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Academic Journal

Knowledge Growth, Academic Beliefs and Motivation of Students in Business and Economics--A Longitudinal German Case Study

Subjects: Student Motivation, Case Studies, Longitudinal Studies, Business, Economics, Foreign Countries, Epistemology, Beliefs, Economics Education, Undergraduate Students, Student Surveys, Regression (Statistics), Student Motivation, Student Motivation, Case Studies, Longitudinal Studies, Business, Economics, Foreign Countries, Epistemology, Beliefs, Economics Education, Undergraduate Students, Student Surveys, Regression (Statistics), Case Studies, Student Motivation, Case Studies, Longitudinal Studies, Business, Economics, Foreign Countries, Epistemology, Beliefs, Economics Education, Undergraduate Students, Student Surveys, Regression (Statistics), Longitudinal Studies, Student Motivation, Case Studies, Longitudinal Studies, Business, Economics, Foreign Countries, Epistemology, Beliefs, Economics Education, Undergraduate Students, Student Surveys, Regression (Statistics), Business, Student Motivation, Case Studies, Longitudinal Studies, Business, Economics, Foreign Countries, Epistemology, Beliefs, Economics Education, Undergraduate Students, Student Surveys, Regression (Statistics), Economics, Student Motivation, Case Studies, Longitudinal Studies, Business, Economics, Foreign Countries, Epistemology, Beliefs, Economics Education, Undergraduate Students, Student Surveys, Regression (Statistics), Foreign Countries, Student Motivation, Case Studies, Longitudinal Studies, Business, Economics, Foreign Countries, Epistemology, Beliefs, Economics Education, Undergraduate Students, Student Surveys, Regression (Statistics), Epistemology, Student Motivation, Case Studies, Longitudinal Studies, Business, Economics, Foreign Countries, Epistemology, Beliefs, Economics Education, Undergraduate Students, Student Surveys, Regression (Statistics), Beliefs, Student Motivation, Case Studies, Longitudinal Studies, Business, Economics, Foreign Countries, Epistemology, Beliefs, Economics Education, Undergraduate Students, Student Surveys, Regression (Statistics), Economics Education, Student Motivation, Case Studies, Longitudinal Studies, Business, Economics, Foreign Countries, Epistemology, Beliefs, Economics Education, Undergraduate Students, Student Surveys, Regression (Statistics), Undergraduate Students, Student Motivation, Case Studies, Longitudinal Studies, Business, Economics, Foreign Countries, Epistemology, Beliefs, Economics Education, Undergraduate Students, Student Surveys, Regression (Statistics), Student Surveys, Student Motivation, Case Studies, Longitudinal Studies, Business, Economics, Foreign Countries, Epistemology, Beliefs, Economics Education, Undergraduate Students, Student Surveys, Regression (Statistics), Regression (Statistics), Student Motivation, Case Studies, Longitudinal Studies, Business, Economics, Foreign Countries, Epistemology, Beliefs, Economics Education, Undergraduate Students, Student Surveys, Regression (Statistics), Statistical AnalysisGermany

  • Source: Higher Education Studies, v8 n2 p9-28 2018. 20 pp.

