How Instructors Make a Difference: Panel Data Estimates from Principles of Economic Courses
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.
Volume (Year): 73 (1991)
Issue (Month): 2 (May)
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