Hall / Lawson Teaching Economics

Perspectives on Innovative Economics Education
1. Auflage 2019
ISBN: 978-3-030-20696-3
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 182 Seiten

This book looks at a number of topics in economic education, presenting multiple perspectives from those in the field to anyone interested in teaching economics. Using anecdotes, classroom experiments and surveys, the contributing authors show that, with some different or new techniques, teaching economics can be more engaging for students and help them better retain what they learned. Chapters cover a wide range of approaches to teaching economics, from interactive approaches such as utilizing video games and Econ Beats, to more rigorous examinations of government policies, market outcomes and exploring case studies from specific courses. Many of the chapters incorporate game theory and provide worked out examples of games designed to help students with intuitive retention of the material, and these games can be replicated in any economics classroom. While the exercises are geared towards college-level economics students, instructors can draw inspiration for course lectures from the various approaches taken here and utilize them at any level of teaching. This book will be very useful to instructors in economics interested in bringing innovative teaching methods into the classroom.

Joshua C. Hall is an professor of economics, department chair, and director of the Center for Free Enterprise in the John Chambers College of Business and Economics at West Virginia University. He earned his bachelor and master degrees in economics from Ohio University and his Ph.D. from West Virginia University in 2007. Prior to returning to his alma mater, he was the Elbert H. Neese, Jr. Professor of Economics at Beloit College and an Economist with the Joint Economic Committee of the U.S. Congress. Hall is a past President of the Association of Private Enterprise Education. In addition to being a co-author on the widely-cited Economic Freedom of the World annual report, he is author of over 100 academic journal articles, including over a dozen in economic education. 
Kerianne Lawson is a graduate student pursuing a Ph.D. in economics at West Virginia University and has a graduate assistantship with the Center for Free Enterprise. She earned a bachelor's degree in economics from Southern Methodist University in 2017. While at SMU, she worked at the O'Neil Center for Global Markets and Freedom, which sparked her love for economics. Her research interests include urban and regional economics, mainly focusing on crime and other consequences of urban disamenities, as well as economic freedom.

Autoren/Hrsg.

