(s): Diego Mendez-CarbajoAbstractThis article discusses how to use FREDcast, an interactive economic forecasting game from the Federal Reserve Bank of St. Louis, to teach macroeconomics. It provides instructions on how to set the game up and organize related teaching materials such as graphs and data points through a FRED (Federal Reserve Economic Data) Dashboard. It also puts forward a series of classroom discussion questions and suggested assignments. We argue that this pedagogical strategy provides an engaging context for the discussion of core topics in macroeconomics while contributing to the development of data-related expected student proficiencies.
       
  • The relationship between migration background and knowledge and
           understanding of personal finance of young adults in Germany
    • Abstract: Publication date: Available online 6 June 2018Source: International Review of Economics EducationAuthor(s): Roland Happ, Manuel FörsterAbstractFinancial knowledge and understanding is needed to function well in society; however, young people with a migration background in Germany have been found to perform worse on tests of financial knowledge than those without. Very little investigation has been made into the relationship between financial knowledge and language ability, and ostensibly no in-depth investigation has been made into the connection between frequency of use of the local language and how it correlates to performance on such tests. In this paper we examine the relationship between migration background and knowledge and understanding of personal finance of young adults in Germany. We administered a validated German version of the Council for Economic Education’s Test of Financial Literacy to 1037 individuals between the ages of 17 and 25 and controlled not only for migration background but also for frequency of German language use. In line with results of previous studies, we found participants with a migration background generally had less financial knowledge than those with no migration background. More specifically, migrants who spoke predominantly a language other than German at home demonstrated less financial knowledge than those who spoke German at home with their families. Thus, it is not migration background per se, but rather more obscure variables related to migration background that may influence performance on such tests of financial knowledge.
       
  • Flipping the classroom: Old ideas, new technologies
    • Abstract: Publication date: Available online 4 June 2018Source: International Review of Economics EducationAuthor(s): Ralf Becker, Alvin BirdiAbstractThe technique of classroom flipping has started to make an impact on the teaching of economics. An important element of classroom flipping is that elements of active learning (e.g. games, experiments and polling) are brought into the classroom setting and that content delivery is moved (at least partially) from the classroom to the virtual learning environment.This paper discusses the developments that have prepared the ground for the increasing uptake of classroom flipping, namely technical innovations and a better appreciation of how students learn.In our view the flipped classroom approach has significant promise beyond the already existing implementations, mostly by enthusiastic teaching staff. As many of the technical challenges have been solved it is now the willingness, the availability of time, and the recognition and reward of any effort to change the delivery approach that will prove to be the most significant hurdles for further adoptions.
       
  • Facilitating active learning and enhancing student self-assessment skills
    • Abstract: Publication date: Available online 4 June 2018Source: International Review of Economics EducationAuthor(s): Fabio R. Aricò, Simon J. LancasterThis paper offers a reflective discussion of recent developments in active learning pedagogical approaches, with a focus on class-flipping and peer instruction. We present two case studies based on the experience of the authors in promoting active learning in two large-class undergraduate modules in Introductory Macroeconomics and Descriptive Inorganic Chemistry at the University of East Anglia. Both case-studies are based on a flipping model with in-class active learning delivered through peer instruction. However, the experience of each author differs in the way the teaching approach was introduced and integrated with additional pedagogies to meet specific needs of the student population, as well as the desired learning outcomes for both modules. In the Introductory Macroeconomics case-study, we discuss how combining peer instruction with a self-assessment component can support the development of students’ metacognitive skills. In the Descriptive Inorganic Chemistry case-study, we demonstrate that peer instruction questions can be co-designed in partnership with students to foster engagement and challenge misconceptions. We argue that peer instruction can be used as an effective, scalable, and easily adaptable active learning pedagogy in many different learning environments. Reflecting on our experience, as well as the student voice, our concluding discussion considers: (i) the importance of careful question design, (ii) the role of audience response technologies, as well as (iii) present and future challenges to the promotion of active learning approaches in Higher Education.Graphical abstractBefore you flip the classroom ask whether the material is an essential part of your course. Student engagement in out of class activities should transparently enable a more rewarding face-to-face experience. Lecture theatre activities should lever the space and community to facilitate learning.Graphical abstract for this article
       
