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What effect do we really have on students' understanding and attitudes? How do we know?

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  • Peter Davies

    (University of Birmingham)

  • Ross Guest

    (Griffith University)

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  • Peter Davies & Ross Guest, 2010. "What effect do we really have on students' understanding and attitudes? How do we know?," International Review of Economic Education, Economics Network, University of Bristol, vol. 9(1), pages 6-9.
    • Handle: RePEc:che:ireepp:v:9:y:2010:i:1:p:6-9
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    File URL: https://www.economicsnetwork.ac.uk/iree/v9n1/editorial.pdf
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    References listed on IDEAS

    as
    1. Mary O'Malley Borg & Harriet Stranahan, 2002. "The effect of gender and race on student performance in principles of economics: the importance of personality type," Applied Economics, Taylor & Francis Journals, vol. 34(5), pages 589-598.
    2. Ross Guest, 2003. "Modifying the Taylor-Romer Model of Macroeconomic Stabilisation for Teaching Purposes," International Review of Economic Education, Economics Network, University of Bristol, vol. 2(1), pages 55-68.
    3. Paul Turner, 2006. "Teaching Undergraduate Macroeconomics with the Taylor-Romer Model," International Review of Economic Education, Economics Network, University of Bristol, vol. 5(1), pages 73-82.
    4. Ariel Rubinstein, 2006. "A Sceptic's Comment on the Study of Economics," Economic Journal, Royal Economic Society, vol. 116(510), pages 1-9, March.
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    Cited by:

    1. Robert Garnett & Andrew Mearman, 2011. "Contending Perspectives, Twenty Years On: What Have Our Students Learned?," Working Papers 201104, Texas Christian University, Department of Economics.
    2. Mary R Hedges & Don Webber, 2012. "Using student evaluations to improve individual and department teaching qualities," Working Papers 20121205, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.
    3. Mearman, Andrew, 2014. "How should economics curricula be evaluated?," International Review of Economics Education, Elsevier, vol. 16(PB), pages 73-86.
    4. Andrew Mearman & Aspasia Papa & Don Webber, 2014. "Why do Students Study Economics?," Economic Issues Journal Articles, Economic Issues, vol. 19(1), pages 119-147, March.
      • Andrew Mearman & Aspasia Papa & Don J. Webber, 2013. "Why do students study economics?," Working Papers 20131303, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.
    5. Andrew Mearman, 2012. "Pluralist economics curricula: do they work; and how would we know?," Working Papers 20121203, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.

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