A Note on the Use of Graduate Teaching Assistants in the Principles Course

Lamphear, Charles; McConnell, Campbell R.

doi:10.2307/1182322

Cited by 4 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In contrast, tutors in the United States have direct impacts on students' grades 292 JOURNAL OF ECONOMIC EDUCATION through the grading of their own students' exams and quizzes and through the assignment of marks for class participation. Therefore, the expected influences of the tutor found in most studies done in the United States (Lampher and McConnell 1970;Watts and Lynch 1989;Bosshardt and Watts 1990) may not be found in this study.…”

Section: Students' Performance In Economics: Does the Norm Hold Acroscontrasting

confidence: 56%

Students' Performance in Economics: Does the Norm Hold Across Cultural and Institutional Settings?

Tay

1994

The Journal of Economic Education

View full text Add to dashboard Cite

Section: Students' Performance In Economics: Does the Norm Hold Acroscontrasting

confidence: 56%

Students' Performance in Economics: Does the Norm Hold Across Cultural and Institutional Settings?

Tay

1994

The Journal of Economic Education

View full text Add to dashboard Cite

“…However, Lamphear and McConnell (1970) compared the performance of the students in the TA sections in McConnell (1968) with the students in the "lectureless" and videotaped lecture sections in a study by McConnell and Lamphear (1969) and revealed an advantage to the latter two groups of students for the university multiple-choice examination and each of its components. There was no significant difference on the TEU (Test of Economics Understanding).…”

Section: Graduate Student Instructorsmentioning

confidence: 99%

Evaluation criteria and the effectiveness of instructional technology in higher education

Wells

1976

High Educ

View full text Add to dashboard Cite

No significant differences" is the most frequently quoted conclusion of any survey comparing the effectiveness [1] of alternative instructional technologies [2,3]. While this effectiveness conclusion does not differ for the research reported upon in this paper the other purposes of this paper are to discuss alternative criteria for measuring effectiveness and to analyse potential causes of the finding of no significant differences.The paper is divided into three major sections. In the first section an analysis of the impact of comparability of technologies, organizational factors, student characteristics, and material quality on technology effectiveness is presented. The second section is devoted to a description of cognitive (measurements of knowledge gains) and noncognitive (attitudes and time to complete material) criteria for evaluation. The third section contains a summarization of research findings for a variety of technologies including: television, radio, programmed instruction, computer-assisted instruction and effects of alterations in class size, changes in course length, and utilization of graduate students as instructors. Problems in the Evaluation of Instructional Technologies COMPARABILITY OF TECHNOLOGIESTo determine the relative cognitive effectiveness of instructional technology comparisons are usually made with conventional instruction. Unfortunately there is no clear definition of conventional instruction. It is also difficult to specify precise experimental controls for the studies. For example, in a comparison of televised and conventional classroom instruction, should we use the same instructor with the same materials in both media? Or should we allow total flexibility in course construction to utilize the differences in the media? What size of class should be allowed for the conventional instruction alternative? Briggs et al. (1967) pointed to other difficulties in comparison studies including: the use of intact classes and the +' Prepared for the Economics Education Project, Heriot-Watt University, Edinburgh, Scotland. The author would like to thank the referees for Higher Education for their helpful comments on an earlier draft of this paper.

show abstract

“…The Test of Understanding in College Ecoaaonoics (TUCE) became available in 1968 and was designed as an instrument for evaluation and research on the introductory college course [4,5,7,40,56,76,81,90,991. It also has had relatively thorough validation and summary reviews [22, 23, 32, 33, 34, 64, 88, 111, 1141. The College Level Examination Program in Econowzics of the College Entrance Exantination Board (CLEP/CEEB) was designed for evaluating the credentials of students wanting credit for independent study or for advanced placement [29, 301.…”

Section: Review Of Social Economymentioning

confidence: 99%

Current Status and Trends in Economic Education Research

Lewis¹

1971

Review of Social Economy

View full text Add to dashboard Cite

A Note on the Use of Graduate Teaching Assistants in the Principles Course

Cited by 4 publications

References 0 publications

Students' Performance in Economics: Does the Norm Hold Across Cultural and Institutional Settings?

Students' Performance in Economics: Does the Norm Hold Across Cultural and Institutional Settings?

Evaluation criteria and the effectiveness of instructional technology in higher education

Current Status and Trends in Economic Education Research

Contact Info

Product

Resources

About