  • Teaching hypothesis testing with simulated distributions
    • Abstract: Publication date: Available online 31 May 2018Source: International Review of Economics EducationAuthor(s): Michael O’HaraAbstractI propose that econometrics instructors move away from the notion of critical values and tear out any remaining tables from the back of our textbooks. Instead, I propose that we teach students to test hypotheses by generating a simulated distribution of the test statistic under the null hypothesis using (psuedo-)random number generators. This is quick and easy to do using modern software packages, and provides students with a visual and intuitive understanding of sampling distributions and the logic behind hypothesis testing. I discuss what it is necessary to teach students to implement this approach, provide an example exercise, and discuss how to assess this understanding on exams when students do not have computer access.
       
  • Faculty’s conceptions of teaching introductory economics in higher
           education: A phenomenographic study in a South African context
    • Abstract: Publication date: Available online 15 May 2018Source: International Review of Economics EducationAuthor(s): Emmanuel Ojo, Shirley Booth, Laurie WoollacottAbstractIn view of the on-going global debate about the economics curriculum and its teaching, this paper explores how the faculty responsible for teaching introductory economics at a South African university understand learning and teaching of their subject. We have adopted a qualitative research approach, phenomenography, to complement what we already know from mainstream literature on undergraduate economics education, predominantly published by academic economists using a quantitative methodology. After a phenomenographic analysis of interview data with lecturers and tutors, six conceptions of teaching introductory economics (Economics 1) emerged: (I) team collaboration to implement the economics curriculum; (II) a thorough knowledge of the content; (III) implementing the curriculum in order for students to pass assessment; (IV) helping students learn key economics concepts and representations to facilitate learning; (V) engaging students through their real-life economics context to acquire economic knowledge; and (VI) helping students think like economists. These are discussed first in relation to the implications for student learning and second, in a broader context of higher education discourses and educational development.
       
  • You’ve got mail: The impact of online message-boards on performance in
           first year undergraduate mathematics and statistical methods units
    • Abstract: Publication date: May 2018Source: International Review of Economics Education, Volume 28Author(s): Steven ProudAbstractAs a supplement to face-to-face lectures and classes, message board software was introduced in a first year mathematics and statistical methods unit in a UK Russell Group University. Fifty percent of students signed up to this software, so when combined with a further first-year mathematics and statistical methods unit, without message board software, this enabled the opportunity to use a difference in difference methodology to find the causal impact of message board software on student examination performance. The results suggest that students who actively engage with message boards perform significantly better than students who sign up for the message boards, but neither ask, nor answer, questions. However, the results for the impact compared to non-participants is mixed, and may be related to behavioural change in students.
       
  • Class attendance and academic performance: A subgroup analysis
    • Abstract: Publication date: May 2018Source: International Review of Economics Education, Volume 28Author(s): Ishita DeyAbstractMy paper contributes in two ways to the existing literature that examines the impact of attendance on exam performance. First, I analyze new, longitudinal data on students from a large public university in the US. Second, I investigate whether the average attendance effect varies by a student’s race, gender and level of preparedness for the course. My results suggest that attending class has a positive and significant effect on exam performance. This effect is robust across specifications. Additionally, I find that the average attendance effect is not uniform across subgroups of students. Males, Non-whites, students who have completed the prerequisite class at another institution, received a lower grade in the prerequisite, taken the prerequisite a while back, or have a lower overall GPA to begin with enjoy higher returns from attending class. The results suggest a role for policies that encourage attendance, preferably through active learning techniques.
       
