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Fifteen Theses on Classroom Teaching

Author

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  • Kenneth G. Elzinga

Abstract

The Southern Economic Association initiated a lecture series on teaching to be presented at its annual meeting. This paper, given on November 24, 2000, was the first such lecture. The editor invited the author to publish the lecture in Southern Economic Journal. Portions of the paper are the fruits of the author's more than 30 years of experience teaching economics. Parts of the paper are based on writings regarding pedagogy outside the discipline of economics. The paper puts forward 15 theses about teaching economics in the classroom. The theses range from propositions about why economics is a particularly difficult subject to teach to suggestions about how the classroom teaching of economics can be improved.

Suggested Citation

  • Kenneth G. Elzinga, 2001. "Fifteen Theses on Classroom Teaching," Southern Economic Journal, John Wiley & Sons, vol. 68(2), pages 249-257, October.
    • Handle: RePEc:wly:soecon:v:68:y:2001:i:2:p:249-257
    DOI: 10.1002/j.2325-8012.2001.tb00418.x
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    References listed on IDEAS

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    1. William E. Becker & Michael Watts (ed.), 1998. "Teaching Economics to Undergraduates," Books, Edward Elgar Publishing, number 1643.
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    Cited by:

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    2. Karl E. Case, 2002. "Reconsidering Crucial Concepts in Micro Principles," American Economic Review, American Economic Association, vol. 92(2), pages 454-458, May.
    3. Daniel S. Hamermesh, 2002. "Microeconomic Principles Teaching Tricks," American Economic Review, American Economic Association, vol. 92(2), pages 449-453, May.

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