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Teaching Tools: Should We Teach Microeconomic Principles before Macroeconomic Principles?

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  • Lopus, Jane S
  • Maxwell, Nan L
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    Abstract

    No consensus exists about the optimal sequencing of economics principles courses. The authors show that most top-ranked economics departments either do not specify an ordering or require macroeconomics first, while most textbooks present macroeconomics before microeconomics. Using a national economic education database, they find that students learn more in principles of microeconomics after taking a course in macroeconomics. However, students do not learn more in principles of macroeconomics after taking a course in microeconomics. This implies that, ceteris paribus, principles of macroeconomics should be taught before principles of microeconomics for optimal student learning. Copyright 1995 by Oxford University Press.

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    Bibliographic Info

    Article provided by Western Economic Association International in its journal Economic Inquiry.

    Volume (Year): 33 (1995)
    Issue (Month): 2 (April)
    Pages: 336-50

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    Handle: RePEc:oup:ecinqu:v:33:y:1995:i:2:p:336-50

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    Cited by:
    1. Grant, Darren, 2007. "Grades as information," Economics of Education Review, Elsevier, vol. 26(2), pages 201-214, April.
    2. Kennedy, P. & Siegfried, J., 1995. "Class Size and Advievement in Introductory Economics: Evidence from the Tuce III Data," Discussion Papers dp95-05, Department of Economics, Simon Fraser University.
    3. Carlos J. Asarta & Roger B. Butters & Eric Thompson, 2013. "The Gender Question in Economic Education: Is it the Teacher or the Test?," Working Papers 13-12, University of Delaware, Department of Economics.

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