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Academic Journal

A Pedagogical Approach to Socially Just Relations in a Grade 11 Economics Class

Subjects: Grade 11, Economics, Foreign Countries, Social Justice, Economics Education, Economic Development, Sustainable Development, Discourse Analysis, Qualitative Research, High School Students, Films, Grade 11, Grade 11, Economics, Foreign Countries, Social Justice, Economics Education, Economic Development, Sustainable Development, Discourse Analysis, Qualitative Research, High School Students, Films, Economics, Grade 11, Economics, Foreign Countries, Social Justice, Economics Education, Economic Development, Sustainable Development, Discourse Analysis, Qualitative Research, High School Students, Films, Foreign Countries, Grade 11, Economics, Foreign Countries, Social Justice, Economics Education, Economic Development, Sustainable Development, Discourse Analysis, Qualitative Research, High School Students, Films, Social Justice, Grade 11, Economics, Foreign Countries, Social Justice, Economics Education, Economic Development, Sustainable Development, Discourse Analysis, Qualitative Research, High School Students, Films, Economics Education, Grade 11, Economics, Foreign Countries, Social Justice, Economics Education, Economic Development, Sustainable Development, Discourse Analysis, Qualitative Research, High School Students, Films, Economic Development, Grade 11, Economics, Foreign Countries, Social Justice, Economics Education, Economic Development, Sustainable Development, Discourse Analysis, Qualitative Research, High School Students, Films, Sustainable Development, Grade 11, Economics, Foreign Countries, Social Justice, Economics Education, Economic Development, Sustainable Development, Discourse Analysis, Qualitative Research, High School Students, Films, Discourse Analysis, Grade 11, Economics, Foreign Countries, Social Justice, Economics Education, Economic Development, Sustainable Development, Discourse Analysis, Qualitative Research, High School Students, Films, Qualitative Research, Grade 11, Economics, Foreign Countries, Social Justice, Economics Education, Economic Development, Sustainable Development, Discourse Analysis, Qualitative Research, High School Students, Films, High School Students, Grade 11, Economics, Foreign Countries, Social Justice, Economics Education, Economic Development, Sustainable Development, Discourse Analysis, Qualitative Research, High School Students, Films, Films, Grade 11, Economics, Foreign Countries, Social Justice, Economics Education, Economic Development, Sustainable Development, Discourse Analysis, Qualitative Research, High School Students, Films, Social MediaSouth Africa

  • Source: South African Journal of Education, v36 n2 Article 1132 May 2016. 18 pp.

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Academic Journal

Content of Future Economists' Professional Mobility in Researches of Foreign Scientists

Subjects: Occupational Mobility, Economics, Professional Personnel, Research, Competence, Professional Development, Individual Development, Specialists, Researchers, Higher Education, Occupational Mobility, Occupational Mobility, Economics, Professional Personnel, Research, Competence, Professional Development, Individual Development, Specialists, Researchers, Higher Education, Economics, Occupational Mobility, Economics, Professional Personnel, Research, Competence, Professional Development, Individual Development, Specialists, Researchers, Higher Education, Professional Personnel, Occupational Mobility, Economics, Professional Personnel, Research, Competence, Professional Development, Individual Development, Specialists, Researchers, Higher Education, Research, Occupational Mobility, Economics, Professional Personnel, Research, Competence, Professional Development, Individual Development, Specialists, Researchers, Higher Education, Competence, Occupational Mobility, Economics, Professional Personnel, Research, Competence, Professional Development, Individual Development, Specialists, Researchers, Higher Education, Professional Development, Occupational Mobility, Economics, Professional Personnel, Research, Competence, Professional Development, Individual Development, Specialists, Researchers, Higher Education, Individual Development, Occupational Mobility, Economics, Professional Personnel, Research, Competence, Professional Development, Individual Development, Specialists, Researchers, Higher Education, Specialists, Occupational Mobility, Economics, Professional Personnel, Research, Competence, Professional Development, Individual Development, Specialists, Researchers, Higher Education, Researchers, Occupational Mobility, Economics, Professional Personnel, Research, Competence, Professional Development, Individual Development, Specialists, Researchers, Higher Education, Higher Education, Occupational Mobility, Economics, Professional Personnel, Research, Competence, Professional Development, Individual Development, Specialists, Researchers, Higher Education, Economics Education

  • Source: Comparative Professional Pedagogy, v7 n4 p139-144 Dec 2017. 6 pp.

