東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Two essays on increasing the learnin...

McLean, William J.

FindBook

Google Book

Amazon

博客來

Two essays on increasing the learning effectiveness of economics education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Two essays on increasing the learning effectiveness of economics education./
作者:	McLean, William J.
面頁冊數:	342 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3729.
Contained By:	Dissertation Abstracts International71-10A.
標題:	Economics, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3422279
ISBN:	9781124210940

Two essays on increasing the learning effectiveness of economics education.
McLean, William J.

Two essays on increasing the learning effectiveness of economics education. - 342 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3729.

Thesis (Ph.D.)--Oklahoma State University, 2010.

Scope and Method of Study. This study develops, implements, and evaluates a new economics teaching pedagogy based on the U.S. Army's systems approach to training model. Using the approach, tasks are identified that compose the task domain for the Principles' of Microeconomics course. From the 130 identified tasks, 73 are used by Economics of Socials Issues classes for the evaluation phase. Next each task is expanded to include task conditions, task standard, task performance steps, and task performance measures. The developed document is called a teaching, learning, and evaluation outline (TLEO). The same process identifies 53 tasks used in unit 3 of Money and Banking classes. An experiment is used to assess the impact of using the TLEO documents to enhance learning. One section of Social Issues receives the TLEO pedagogical treatment and one does not. Completely randomized selection is used for the two Money and Banking courses. The treatment groups receive the TLEO documents for each task and are taught using the task, conditions, standard format from the document. Social issues students received the treatment for 16 weeks while the Money and Banking students received 2-4 weeks of treatment.

ISBN: 9781124210940Subjects--Topical Terms:

1017424
Economics, General.

Two essays on increasing the learning effectiveness of economics education.
LDR:03423nam 2200349 4500 001 1395662
005 20110520122419.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124210940
035 $a (UMI)AAI3422279
035 $a AAI3422279
040 $a UMI $c UMI
100 1 $a McLean, William J. $3 1674376
245 1 0 $a Two essays on increasing the learning effectiveness of economics education.
300 $a 342 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3729.
500 $a Adviser: Lee C. Adkins.
502 $a Thesis (Ph.D.)--Oklahoma State University, 2010.
520 $a Scope and Method of Study. This study develops, implements, and evaluates a new economics teaching pedagogy based on the U.S. Army's systems approach to training model. Using the approach, tasks are identified that compose the task domain for the Principles' of Microeconomics course. From the 130 identified tasks, 73 are used by Economics of Socials Issues classes for the evaluation phase. Next each task is expanded to include task conditions, task standard, task performance steps, and task performance measures. The developed document is called a teaching, learning, and evaluation outline (TLEO). The same process identifies 53 tasks used in unit 3 of Money and Banking classes. An experiment is used to assess the impact of using the TLEO documents to enhance learning. One section of Social Issues receives the TLEO pedagogical treatment and one does not. Completely randomized selection is used for the two Money and Banking courses. The treatment groups receive the TLEO documents for each task and are taught using the task, conditions, standard format from the document. Social issues students received the treatment for 16 weeks while the Money and Banking students received 2-4 weeks of treatment.
520 $a Findings and Conclusions. The task identification and document generation process can be applied to economics and many other academic subjects. The process is time consuming and almost prohibitive for an individual instructor; however, the finished product provides a self-contained lesson plan for teaching and an outline format for class preparation and task learning. The effectiveness of the new pedagogy is mixed. Regression analysis revealed no significant pedagogical effect on the Social Issues classes. Difference of means tests for Money and Banking classes showed greater learning by the treatment group in one of the learning achievement measures. Two of the four learning achievement measures supported increased learning in the longer Money and Banking class. Student use of the TLEO documents as envisioned was inconsistent during the experiment. More research is needed to determine student attitudes toward the new task document. Lastly, to accurately measure the TLEO document and the pedagogy, further testing in an environment where students must rely upon the TLEO exclusively is needed.
590 $a School code: 0664.
650 4 $a Economics, General. $3 1017424
650 4 $a Economics, Theory. $3 1017575
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0501
690 $a 0511
690 $a 0534
690 $a 0727
710 2 $a Oklahoma State University. $b Economics. $3 1027959
773 0 $t Dissertation Abstracts International $g 71-10A.
790 1 0 $a Adkins, Lee C., $e advisor
790 1 0 $a Applegate, Michael $e committee member
790 1 0 $a Currier, Kevin M. $e committee member
790 1 0 $a Edwards, Steven W. $e committee member
790 $a 0664
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3422279