Selecting Strategies to Foster Economists' Critical Thinking Skills: A Quantile Regression Approach
We consider three models of teaching strategies and their effect on developing economics graduates' 'analysis', 'deduction' and 'induction' skills. For each model we compute quantile regression estimates for total sample, male, and female graduates separately. Results show that enriched lectures have a different effect on each critical thinking skill, while their effect differs for low, medium and high quantiles. Student-engaging strategies help more low-to-medium achievers. The third model is more explanatory, especially for low and high achievers. Male and female graduates respond differently to the use of each model. In conclusion, suggestions for strategy selection and further research are made.
Volume (Year): 8 (2009)
Issue (Month): 1 ()
|Contact details of provider:|| Postal: University of Bristol, BS8 1HH, United Kingdom|
Fax: +44(0)117 331 4396
Web page: http://www.economicsnetwork.ac.uk/iree
|Order Information:|| Email: |
References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Michael Watts & William E. Becker, 2008. "A Little More than Chalk and Talk: Results from a Third National Survey of Teaching Methods in Undergraduate Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 39(3), pages 273-286, July.
- Eide, Eric & Showalter, Mark H., 1998. "The effect of school quality on student performance: A quantile regression approach," Economics Letters, Elsevier, vol. 58(3), pages 345-350, March.
- Steven A. Greenlaw & Stephen B. Deloach, 2003. "Teaching Critical Thinking with Electronic Discussion," The Journal of Economic Education, Taylor & Francis Journals, vol. 34(1), pages 36-52, January.
- Martins, Pedro S. & Pereira, Pedro T., 2004. "Does education reduce wage inequality? Quantile regression evidence from 16 countries," Labour Economics, Elsevier, vol. 11(3), pages 355-371, June.
- Martin P. Shanahan & Jan H. F. Meyer, 2003. "Measuring and Responding to Variation in Aspects of Students' Economic Conceptions and Learning Engagement in Economics," International Review of Economic Education, Economics Network, University of Bristol, vol. 1(1), pages 9-35.
- William E. Becker & Michael Watts, 2001. "Teaching Economics at the Start of the 21st Century: Still Chalk-and-Talk," American Economic Review, American Economic Association, vol. 91(2), pages 446-451, May.
- Becker, William E & Watts, Michael, 1996. "Chalk and Talk: A National Survey on Teaching Undergraduate Economics," American Economic Review, American Economic Association, vol. 86(2), pages 448-453, May.
- Koenker,Roger, 2005.
Cambridge University Press, number 9780521845731, January.
- Roger Koenker & Kevin F. Hallock, 2001. "Quantile Regression," Journal of Economic Perspectives, American Economic Association, vol. 15(4), pages 143-156, Fall.
- Koenker,Roger, 2005. "Quantile Regression," Cambridge Books, Cambridge University Press, number 9780521608275, January.
- Scott P. Simkins, 1999. "Promoting Active-Student Learning Using the World Wide Web in Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 30(3), pages 278-287, January.
- Lim Cher Ping, 2003. "Information and Communication Technologies (ICT) Addressing the Challenges of Economics Education: To Be or Not To Be?," International Review of Economic Education, Economics Network, University of Bristol, vol. 2(1), pages 25-54.
- W. Lee Hansen, 2001. "Expected Proficiencies for Undergraduate Economics Majors," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(3), pages 231-242, January.
- William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
- William E. Becker, 2000. "Teaching Economics in the 21st Century," Journal of Economic Perspectives, American Economic Association, vol. 14(1), pages 109-119, Winter.
- Hansen, W Lee, 1986. "What Knowledge Is Most Worth Knowing-For Economics Majors?," American Economic Review, American Economic Association, vol. 76(2), pages 149-152, May. Full references (including those not matched with items on IDEAS)
When requesting a correction, please mention this item's handle: RePEc:che:ireepp:v:8:y:2009:i:1:p:106-131. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Martin Poulter)
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
If references are entirely missing, you can add them using this form.
If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.
Please note that corrections may take a couple of weeks to filter through the various RePEc services.