Long-Run and Cyclic Movements in the Unemployment Rate in Hong Kong: A Dynamic, General Equilibrium Approach
In: Hong Kong Institute for Monetary and Financial Research (HKIMR) Research Paper WP No. 19/2007
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In: Hong Kong Institute for Monetary and Financial Research (HKIMR) Research Paper WP No. 19/2007
SSRN
In: American economic review, Band 93, Heft 2, S. 455-459
ISSN: 1944-7981
In: American economic review, Band 90, Heft 2, S. 517-518
ISSN: 1944-7981
In: American economic review, Band 89, Heft 2, S. 486-487
ISSN: 1944-7981
In: Journal of Monetary Economics, Band 5, Heft 4, S. 593-604
SSRN
Working paper
In: Edward Elgar E-Book Archive
Teaching Innovations in Economics presents findings from the Teaching Innovations Program (TIP) funded by the National Science Foundation. The six-year project engaged economics professors in the use of interactive teaching in undergraduate economics courses. Each chapter offers an insightful explanation of an innovative teaching strategy and provides a description and examples of its effective use in undergraduate economics courses. The book's conclusion assesses the results from an evaluation of the program that reports detailed findings on how TIP fundamentals have contributed to faculty development and successful outcomes. -- The first three chapters of the book describe the results of TIP's three phases: (1) workshops on teaching for college and university economics instructors that introduced them to a variety of interactive teaching strategies; (2) follow-on instructional modules that provided mentoring from interactive strategy experts and gave participants an opportunity to adapt and apply these strategies to their undergraduate economics courses; and (3) opportunities to contribute to the scholarship of teaching and learning in economics, which involves sharing and discussing teaching innovations with other faculty members in presentations, papers, and other forums. The chapters following describe the seven interactive strategies featured in the project: cooperative learning, classroom experiments, interpretive discussion, formative assessment, context-rich problem solving, teaching with cases, and active learning in large-enrollment courses. These seven chapters were each written by a team of four economists, consisting of a strategy expert and three TIP participants who used the teaching strategy in their classrooms with students.
In: Journal of economic dynamics & control, Band 52, S. 190-208
ISSN: 0165-1889
In: Journal of economic dynamics & control, Band 32, Heft 10, S. 3113-3147
ISSN: 0165-1889
In: American economic review, Band 89, Heft 2, S. 355-361
ISSN: 1944-7981
In: Journal of international economics, Band 25, Heft 3-4, S. 205-224
ISSN: 0022-1996
In: Hong Kong Institute for Monetary and Financial Research (HKIMR) Research Paper WP No. 37/2009
SSRN
In: Journal of Monetary Economics, Band 19, Heft 1, S. 45-67
Discussing Economics treats discussion - meaning formal consideration of questions about a reading - as a new approach to learning economics. Setting out a detailed approach modeled on the ideas of Mortimer Adler and the Great Books Foundation, the authors explain why instructors should organize discussion around interpretive questions, how to plan and lead discussion, and how to integrate it into a course. They then provide a guide to over 60 classic and contemporary readings that span much of the undergraduate economics curriculum. For each, they provide a synopsis, learning objectives, recommended questions, and discussion suggestions. The authors make the case for discussion as a productive, cost-effective pedagogy that provides students with the opportunity to improve their economic literacy. As students form and revise their interpretations, they use the concepts the authors used in ways that deepen their understanding, lengthen their retention and enable them to transfer their mastery to new contexts. An invaluable resource for undergraduate and high school economics instructors, this volume will also be a useful tool for economic educators and those interested in classic economic writings
In: American economic review, Band 92, Heft 2, S. 463-472
ISSN: 1944-7981