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Academic Journal

The Elitism Dispositif: Hierarchization, Discourses of Excellence and Organizational Change in European Economics

Subjects: Educational Change, Foreign Countries, Organizational Change, Economics Education, Economics, Departments, Higher Education, Excellence in Education, Reputation, Power Structure, Researchers, College Faculty, Cross Cultural Studies, Educational Change, Educational Change, Foreign Countries, Organizational Change, Economics Education, Economics, Departments, Higher Education, Excellence in Education, Reputation, Power Structure, Researchers, College Faculty, Cross Cultural Studies, Foreign Countries, Educational Change, Foreign Countries, Organizational Change, Economics Education, Economics, Departments, Higher Education, Excellence in Education, Reputation, Power Structure, Researchers, College Faculty, Cross Cultural Studies, Organizational Change, Educational Change, Foreign Countries, Organizational Change, Economics Education, Economics, Departments, Higher Education, Excellence in Education, Reputation, Power Structure, Researchers, College Faculty, Cross Cultural Studies, Economics Education, Educational Change, Foreign Countries, Organizational Change, Economics Education, Economics, Departments, Higher Education, Excellence in Education, Reputation, Power Structure, Researchers, College Faculty, Cross Cultural Studies, Economics, Educational Change, Foreign Countries, Organizational Change, Economics Education, Economics, Departments, Higher Education, Excellence in Education, Reputation, Power Structure, Researchers, College Faculty, Cross Cultural Studies, Departments, Educational Change, Foreign Countries, Organizational Change, Economics Education, Economics, Departments, Higher Education, Excellence in Education, Reputation, Power Structure, Researchers, College Faculty, Cross Cultural Studies, Higher Education, Educational Change, Foreign Countries, Organizational Change, Economics Education, Economics, Departments, Higher Education, Excellence in Education, Reputation, Power Structure, Researchers, College Faculty, Cross Cultural Studies, Excellence in Education, Educational Change, Foreign Countries, Organizational Change, Economics Education, Economics, Departments, Higher Education, Excellence in Education, Reputation, Power Structure, Researchers, College Faculty, Cross Cultural Studies, Reputation, Educational Change, Foreign Countries, Organizational Change, Economics Education, Economics, Departments, Higher Education, Excellence in Education, Reputation, Power Structure, Researchers, College Faculty, Cross Cultural Studies, Power Structure, Educational Change, Foreign Countries, Organizational Change, Economics Education, Economics, Departments, Higher Education, Excellence in Education, Reputation, Power Structure, Researchers, College Faculty, Cross Cultural Studies, Researchers, Educational Change, Foreign Countries, Organizational Change, Economics Education, Economics, Departments, Higher Education, Excellence in Education, Reputation, Power Structure, Researchers, College Faculty, Cross Cultural Studies, College Faculty, Educational Change, Foreign Countries, Organizational Change, Economics Education, Economics, Departments, Higher Education, Excellence in Education, Reputation, Power Structure, Researchers, College Faculty, Cross Cultural Studies, Cross Cultural Studies, Educational Change, Foreign Countries, Organizational Change, Economics Education, Economics, Departments, Higher Education, Excellence in Education, Reputation, Power Structure, Researchers, College Faculty, Cross Cultural Studies, AdvantagedGermany, Germany, Germany, United Kingdom

  • Source: Higher Education: The International Journal of Higher Education Research, v73 n6 p909-927 Jun 2017. 19 pp.

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Academic Journal

Discipline-Specific Language Instruction for International Students in Introductory Economics

Subjects: Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Intellectual Disciplines, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Introductory Courses, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Economics, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Course Content, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Second Language Instruction, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Second Language Learning, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, English (Second Language), Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Foreign Students, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Pretests Posttests, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Interviews, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Student Attitudes, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Reading Skills, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Language Proficiency, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Vocabulary Development, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Teaching Methods, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Language Tests, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Scores, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Student Surveys, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Foreign Countries, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, College Students, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Academic Achievement, Intellectual Disciplines, Introductory Courses, Economics, Course Content, Second Language Instruction, Second Language Learning, English (Second Language), Foreign Students, Pretests Posttests, Interviews, Student Attitudes, Reading Skills, Language Proficiency, Vocabulary Development, Teaching Methods, Language Tests, Scores, Student Surveys, Foreign Countries, College Students, Academic Achievement, Economics EducationCanadaInternational English Language Testing System

  • Source: Canadian Journal for the Scholarship of Teaching and Learning, v6 n3 Article 7 2015. 21 pp.