  • Online assessment, adaptive feedback and the importance of visual learning
           for students. The advantages, with a few caveats, of using MapleTA
    • Abstract: Publication date: May 2018Source: International Review of Economics Education, Volume 28Author(s): Mario PezzinoAbstractThe paper highlights the importance and necessity of a versatile and reliable platform for online assessment in higher education. Recent technological developments allow instructors to go beyond standard multiple choice questions (MCQs). The paper considers, in particular, two important aspects: (i) embedding visual and interactive material in assignment questions that favours reasoning and learning and (ii) the importance of questions and feedback that can adapt to the particular performance of students. To reinforce the message, the paper shows how the latest release of the platform MapleTA could represent a powerful tool in the hands of educators in those fields where algebraic and diagrammatic analysis is essential to the learning process, such as mathematics, economics and business.
       
  • Evaluating the effect of online principles courses on long-term outcomes
    • Abstract: Publication date: May 2018Source: International Review of Economics Education, Volume 28Author(s): William Bosshardt, Eric P. ChiangAbstractThis paper analyzes the long-term effects of the format by which students take microeconomic principles. We analyze whether an online format affects student performance in subsequent economics courses, willingness to take more economics courses, and the likelihood of majoring in economics. Our findings show that students taking microeconomic principles online performed worse on average in a subsequent macroeconomic principles course, but had no impact on the number of subsequent economics courses taken nor on the likelihood of majoring in economics. These results provide guidance to institutions considering expanding online course offerings by analyzing potential benefits and costs over time.
       
  • Does English proficiency affect academic performance'
    • Abstract: Publication date: May 2018Source: International Review of Economics Education, Volume 28Author(s): Doris Geide-StevensonAbstractBased on data from international transfer students in a dual degree undergraduate economics program in the U.S., this research asks whether English proficiency impacts academic performance measured as the overall U.S. GPA upon graduation and the grade obtained in a writing-intensive capstone course. The results indicate that English proficiency positively impacts academic performance, but at a declining rate. This non-linear relationship is sensitive to whether students placed into an English as a Second Language program are included in the sample or not and the type of achievement variable considered, thus highlighting a more nuanced result than expected.
       
  • Using ‘happy’ or ‘sad’ face in a decision-making grid to motivate
           students to improve academic success
    • Abstract: Publication date: Available online 18 April 2018Source: International Review of Economics EducationAuthor(s): Mona Ray, Emmanuel Onifade, Carolyn DavisAbstractA modified Decision-Making Grid was designed to collect data from students enrolled in Principles of Microeconomics classes. The students recorded their expected grade and learning tactics intended for each academic exercise throughout the course period. They earned a ‘happy’ or ‘sad’ face to signify positive or negative divergence of actual grade from expected grade. The Antecedent-Behavior-Consequence (ABC) model of Behavior Modification theory was adopted to study students’ academic behavior. Regression Results from 154 participants with 60 students as Grid users and 94 students as non-Grid users show statistically significant results supporting the hypotheses that: (1) self-motivation is positively impacted by intended activities leading behaviors towards achieving academic success; (2) self-motivation, and consequence of the behavior contribute positively to academic performance; and (3) the Grid users outperformed the non-Grid users in each of the assignments.
       
  • Student academic performance and professional training year
    • Abstract: Publication date: Available online 29 March 2018Source: International Review of Economics EducationAuthor(s): Panagiotis Arsenis, Miguel FloresAbstractThis paper studies the relationship between students’ academic performance and the likelihood of attaining work experience as part of their undergraduate studies. The econometric analysis based on a sample of students from the School of Economics at the University of Surrey shows that the average of first-year marks is positively associated with subsequently securing a placement year. The mean predicted probability of obtaining a placement position is approximately 50% if a student's average first-year grade is 50, and the probability rises to 67% and 80% if the student achieves an average first-year grade of 60 and 70, respectively. Other relevant factors that affect the likelihood of securing a placement year are the course of study, the student's nationality and ethnic group. On the other hand, school type and A-level grades in mathematics or in economics have no effect on the chance of securing a placement year.
       
