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How Instructors Make a Difference: Panel Data Estimates from Principles of Economic Courses

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Author Info
Watts, Michael
Bosshardt, William

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Abstract

Differences in student learning associated with different instructors in three types of principles of economics courses are estimated using a fixed- and random-effects specification for an educational production function. Results show a wide variance in these instructor effects and that this variance increases directly with the amount of latitude instructors are given in the classroom. Copyright 1991 by MIT Press.

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Publisher Info
Article provided by MIT Press in its journal Review of Economics & Statistics.

Volume (Year): 73 (1991)
Issue (Month): 2 (May)
Pages: 336-40
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Handle: RePEc:tpr:restat:v:73:y:1991:i:2:p:336-40

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Web page: http://mitpress.mit.edu/journals/

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  1. Zimmermann, Klaus F. & Bauer, Thomas K., 1998. "Learning Efficiency of Economics Students," IZA Discussion Papers 23, Institute for the Study of Labor (IZA). [Downloadable!]
  2. Bruce A. Weinberg & Belton M. Fleisher & Masanori Hashimoto, 2007. "Evaluating Methods for Evaluating Instruction: The Case of Higher Education," NBER Working Papers 12844, National Bureau of Economic Research, Inc. [Downloadable!] (restricted)
  3. Gremmen, H. & Potters, J., 1996. "Assessing the efficacy of gaming in economics education," Discussion Paper 5, Tilburg University, Center for Economic Research. [Downloadable!]
  4. Wayne A. Grove & Tim Wasserman & Andrew Grodner, 2006. "Choosing a Proxy for Academic Aptitude," Journal of Economic Education, Helen Dwight Reid Foundation, vol. 37(2), pages 131-147. [Downloadable!]
  5. Samer Kherfi, 2008. "East: Are the Determinants of Success in Introductory Economics Any Different?," Journal of Economic Education, Helen Dwight Reid Foundation, vol. 39(1), pages 22-40. [Downloadable!]
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This page was last updated on 2009-11-16.

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