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Academic Journal

Participate or Observe? Effects of Economic Classroom Experiments on Students' Economic Literacy

Subjects: Economics, Concept Formation, Teaching Methods, Statistical Analysis, Control Groups, Learning Activities, Secondary School Students, Models, Direct Instruction, Economics Education, Educational Benefits, Comparative Analysis, Instructional Effectiveness, Economics, Economics, Concept Formation, Teaching Methods, Statistical Analysis, Control Groups, Learning Activities, Secondary School Students, Models, Direct Instruction, Economics Education, Educational Benefits, Comparative Analysis, Instructional Effectiveness, Concept Formation, Economics, Concept Formation, Teaching Methods, Statistical Analysis, Control Groups, Learning Activities, Secondary School Students, Models, Direct Instruction, Economics Education, Educational Benefits, Comparative Analysis, Instructional Effectiveness, Teaching Methods, Economics, Concept Formation, Teaching Methods, Statistical Analysis, Control Groups, Learning Activities, Secondary School Students, Models, Direct Instruction, Economics Education, Educational Benefits, Comparative Analysis, Instructional Effectiveness, Statistical Analysis, Economics, Concept Formation, Teaching Methods, Statistical Analysis, Control Groups, Learning Activities, Secondary School Students, Models, Direct Instruction, Economics Education, Educational Benefits, Comparative Analysis, Instructional Effectiveness, Control Groups, Economics, Concept Formation, Teaching Methods, Statistical Analysis, Control Groups, Learning Activities, Secondary School Students, Models, Direct Instruction, Economics Education, Educational Benefits, Comparative Analysis, Instructional Effectiveness, Learning Activities, Economics, Concept Formation, Teaching Methods, Statistical Analysis, Control Groups, Learning Activities, Secondary School Students, Models, Direct Instruction, Economics Education, Educational Benefits, Comparative Analysis, Instructional Effectiveness, Secondary School Students, Economics, Concept Formation, Teaching Methods, Statistical Analysis, Control Groups, Learning Activities, Secondary School Students, Models, Direct Instruction, Economics Education, Educational Benefits, Comparative Analysis, Instructional Effectiveness, Models, Economics, Concept Formation, Teaching Methods, Statistical Analysis, Control Groups, Learning Activities, Secondary School Students, Models, Direct Instruction, Economics Education, Educational Benefits, Comparative Analysis, Instructional Effectiveness, Direct Instruction, Economics, Concept Formation, Teaching Methods, Statistical Analysis, Control Groups, Learning Activities, Secondary School Students, Models, Direct Instruction, Economics Education, Educational Benefits, Comparative Analysis, Instructional Effectiveness, Economics Education, Economics, Concept Formation, Teaching Methods, Statistical Analysis, Control Groups, Learning Activities, Secondary School Students, Models, Direct Instruction, Economics Education, Educational Benefits, Comparative Analysis, Instructional Effectiveness, Educational Benefits, Economics, Concept Formation, Teaching Methods, Statistical Analysis, Control Groups, Learning Activities, Secondary School Students, Models, Direct Instruction, Economics Education, Educational Benefits, Comparative Analysis, Instructional Effectiveness, Comparative Analysis, Economics, Concept Formation, Teaching Methods, Statistical Analysis, Control Groups, Learning Activities, Secondary School Students, Models, Direct Instruction, Economics Education, Educational Benefits, Comparative Analysis, Instructional Effectiveness, Instructional Effectiveness, Economics, Concept Formation, Teaching Methods, Statistical Analysis, Control Groups, Learning Activities, Secondary School Students, Models, Direct Instruction, Economics Education, Educational Benefits, Comparative Analysis, Instructional Effectiveness, Literacy

  • Source: European Journal of Psychology of Education, v32 n2 p289-310 Apr 2017. 22 pp.

