Disaggregating Education Production
A particular weakness of the education production function literature is that production is measured after a long series of treatments have been administered and reflects the effects of aggregation. This study meets a need to extend the perspective of this literature to a disaggregated view. We directed our inquiry toward a traditional set of production stages: the reading assignment, the lecture, after the lecture study and preparation for the exam. Our experimental design was constructed to measure student performance before and after each stage of production. We found that production varied significantly across stages. The reading assignment and lecture stages were productive. The post lecture stage exhibited negative but insignificant productivity. The test preparation stage also exhibited negligible productivity. Copyright International Atlantic Economic Society 2009
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Volume (Year): 37 (2009)
Issue (Month): 2 (June)
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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.:
- Watts, Michael & Bosshardt, William, 1991. "How Instructors Make a Difference: Panel Data Estimates from Principles of Economic Courses," The Review of Economics and Statistics, MIT Press, vol. 73(2), pages 336-340, May.
- Paul W. Grimes & Paul S. Nelson, 1998.
"The Social Issues Pedagogy vs. The Traditional Principles of Economics: An Empirical Examination,"
The American Economist,
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- Paul W. Grimes & Paul S. Nelson, 1995. "The Social Issues Pedagogy vs. the Traditional Principles of Economics: An Empirical Examination," GE, Growth, Math methods 9510001, EconWPA.
- Grimes, Paul W. & Nelson, Paul S., 1998. "The social issues pedagogy vs. the traditional principles of economics: an empirical examination," MPRA Paper 39972, University Library of Munich, Germany.
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