Hall, Joshua

Lawson, Kerianne

Inhaltsverzeichnis

1;Acknowledgements;5
2;Contents;6
3;Contributors;8
4;1 The Development of Interactive Classroom Activities to Teach Economic Freedom to Students of Various Learning Styles;10
4.1;1.1 Literature Review;10
4.2;1.2 The Creation of Eight Lessons in Economic Freedom;12
4.3;1.3 Conclusion;15
4.4;References;15
5;2 Video Games in Teaching Economics;17
5.1;2.1 Introduction;17
5.2;2.2 Game Typology;18
5.3;2.3 Game-Based Learning Potential;19
5.4;2.4 Evidence;21
5.5;2.5 Applications in Class;23
5.6;2.6 Trade-Offs;24
5.7;2.7 Game Description;24
5.8;2.8 In Practice;26
5.9;2.9 Complications of Merchant of the Seas;28
5.10;2.10 Should Learning Be Fun?;29
5.11;2.11 Conclusion;31
5.12;Appendix 1: Sample Instructions;31
5.13;Appendix 2: Goods Equations;34
5.14;Appendix 3: Game Shocks;35
5.15;References;38
6;3 One-Shot Game: A Free-Market Approach to the Principles of Microeconomics Class;40
6.1;3.1 Introduction;40
6.2;3.2 What Needs to be Ignored in a Principles Class and Why;42
6.3;3.3 What Is the Fundamental Goal of the Principles Class?;43
6.4;3.4 The Role of Philosophy and Normative Economics in Teaching;45
6.5;3.5 Why Online Courses Are Not a Good Substitute for Face-to-Face Teaching;46
6.6;3.6 What Topics the Semester Should Cover;46
6.7;3.7 Necessary Tools;47
6.8;3.8 Conclusion;48
6.9;References;49
7;4 A Highly Simplified Pollution Abatement Game;51
7.1;4.1 Introduction;51
7.2;4.2 The Setup;52
7.3;4.3 Conducting the Game;53
7.4;4.4 Round One;54
7.4.1;4.4.1 Discussion Questions;54
7.5;4.5 Round Two;55
7.5.1;4.5.1 Discussion Questions;55
7.6;4.6 Round Three;56
7.6.1;4.6.1 Discussion Questions;57
7.7;References;57
8;5 Assignments to Engage Students in Economics Study Abroad Programs;58
8.1;5.1 Introduction;58
8.2;5.2 The Assignment;60
8.3;5.3 Pitfalls and Concerns;62
8.4;5.4 Assessment;63
8.5;5.5 Student Examples;63
8.5.1;5.5.1 Student Example: Humans of Berlin, Germany (Fig. 5.1);63
8.5.2;5.5.2 Student Example: Building of Germany (Fig. 5.2);64
8.5.3;5.5.3 Student Example: Human of University of Arizona (Fig. 5.3);66
8.6;5.6 Student Feedback;67
8.7;5.7 Conclusion;67
8.8;References;67
9;6 The Economic Principles of My Cancer Treatment:How to Use Medical Experiences to Teach Economics;68
9.1;6.1 Teaching Economics;68
9.2;6.2 The Nature of My Cancer Diagnoses and Treatment;70
9.3;6.3 Example 1: Inelasticity;70
9.4;6.4 Example 2: Second-Best World;72
9.5;6.5 Example 3: Cost-Benefit Analysis and Economic Efficiency;73
9.6;6.6 Example 4: Bundling;74
9.7;6.7 Example 5: Principal–Agent Problem;75
9.8;6.8 Example 6: Health Care Systems Debate;75
9.9;6.9 Example 7: Rational Risk;76
9.10;6.10 Conclusion;77
9.11;References;78
10;7 Textbook Confessions: Government Policies and MarketOutcomes;79
10.1;7.1 Introduction;79
10.2;7.2 Methodology;81
10.2.1;7.2.1 Standard Specifics;83
10.3;7.3 Textbook Coverage;84
10.3.1;7.3.1 Price Controls;84
10.3.2;7.3.2 Trade Barriers;86
10.4;7.4 Comparing with General Government Failure Coverage;88
10.5;7.5 Conclusion;90
10.6;References;90
11;8 University and High School Economics Educators Partnership: A Model from La Crosse, Wisconsin;92
11.1;8.1 Introduction;92
11.2;8.2 Motivation;93
11.3;8.3 High School Teacher Background;94
11.4;8.4 University—High School Partnership;95
11.5;8.5 Q&A Email Exchange on Political Economy;95
11.6;8.6 Conclusion;98
11.7;References;98
12;9 A Classroom Experiment: The Redistribution of Quiz Scores;100
12.1;9.1 Introduction;100
12.2;9.2 Literature Review;101
12.3;9.3 Details of the Experiment;102
12.3.1;9.3.1 The First Experiment: The Fairness/Equity Quiz;102
12.3.2;9.3.2 The Second Experiment: Receive Now/Pay Later Quiz;103
12.4;9.4 Statistical Tests;105
12.5;9.5 Conclusion;106
12.6;References;106
13;10 Making Economics Stick with Econ Beats;107
13.1;10.1 Introduction;107
13.2;10.2 Literature;108
13.3;10.3 The Project;109
13.4;10.4 Student Self-reported Experience;110
13.5;10.5 The High School Extension;112
13.6;10.6 Not All Students Love Econ Beats;113
13.7;10.7 Conclusion;115
13.8;References;115
14;11 Navigating the Economics Major: The Effect of Gender on Students' Degree Pathways;117
14.1;11.1 Introduction;117
14.2;11.2 Prior Literature;119
14.3;11.3 Background and Data;121
14.3.1;11.3.1 Background;121
14.3.2;11.3.2 Data;122
14.4;11.4 Methodology;125
14.5;11.5 Results;126
14.5.1;11.5.1 Economics Degree Selection for Full Sample of Students;126
14.5.2;11.5.2 Economics Degree Selection for Business Majors at Matriculation;129
14.6;11.6 Discussion;131
14.7;11.7 Conclusion;133
14.8;References;135
15;12 Taking a Path Less Traveled: Mastering `Metrics Without a Textbook;139
15.1;12.1 Introduction;139
15.2;12.2 Background;140
15.3;12.3 Issue;141
15.4;12.4 Doing Econometrics: An Example;143
15.5;12.5 Outcomes;146
15.6;12.6 Adjustments;146
15.7;12.7 Conclusion;147
15.8;Appendix;148
15.9;References;155
16;13 Structured Writing Assignments in an American Economic History Course;156
16.1;13.1 Introduction;156
16.2;13.2 Reading Articles and Writing Memos;157
16.3;13.3 Presentations;158
16.4;13.4 Mastering the Book Review;159
16.5;13.5 Final Papers;159
16.5.1;13.5.1 Economic Education Paper;160
16.5.2;13.5.2 Economic Historian Paper;160
16.5.3;13.5.3 The Original Research Paper;161
16.6;13.6 Conclusion;162
16.7;References;162
17;14 Integrating the Economic Way of Thinking into US HistoryCourses;163
17.1;14.1 Introduction;163
17.2;14.2 Economics: The Missing Link;164
17.3;14.3 Integrating Economics Can Strengthen Historical Understanding;165
17.4;14.4 A Pilot Study: Economic Episodes in American History and the Test of Economic Thinking;167
17.5;14.5 Evaluating the Test of Economic Thinking;168
17.6;14.6 Empirical Results;170
17.7;14.7 Conclusion;172
17.8;Appendix: Test of Economic Teaching Teacher Edition;173
17.8.1;Scarcity and Choices;174
17.8.2;Costs;175
17.8.3;Incentives;176
17.8.4;Economic Systems/Rules of the Game;177
17.8.4.1;Voluntary Trade;178
17.8.5;Primary and Secondary Effects;179
17.8.6;Scoring;180
17.8.7;Intended Audience;181
17.8.8;Test Design;181
17.9;References;182