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Academic Journal

Effective Teaching of Economics: A Constrained Optimization Problem?

Subjects: Teaching Methods, Economics Education, Economics, Instructional Effectiveness, Short Term Memory, Instructional Design, Learning Processes, Cognitive Ability, Teaching Methods, Teaching Methods, Economics Education, Economics, Instructional Effectiveness, Short Term Memory, Instructional Design, Learning Processes, Cognitive Ability, Economics Education, Teaching Methods, Economics Education, Economics, Instructional Effectiveness, Short Term Memory, Instructional Design, Learning Processes, Cognitive Ability, Economics, Teaching Methods, Economics Education, Economics, Instructional Effectiveness, Short Term Memory, Instructional Design, Learning Processes, Cognitive Ability, Instructional Effectiveness, Teaching Methods, Economics Education, Economics, Instructional Effectiveness, Short Term Memory, Instructional Design, Learning Processes, Cognitive Ability, Short Term Memory, Teaching Methods, Economics Education, Economics, Instructional Effectiveness, Short Term Memory, Instructional Design, Learning Processes, Cognitive Ability, Instructional Design, Teaching Methods, Economics Education, Economics, Instructional Effectiveness, Short Term Memory, Instructional Design, Learning Processes, Cognitive Ability, Learning Processes, Teaching Methods, Economics Education, Economics, Instructional Effectiveness, Short Term Memory, Instructional Design, Learning Processes, Cognitive Ability, Cognitive Ability, Teaching Methods, Economics Education, Economics, Instructional Effectiveness, Short Term Memory, Instructional Design, Learning Processes, Cognitive Ability, Transfer of Training

  • Source: Journal of Economic Education, v48 n4 p265-275 2017. 11 pp.

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Academic Journal

Time Series Econometrics for the 21st Century

Subjects: Economics, Economics Education, Undergraduate Students, College Instruction, Models, Error of Measurement, Time, Statistical Analysis, Regression (Statistics), Prediction, Economics, Economics, Economics Education, Undergraduate Students, College Instruction, Models, Error of Measurement, Time, Statistical Analysis, Regression (Statistics), Prediction, Economics Education, Economics, Economics Education, Undergraduate Students, College Instruction, Models, Error of Measurement, Time, Statistical Analysis, Regression (Statistics), Prediction, Undergraduate Students, Economics, Economics Education, Undergraduate Students, College Instruction, Models, Error of Measurement, Time, Statistical Analysis, Regression (Statistics), Prediction, College Instruction, Economics, Economics Education, Undergraduate Students, College Instruction, Models, Error of Measurement, Time, Statistical Analysis, Regression (Statistics), Prediction, Models, Economics, Economics Education, Undergraduate Students, College Instruction, Models, Error of Measurement, Time, Statistical Analysis, Regression (Statistics), Prediction, Error of Measurement, Economics, Economics Education, Undergraduate Students, College Instruction, Models, Error of Measurement, Time, Statistical Analysis, Regression (Statistics), Prediction, Time, Economics, Economics Education, Undergraduate Students, College Instruction, Models, Error of Measurement, Time, Statistical Analysis, Regression (Statistics), Prediction, Statistical Analysis, Economics, Economics Education, Undergraduate Students, College Instruction, Models, Error of Measurement, Time, Statistical Analysis, Regression (Statistics), Prediction, Regression (Statistics), Economics, Economics Education, Undergraduate Students, College Instruction, Models, Error of Measurement, Time, Statistical Analysis, Regression (Statistics), Prediction, Prediction, Economics, Economics Education, Undergraduate Students, College Instruction, Models, Error of Measurement, Time, Statistical Analysis, Regression (Statistics), Prediction, Change

  • Source: Journal of Economic Education, v48 n3 p137-145 2017. 9 pp.