  • Student preconceptions and reality: A survey exercise to teach wealth
           inequality
    • Abstract: Publication date: Available online 9 February 2018Source: International Review of Economics EducationAuthor(s): William Barnes, Todd Easton, Ross Leupp HanigAbstractThis paper presents a way to enhance student interest and learning when teaching economic inequality. The approach draws on a well-known survey conducted by Norton and Ariely (2011). The approach involves surveying students, asking them to estimate the current level of wealth inequality in the US, and asking them to state their ideal level of wealth inequality. As in Norton and Ariely’s survey of a representative sample of Americans, our students underestimated actual wealth inequality and preferred a distribution of wealth for the US that was more equal than any country’s distribution. We suggest ways the student survey results can be presented and discussed. We also provide Stata code and an Excel workbook to ease effective classroom presentation of the survey results. This approach to beginning the study of inequality piqued our students’ interest and helped them understand how inequality is measured.
       
  • Effects of flipping the principles of microeconomics class: Does
           scheduling matter'
    • Abstract: Publication date: Available online 8 February 2018Source: International Review of Economics EducationAuthor(s): Lauren CalimerisAbstractFlipping the principles of microeconomics classroom significantly improves student-learning outcomes compared to traditionally taught lectures; however, it remains unclear as to if the effect differs depending upon the spacing and scheduling of class meetings. This paper investigates if the quantitative effects of flipping on student outcomes differ by scheduling. It further evaluates if student perceptions about flipping vary depending on the spacing of class meetings. This paper shows that students in flipped classes scored significantly higher on final exams compared to those in a traditional setting, and the effect of flipping did not vary with class spacing. Students in the flipped class setting reported significantly more active learning and were significantly more likely to recommend the professor to other students than those in a traditional setting; however, those in the flipped class that met twice a week for 80 min reported significantly less active learning and were significantly less likely to recommend the professor than those in the traditional setting. The results documented in this study suggest that while the effects of flipping on student learning do not vary with class spacing, student satisfaction does differ with spacing. Therefore, when considering the scheduling of a flipped course, instructors need not worry about the impact of flipping on learning outcomes, but they should consider the importance of student satisfaction.
       
  • Team-based learning and student performance: Preliminary evidence from a
           principles of macroeconomics classroom
    • Abstract: Publication date: Available online 4 February 2018Source: International Review of Economics EducationAuthor(s): Kathleen E. OdellAbstractThis paper surveys the evolution of student grades, assessment of student learning, and student engagement in Principles of Macroeconomics over a four-year period, where the method of instruction was changed from traditional lecture to Team-Based Learning (TBL). Findings are that under TBL, student grades were higher, both overall and on a final examination that remained unchanged across the two instructional formats. In addition, TBL students performed better on three measures used to assess student learning of basic course concepts of supply and demand, exchange rates and net exports, and economic policy. Further, students in the TBL sections report more engagement and better ability to think independently, as measured by student course evaluations. Overall, the study suggests that the Principles of Macroeconomics classroom is adaptable to the TBL format, and that TBL is correlated with positive outcomes for students. In addition to these results, this paper includes discussion and examples illustrating the process through which TBL was implemented.
       
  • Flipping quantitative tutorials
    • Abstract: Publication date: Available online 1 February 2018Source: International Review of Economics EducationAuthor(s): Ralf Becker, Steven ProudAbstractFlipping has become a rather fashionable term in higher education, largely in the format of lecture environments, where students are required to watch introductory material prior to a lecture, but the literature has not discussed flipping in a small class environment. In this paper, we consider statistics and econometrics classes at two UK universities which have introduced flipping to small group teaching. We show that, on the whole, student perceptions are positive towards flipping, and we demonstrate clear, qualitative, pedagogical benefits from flipping the classroom.
       
  • Monetary incentives and self-chosen goals in academic performance: An
           experimental study
    • Abstract: Publication date: January 2018Source: International Review of Economics Education, Volume 27Author(s): Noemí Herranz-Zarzoso, Gerardo Sabater-GrandeAbstractThis paper analyzes the effect of incentive-compatible self-chosen goals on academic performance by means of a randomized field experiment. We use two alternative payment mechanisms, a piece-rate and a rank-order tournament, to motivate students depending on their absolute or relative academic performance respectively. Students enrolled in Introductory Microeconomics were classified in two types depending on whether they had a failed background in this course (returning students) or they had not (new students). Controlling for potential confounding factors such as gender, degree, professor and university entrance grade, we find that both payment mechanisms are effective increasing grades of new and returning students.
       
