IDEAS home Printed from https://ideas.repec.org/
MyIDEAS: Login to save this paper or follow this series

Heterogeneous Students, Impartial Teaching and Optimal Allocation of Teaching Methods

  • Carmen Lamagna

    (American International University Bangladesh)

  • Sheikh Selim

    (University of Southampton)

This paper addresses the issue of identifying optimal mix of teaching methods for an instructor when students are of heterogeneous types. The exact student type cannot be identified ex ante which forces the instructor to act impartially and allocate teaching methods according to some pre-designed plan. In a simple model of instructor-student interaction, we show that if the instructor acts benevolent and impartially towards preparing the initial teaching method plan, there exists a unique optimal mix of teaching methods. We calibrate the impartial teaching model with data on the teaching of Business and Economics related undergraduate and postgraduate units, and find that the characterized optimal teaching method mix differs significantly across different units.

If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.

File URL: http://128.118.178.162/eps/get/papers/0503/0503011.pdf
Download Restriction: no

Paper provided by EconWPA in its series General Economics and Teaching with number 0503011.

as
in new window

Length: 22 pages
Date of creation: 17 Mar 2005
Date of revision:
Handle: RePEc:wpa:wuwpgt:0503011
Note: Type of Document - pdf; pages: 22. AIUB-ORP Working paper version December 2004. Final version accepted for publication in the AIUB Journal of Business & Economics (AJBE).
Contact details of provider: Web page: http://128.118.178.162

References listed on IDEAS
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.:

as in new window
  1. Allgood, Sam, 2001. "Grade targets and teaching innovations," Economics of Education Review, Elsevier, vol. 20(5), pages 485-493, October.
  2. Correa, Hector & Gruver, Gene W., 1987. "Teacher-student interaction: A game theoretic extension of the economic theory of education," Mathematical Social Sciences, Elsevier, vol. 13(1), pages 19-47, February.
  3. Bacdayan, Andrew W., 1997. "A mathematical analysis of the learning production process and a model for determining what matters in education," Economics of Education Review, Elsevier, vol. 16(1), pages 25-37, February.
  4. Oosterbeek, Hessel, 1995. "Choosing the optimum mix of duration and effort in education," Economics of Education Review, Elsevier, vol. 14(3), pages 253-263, September.
  5. Huang, Cliff J., 1981. "Optimal allocation of faculty time under uncertainty in production," Economics of Education Review, Elsevier, vol. 1(1), pages 99-112, February.
  6. McDonough, Carol C & Kannenberg, Lloyd C, 1977. "The Microeconomic Impact of a Reduction in Faculty Teaching Loads," Australian Economic Papers, Wiley Blackwell, vol. 16(28), pages 112-20, June.
  7. Ross Guest, 2001. "The Instructor's Optimal Mix of Teaching Methods," Education Economics, Taylor & Francis Journals, vol. 9(3), pages 313-326.
  8. Becker, William E, Jr, 1982. "The Educational Process and Student Achievement Given Uncertainty in Measurement," American Economic Review, American Economic Association, vol. 72(1), pages 229-36, March.
Full references (including those not matched with items on IDEAS)

This item is not listed on Wikipedia, on a reading list or among the top items on IDEAS.

When requesting a correction, please mention this item's handle: RePEc:wpa:wuwpgt:0503011. See general information about how to correct material in RePEc.

For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (EconWPA)

If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

If references are entirely missing, you can add them using this form.

If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.

If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.

Please note that corrections may take a couple of weeks to filter through the various RePEc services.

This information is provided to you by IDEAS at the Research Division of the Federal Reserve Bank of St. Louis using RePEc data.