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Learning-Testing Process in Classroom: An Empirical Simulation Model

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  • Buda, Rodolphe

Abstract

This paper presents an empirical micro-simulation model of the teaching and the testing process in the classroomH. It is a non-econometric micro-simulation model describing informational behaviors of the pupils, based on the observation of the pupils’ communication behavior during lessons and tests. The representation of the knowledge process is very simplified. However, we tried to study the involvements of individual motivation, capability and relationship with other pupils of each pupil, to compare them to the new-classical(and keynesian) and Austrian information and knowledge theoretical results. It is a first step and future development should concern expectation behaviors and dynamics. This paper aims too to give, we hope so, some criteria of pupils’ rationality in the classroom.

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Bibliographic Info

Paper provided by University Library of Munich, Germany in its series MPRA Paper with number 12146.

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Date of creation: Jan 2009
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Publication status: Published in Computers & Education 1.52(2009): pp. 177-187
Handle: RePEc:pra:mprapa:12146

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Keywords: Teaching ; Learning ; Cheating ; Information ; Communication ; Knowledge ; Micro-simulation ; Classroom;

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  1. Macho-Stadler, Ines & Perez-Castrillo, J. David, 2001. "An Introduction to the Economics of Information: Incentives and Contracts," OUP Catalogue, Oxford University Press, Oxford University Press, edition 2, number 9780199243259, October.
  2. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, Econometric Society, vol. 73(2), pages 417-458, 03.
  3. Tesfatsion, Leigh & Judd, Kenneth L., 2006. "Handbook of Computational Economics, Vol. 2: Agent-Based Computational Economics," Staff General Research Papers, Iowa State University, Department of Economics 10368, Iowa State University, Department of Economics.
  4. Joe Kerkvliet & Charles L. Sigmund, 1999. "Can We Control Cheating in the Classroom?," The Journal of Economic Education, Taylor & Francis Journals, Taylor & Francis Journals, vol. 30(4), pages 331-343, December.
  5. Zenon X. Zygmont, 2006. "Debating the Socialist Calculation Debate: A Classroom Exercise," The Journal of Economic Education, Taylor & Francis Journals, Taylor & Francis Journals, vol. 37(2), pages 229-235, April.
  6. Mary A. Burke & Tim R. Sass, 2008. "Classroom peer effects and student achievement," Working Papers, Federal Reserve Bank of Boston 08-5, Federal Reserve Bank of Boston.
  7. Thomas Brenner, 2004. "Agent Learning Representation - Advice in Modelling Economic Learning," Papers on Economics and Evolution 2004-16, Philipps University Marburg, Department of Geography.
  8. Vernon L. Smith, 1962. "An Experimental Study of Competitive Market Behavior," Journal of Political Economy, University of Chicago Press, University of Chicago Press, vol. 70, pages 111.
  9. Hanushek, Eric, 1971. "Teacher Characteristics and Gains in Student Achievement: Estimation Using Micro Data," American Economic Review, American Economic Association, American Economic Association, vol. 61(2), pages 280-88, May.
  10. Jaag, Christian, 2006. "A Simple Model of Educational Production," MPRA Paper 338, University Library of Munich, Germany.
  11. Buda, Rodolphe, 1999. "Quantitative Economic Modeling vs Methodological Individualism ?," MPRA Paper 4004, University Library of Munich, Germany.
  12. Brauer, Jurgen & Delemeester, Greg, 2001. " Games Economists Play: A Survey of Non-computerized Classroom-Games for College Economics," Journal of Economic Surveys, Wiley Blackwell, Wiley Blackwell, vol. 15(2), pages 221-36, April.
  13. Boettke, Peter J, 2002. " Information and Knowledge: Austrian Economics in Search of its Uniqueness," The Review of Austrian Economics, Springer, Springer, vol. 15(4), pages 263-74, December.
  14. Leigh Tesfatsion, 2002. "Agent-Based Computational Economics," Computational Economics, EconWPA 0203001, EconWPA, revised 15 Aug 2002.
  15. Thierry Aimar, 2008. "Self-ignorance: Towards an extension of the Austrian paradigm," The Review of Austrian Economics, Springer, Springer, vol. 21(1), pages 23-43, March.
  16. Robert J. Gary-Bobo & Alain Trannoy, 2004. "Efficient Tuition Fees, Examinations, and Subsidies (new title: Efficient tuition fees and subsidies)," CESifo Working Paper Series 1189, CESifo Group Munich.
  17. Lisa R. Anderson & Charles A. Holt, 1996. "Classroom Games: Information Cascades," Journal of Economic Perspectives, American Economic Association, American Economic Association, vol. 10(4), pages 187-193, Fall.
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