Setting an agenda for the future

Allgood, Sam; McGoldrick, KimMarie

doi:10.1080/00220485.2019.1582386

Cited by 6 publications

(4 citation statements)

References 17 publications

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“…However, the problems that Becker and Watts first highlighted about the lack of preparation academic economists experience for post-PhD employment still exist. Although new faculty devote half of their time to teaching, only half of them agree that graduate school adequately prepared them to teach (Allgood & McGoldrick, 2019). While graduate programs today are providing some training in teaching economics, graduates express that more preparation in teacher training and teaching-specific professional activities is desirable (Allgood et al, 2018; McGoldrick et al, 2010).…”

Section: A Brief History Of the Quinquennial1 Surveymentioning

confidence: 99%

Teaching Methods in Undergraduate Introductory Economics Courses: Results From a Sixth National Quinquennial Survey

Asarta

Chambers

Harter

2020

The American Economist

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This article presents the first report of basic findings from the 2020 online administration of the sixth national quinquennial survey on teaching and assessment methods. Focusing on the teaching methods in introductory economics courses (i.e., principles and survey courses), the authors find that very little has changed in the past quarter-century. The typical instructor in introductory courses is predominantly a male, Caucasian, with a PhD. “Chalk and Talk” remains the preferred method of instruction in introductory courses, along with the use of textbooks. The use of “student(s) with student(s)” discussions in the classroom, as well as cooperative learning/small-group assignments, has increased since 2010. Lessons, activities, and references that address diversity, inclusion, or gender issues, however, are almost never used in introductory economics courses. JEL Classifications: A20, A22

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Section: A Brief History Of the Quinquennial1 Surveymentioning

confidence: 99%

Teaching Methods in Undergraduate Introductory Economics Courses: Results From a Sixth National Quinquennial Survey

Asarta

Chambers

Harter

2020

The American Economist

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“…While there has been some growth in the use of active learning over the past few years, it's not entirely clear that educators are even the best judge of how much active learning is actually occurring (Sheridan & Smith 2020). Many faculty (and department chairs) do not believe that graduate school adequately prepared them to begin teaching (Allgood, Hoyt, and McGoldrick 2018) despite new faculty devoting half of their time to teaching (Allgood & McGoldrick 2019). Given the time constraints placed on new faculty, many of them revert to "traditional" methods because of the cost associated with learning new methods.…”

Section: Literature Reviewmentioning

confidence: 99%

The Most Magical Way to Teach: Disney Music In The Classroom

Jaeger

Wooten

2023

jeconteach

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The Walt Disney Company, and its subsidiaries, are responsible for some of the most popular movies in existence. One of the things that makes the classic Disney movie unique is its soundtracks. Many of the movies have key songs that can be used to teach various economics concepts in the high school and postsecondary classroom. We provide three detailed lesson plans that outline how to use Disney music to teach foundational concepts, but also include a more extensive table that includes concepts covered in a variety of Disney songs.

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“…Media empires have been discussed as both a form of domination in which media is used by developed countries to economically, politically and culturally dominate underdeveloped nations and to force foreign contents towards them (Kalyani and Kavoori 2011;Reach 1987;Said 1993;Sung 1992;Tunstall 1977), and as a pacific exchange of information, visuals, images, technologies, sometimes ideologies between societies over a common communication platform (Boyd-Barrett 1977;Yang 2010). According to Ueno Toshiya (1996), telecommunications and technological infrastructures' silent and pacific contamination can be considered a "sub-empire," exchanging media artefacts, imageries, and productive scenarios.…”

Section: The "Animated Empire"mentioning

confidence: 99%

The “Animated Empire” of Post-modern Heroes: Japanese Anime on Italian TV in the Late 70s

Maselli¹

2020

The Journal of Communication and Media Studies

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From Pacific regions to European countries, mass communication's history had been exposed to numerous revolutions in the late 70s and early 80s: new TV shows, networks, technologies, audiovisual products, and disciplines examining the relationship between culture and media appeared. In those years, the Japanese media industry exported a huge amount of animated series in European countries and, especially in Italy, Pacific heroes became dominators of private and public networks that broadcasted their stories daily with great success. This article aims at tracing factors that opened Italian purchasers and spectators to the new Pacific heroes and at defining this cultural and economic phenomenon as an "animated empire" built for the last forty years. These phenomena can be explained by summarizing political, economic, social, and technological events that occurred in both Japan and Italy in the 1970s, such as the energy crisis of 1973, the economic dynamism of Japanese animation studios and Italian TV networks in the late 1970s, and the post-modern revolution of Italian society. The article examines these converging factors and relies upon a research path that is not new to the Italian scene, with

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Setting an agenda for the future

Cited by 6 publications

References 17 publications

Teaching Methods in Undergraduate Introductory Economics Courses: Results From a Sixth National Quinquennial Survey

Teaching Methods in Undergraduate Introductory Economics Courses: Results From a Sixth National Quinquennial Survey

The Most Magical Way to Teach: Disney Music In The Classroom

The “Animated Empire” of Post-modern Heroes: Japanese Anime on Italian TV in the Late 70s

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