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

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  • Watts, Michael
  • Bosshardt, William

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.

Suggested Citation

  • 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.
  • Handle: RePEc:tpr:restat:v:73:y:1991:i:2:p:336-40
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    Cited by:

    1. Zimmermann, Klaus F. & Bauer, Thomas K., 1998. "Learning Efficiency of Economics Students," IZA Discussion Papers 23, Institute for the Study of Labor (IZA).
    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.
    3. Hans Gremmen & Jan Potters, 1997. "Assessing the Efficacy of Gaming in Economic Education," The Journal of Economic Education, Taylor & Francis Journals, vol. 28(4), pages 291-303, December.
    4. Steven Dickey & Robert Houston Jr., 2009. "Disaggregating Education Production," Atlantic Economic Journal, Springer;International Atlantic Economic Society, vol. 37(2), pages 135-144, June.

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