We determine how much observed student performance in microeconomics principles can be attributed, inferentially, to three kinds of student academic "productivity," the instructor, demographics, and unmeasurables. The empirical approach utilizes an ordered probit model that relates student performance in micro to grades in prior…

Points out reasons why research on the validity of student evaluation of teacher performance is so varied and inconclusive. Examines different types of inputs and outputs in research on teacher effectiveness. Findings indicated that the student evaluations do measure short-run variable inputs of the teacher. (Author/DB)

Conducted by Brigham Young University, the study to determine to what extent changes occur in the understanding of basic concepts among Utah secondary school students enrolled in economics and general business courses revealed the students learned little or nothing. The Test of Economic Understanding was the instrument used. (Author/BP)

This study attempted to determine the effect of a teacher education seminar stressing economic concepts and methodology on the level of understanding in economics held by the students of the participants. There were 19 teachers of 440 students in the experimental group, and 12 teachers of 229 students in the control group. Results are discussed.…

Empirical evidence analyzed indicates that achievement of college students in economics is predicted by age, student ability, and quality of instruction. Their attitudes towards economics are explained by several socioeconomic variables, the students' perceptions of the quality of instruction, and the changes in the students' expected grades.…

A traditional college economics course and an experimental economics course where students may purchase lecture notes are compared for student achievement. (DE)

Factors influencing student performance (economics background, major field, sex, age, precourse grade expectations, mathematics background), student attitudes toward economics, and the instructor's background and experience were all considered in this report on the effectiveness of economics instruction in two-year colleges. (JB)

This report relates the impact of workshop training on the pupils of the teacher-participants and considers sex, IQ scores, grade point average, socioeconomic status, type of program in which enrolled, and news magazines read as variables. The results indicate the influence of workshop training in student achievement on the Text of Economic…

Investigates factors affecting teacher attitudes and the resultant impact on student learning. Uses data from a 1987 National Assessment of Economic Education (NAEE) survey. Finds that state-mandated economics courses cause a decrease in teacher enthusiasm but that training in how to teach economics increases teacher enthusiasm and has a positive…

Argues that teacher education in economics is essential if high school students are to have an opportunity to learn economics. Presents results from a study that shows that a three-year master's degree program in economics has beneficial effects on the understanding of both the participating teachers and their students. (DSK)

Contends that the biggest gains in student understanding of economic principles are made in formal economics courses. Reports on an analysis of data from three national tests of economic knowledge. Finds that a formal course or an extensive economics unit leads to larger gains in student achievement. (CFR)

Analyzing Test of Economic Literacy (TEL) scores, examines how extent of teacher course work influences student achievement. Concludes student learning improves when instructors had a minimum of four economics courses. States results are most significant in teaching macroeconomics with implications for citizenship education. (CH)

Examines the effect of unionization on high school economics teacher productivity measured by student performance on the Test of Economic Literacy (TEL). Finds that students in unionized school districts scored higher relative to students in nonunionized districts. Suggests these findings have implications for resource allocation. Includes tables…

Employs panel-data techniques, using data from the national norming of the Test of Economic Literacy, to measure instructor characteristics in effective teaching of high school economics. Measures the effect of prior training on economics instruction and school district characteristics. Suggests teachers as a key link in the educational process…

Practicing teachers who took a Masters of Instruction program showed a mastery of economics comparable to regular college students taking intermediate theory courses and significantly more positive attitudes toward economics. However, the study raised serious questions concerning the effectiveness of college economics teaching and the economic…