The Effects of Curriculum Reform on Economics Education in A Spanish College
AbstractThe 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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Bibliographic InfoArticle provided by Taylor & Francis Journals in its journal Education Economics.
Volume (Year): 8 (2000)
Issue (Month): 1 ()
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- 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.
- 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).
- Fertig, Michael, 2003. "Educational Production, Endogenous Peer Group Formation and Class Composition - Evidence from the PISA 2000 Study," Royal Economic Society Annual Conference 2003 76, Royal Economic Society.
- 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.
- 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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