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The Effects of Curriculum Reform on Economics Education in A Spanish College

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  • Meredecons Garcia-Diez
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    Abstract

    The aim of this study is to analyze the effects of changes in curricula brought about as a consequence of the reform carried out in university education in Spain during the first half of the 1990s. The study concentrates on first-cycle undergraduate economics students and is based on the estimation of education production functions. This estimation has the feature that two dimensions of education output are considered: the affective part and the cognitive part. Our results show that there have not been significant differences in education/training as a consequence of the reform of the curriculum.The estimates obtained highlight the importance of peer-group effects in the educative process.

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    File URL: http://www.tandfonline.com/10.1080/096452900110274
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    Bibliographic Info

    Article provided by Taylor & Francis Journals in its journal Education Economics.

    Volume (Year): 8 (2000)
    Issue (Month): 1 ()
    Pages: 5-15

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    Handle: RePEc:taf:edecon:v:8:y:2000:i:1:p:5-15

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    1. Siegfried, John J & Fels, Rendigs, 1979. "Research on Teaching College Economics: A Survey," Journal of Economic Literature, American Economic Association, vol. 17(3), pages 923-69, September.
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    Cited by:
    1. Fertig, Michael, 2003. "Educational Production, Endogenous Peer Group Formation and Class Composition – Evidence from the PISA 2000 Study," IZA Discussion Papers 714, Institute for the Study of Labor (IZA).
    2. Michael Fertig, 2002. "Educational Production, Endogenous Peer Group Formation and Class Composition – Evidence From the PISA 2000 Study," RWI Discussion Papers 0002, Rheinisch-Westfälisches Institut für Wirtschaftsforschung.
    3. Marisa Hidalgo, 2005. "Peer Group Effects And Optimal Education System," Working Papers. Serie AD 2005-12, Instituto Valenciano de Investigaciones Económicas, S.A. (Ivie).

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