Teaching of Economics at the Collegiate Level (original) (raw)

Economics For a Higher Education

SSRN Electronic Journal, 2004

In Becker (1997), I called attention to economists' lack of interest in the teaching of economics and the plunging number of majors in economics within the United States. Six years later I reported on the growth in economists' interest in the teaching of economics and an apparent turnaround in the number of majors (Becker, 2003). For instance, when economics degrees were at a relative high of 2.13 percent of all U.S.

Teaching Career Choices of Economics Education Students

2015

The research aims to test the influence teaching career motivation, career self-efficacy and social economic status of academic achievement through its interest in becoming a teacher. The populations of this study were all students of Economic Education of first semester the academic year 2012/2013 which still in the career choice process and content. Proportional random samples technique was used in this study. The collecting data used the question form and documentation, while for analyzing the data using path analysis.Research findings show that teaching career motivation, career self-efficacy and social economic status has a positive and significant influence to the academic achievement through its interest in becoming a teacher. Based on this research finding, it can be suggested that (1) an attempt to cultivate interest of being a teacher and academic achievement can be conducted by increasing career motivation, career self-efficacy, and parents support, (2) the process of adm...

The Modern Economics Curriculum

The purpose of this paper is to outline the leading features of the way economics is today taught to undergraduate and graduate students in Britain and the United States, and identify the principle reasons for the curricular patterns that have emerged. As we shall see, an understanding of the teaching of economics primarily involves how such teaching is institutionally organised, not what is taught -for there is a substantial degree of uniformity across developed nations on the principles to be taught and the appropriate sequence in which to do so. Whether this pedagogical orthodoxy is a good thing is an open question, but that is not here my prime concern.

TEACHING INTRODUCTORY ECONOMICS TO STUDENTS OF DIFFERENT MAJORS

Introductory economics courses have diverse pool of students with varied objectives. The programs offering introductory economics also have specific objectives in mind. This variation deserves attention to find appropriate content, teaching method and resources. This paper explores (i) the appropriateness of content, breadth and depth of economics concept provided to different disciplines, (ii) mode of delivery and teaching techniques with varying objectives and (iii) the suitability of resource materials. It is concluded that different programs need to adapt the content and teaching technique to satisfy their needs, and collaborative approach led by the economics instructor would be the way to go.

Teaching Introductory Economics to Students of Different Majors: Challenges and Opportunities

Introductory economics courses have a diverse pool of students with varied objectives. The programs offering introductory economics also have specific objectives in mind. This variation deserves attention to find appropriate content, teaching method and resources. This paper explores (i) the appropriateness of content, breadth and depth of economic concept provided to different disciplines, (ii) mode of delivery and teaching techniques with varying objectives and (iii) the suitability of resource materials. It is concluded that different programs need to adapt the content and teaching techniques to satisfy student needs, and a collaborative approach led by the economics instructor would be the way to go.