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How Can Authentic Business Models Improve Negative Student Attitudes about Group Assignments?

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  • Brown, Roger M.
  • Shockley, Jordan
  • Zuo, Na

Abstract

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Suggested Citation

  • Brown, Roger M. & Shockley, Jordan & Zuo, Na, 2018. "How Can Authentic Business Models Improve Negative Student Attitudes about Group Assignments?," 2018 Annual Meeting, August 5-7, Washington, D.C. 274505, Agricultural and Applied Economics Association.
    • Handle: RePEc:ags:aaea18:274505
    DOI: 10.22004/ag.econ.274505
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    References listed on IDEAS

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    1. Susan Athey & Guido W. Imbens, 2006. "Identification and Inference in Nonlinear Difference-in-Differences Models," Econometrica, Econometric Society, vol. 74(2), pages 431-497, March.
    2. Edward C. Norton & Hua Wang & Chunrong Ai, 2004. "Computing interaction effects and standard errors in logit and probit models," Stata Journal, StataCorp LP, vol. 4(2), pages 154-167, June.
    3. Marianne Bertrand & Esther Duflo & Sendhil Mullainathan, 2004. "How Much Should We Trust Differences-In-Differences Estimates?," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 119(1), pages 249-275.
    4. Maureen J. Lage & Glenn J. Platt & Michael Treglia, 2000. "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 30-43, December.
    5. Puhani, Patrick A., 2012. "The treatment effect, the cross difference, and the interaction term in nonlinear “difference-in-differences” models," Economics Letters, Elsevier, vol. 115(1), pages 85-87.
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