  • A new video-based tool to enhance teaching economics
    • Abstract: Publication date: January 2018Source: International Review of Economics Education, Volume 27Author(s): Christiane Kuhn, Olga Zlatkin-Troitschanskaia, Sebastian Brückner, Hannes SaasAbstractWe present a new video-based tool developed in Germany to enhance the teaching of economics. The tool consists of authentic teacher-student interactions in economics classes to which instructors need to react. With 18 videos, the tool provides an easily accessible opportunity to assess and enhance teaching performance in economics. The tool was rated by 41 highly experienced secondary school economics teachers according to different criteria relevant for curriculum design and instructional practice, including authenticity of the simulated classroom situations, and typical difficulties and misconceptions students have in learning economics. The teachers confirm the curricular and instructional sensitivity, validity, quality and innovative approach of the tool for formative assessment and enhancement of performance in teaching economics. Based on German practical experience, the use of the tool in secondary school teacher training programs in the United States is currently being investigated.
       
  • Teaching economics to the masses: The effects of student help centers on
           academic outcomes
    • Abstract: Publication date: January 2018Source: International Review of Economics Education, Volume 27Author(s): Steven L. Cobb, Michael A. McPherson, David J. Molina, John Quintanilla, Elizabeth Rasmussen, Jeffrey J. RousAbstractMany institutions of higher education have some form of voluntary peer tutoring. There have been a number of efforts to examine the effects of such programs on student outcomes. Many of these fail to acknowledge the possibility of self-selection bias. Should such endogeneity exist, estimates regarding the extent to which help centers improve student performance will be biased. We examine the determinants of student participation in peer tutoring among students taking Principles of Economics, and we test for self-selection bias. Finally, we examine the factors that affect student performance in these classes over two semesters – approximately 1400 students. We find that students who live a greater distance from campus are less likely to participate; student ethnicity and gender also affect this choice. We also find that the number of visits to our help center is exogenous. Finally, we find that supplemental instruction significantly improves student performance.
       
  • From Solow to Romer: Teaching endogenous technological change in
           undergraduate economics
    • Abstract: Publication date: January 2018Source: International Review of Economics Education, Volume 27Author(s): Angus C. ChuAbstractUndergraduate students learn economic growth theory through the seminal Solow model, which takes the growth rate of technology as given. To understand the origin of technological progress, we need a model of endogenous technological change. The Romer model fills this important gap in the literature. However, given its complexity, undergraduate students often find the Romer model difficult. This paper proposes a simple method of teaching the Romer model. We add three layers of structure (one at a time) to extend the familiar Solow model into the less familiar Romer model. First, we incorporate a competitive market structure into the Solow model. Then, we modify the competitive market structure into a monopolistic market structure. Finally, we introduce an R&D sector that invents new products.
       
  • Teaching economics using ‘Cases’ – Going beyond the
           ‘Chalk-And-Talk’ method
    • Abstract: Publication date: January 2018Source: International Review of Economics Education, Volume 27Author(s): Mona RayAbstractThis paper describes the adoption of ‘case-method’ teaching technique in two economics elective courses taught by the same instructor in a small liberal arts college. A questionnaire was administered among the students to obtain a qualitative assessment of their learning experiences using this alternative pedagogy. In both the classes, students ranked ‘learning how to use economics to solve real problems’ as the most important aspect of the case-method among the given choices. Furthermore, each of these classes was compared with two other sections taught by the same instructor without cases to perform quantitative assessments. In addition to a pooled OLS regression for each course studying the impact of the ‘case’ on final exam score, a difference in difference analysis was performed to test the difference in test grades before and after the introduction of the case method and between the two classes for each course. Both the methods gave statistically significant results, implying the adoption of the case-method to be effective in making the students active learners.
       
 
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