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Selecting Strategies to Foster Economists' Critical Thinking Skills: A Quantile Regression Approach

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  • Costas Siriopoulos

    ()
    (University of Patras)

  • Gerasimos Pomonis

    ()
    (University of Patras)

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    Abstract

    We consider three models of teaching strategies and their effect on developing economics graduates' 'analysis', 'deduction' and 'induction' skills. For each model we compute quantile regression estimates for total sample, male, and female graduates separately. Results show that enriched lectures have a different effect on each critical thinking skill, while their effect differs for low, medium and high quantiles. Student-engaging strategies help more low-to-medium achievers. The third model is more explanatory, especially for low and high achievers. Male and female graduates respond differently to the use of each model. In conclusion, suggestions for strategy selection and further research are made.

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    File URL: http://economicsnetwork.ac.uk/iree/v8n1/siriopoulos.pdf
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    Bibliographic Info

    Article provided by Economics Network, University of Bristol in its journal International Review of Economics Education.

    Volume (Year): 8 (2009)
    Issue (Month): 1 ()
    Pages: 106-131

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    Handle: RePEc:che:ireepp:v:8:y:2009:i:1:p:106-131

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    Postal: University of Bristol, BS8 1HH, United Kingdom
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    Web page: http://www.economicsnetwork.ac.uk/iree

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    1. Martin P. Shanahan & Jan H. F. Meyer, 2003. "Measuring and Responding to Variation in Aspects of Students' Economic Conceptions and Learning Engagement in Economics," International Review of Economic Education, Economics Network, University of Bristol, vol. 1(1), pages 9-35.
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    9. William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
    10. William E. Becker & Michael Watts, 2001. "Teaching Economics at the Start of the 21st Century: Still Chalk-and-Talk," American Economic Review, American Economic Association, vol. 91(2), pages 446-451, May.
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