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Academic Journal

Students' Persistent Preconceptions and Learning Economic Principles

Subjects: Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, Economics Education, Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, College Freshmen, Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, College Students, Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, Student Attitudes, Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, Academic Persistence, Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, Student Surveys, Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, Thinking Skills, Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, Cognitive Processes, Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, Teaching Methods, Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, Learning Processes, Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, Tests, Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, Economics, Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, Questionnaires, Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, Foreign Countries, Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, Statistical Analysis, Economics Education, College Freshmen, College Students, Student Attitudes, Academic Persistence, Student Surveys, Thinking Skills, Cognitive Processes, Teaching Methods, Learning Processes, Tests, Economics, Questionnaires, Foreign Countries, Statistical Analysis, Attitude ChangeSpain (Barcelona)

  • Source: Journal of Economic Education, v48 n2 p74-92 2017. 19 pp.

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Academic Journal

The Effect of Student Learning Styles, Race and Gender on Learning Outcomes: The Case of Public Goods

Subjects: Outcomes of Education, Cognitive Style, Active Learning, Case Studies, Teaching Methods, College Students, Experimental Groups, Control Groups, Economics Education, Economics, Personality Measures, Race, Outcomes of Education, Outcomes of Education, Cognitive Style, Active Learning, Case Studies, Teaching Methods, College Students, Experimental Groups, Control Groups, Economics Education, Economics, Personality Measures, Race, Cognitive Style, Outcomes of Education, Cognitive Style, Active Learning, Case Studies, Teaching Methods, College Students, Experimental Groups, Control Groups, Economics Education, Economics, Personality Measures, Race, Active Learning, Outcomes of Education, Cognitive Style, Active Learning, Case Studies, Teaching Methods, College Students, Experimental Groups, Control Groups, Economics Education, Economics, Personality Measures, Race, Case Studies, Outcomes of Education, Cognitive Style, Active Learning, Case Studies, Teaching Methods, College Students, Experimental Groups, Control Groups, Economics Education, Economics, Personality Measures, Race, Teaching Methods, Outcomes of Education, Cognitive Style, Active Learning, Case Studies, Teaching Methods, College Students, Experimental Groups, Control Groups, Economics Education, Economics, Personality Measures, Race, College Students, Outcomes of Education, Cognitive Style, Active Learning, Case Studies, Teaching Methods, College Students, Experimental Groups, Control Groups, Economics Education, Economics, Personality Measures, Race, Experimental Groups, Outcomes of Education, Cognitive Style, Active Learning, Case Studies, Teaching Methods, College Students, Experimental Groups, Control Groups, Economics Education, Economics, Personality Measures, Race, Control Groups, Outcomes of Education, Cognitive Style, Active Learning, Case Studies, Teaching Methods, College Students, Experimental Groups, Control Groups, Economics Education, Economics, Personality Measures, Race, Economics Education, Outcomes of Education, Cognitive Style, Active Learning, Case Studies, Teaching Methods, College Students, Experimental Groups, Control Groups, Economics Education, Economics, Personality Measures, Race, Economics, Outcomes of Education, Cognitive Style, Active Learning, Case Studies, Teaching Methods, College Students, Experimental Groups, Control Groups, Economics Education, Economics, Personality Measures, Race, Personality Measures, Outcomes of Education, Cognitive Style, Active Learning, Case Studies, Teaching Methods, College Students, Experimental Groups, Control Groups, Economics Education, Economics, Personality Measures, Race, Race, Outcomes of Education, Cognitive Style, Active Learning, Case Studies, Teaching Methods, College Students, Experimental Groups, Control Groups, Economics Education, Economics, Personality Measures, Race, Gender DifferencesIndianaTest of Understanding in College Economics, Test of Understanding in College Economics, Test of Understanding in College Economics, Myers Briggs Type Indicator

  • Source: Journal of Learning in Higher Education, v10 n2 p37-48 Fall 2014. 7 pp.

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