Team-based learning in economics: Promoting group collaboration, diversity and inclusion

Cagliesi, Gabriella; Ghanei, Mahkameh

doi:10.1080/00220485.2021.2004276

Cited by 2 publications

(3 citation statements)

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“…Learning and Teaching Support Material refers to all resources that are employed by teachers and learners in the teaching and learning process [7]. To Frimpong [41] LTSM refers to teaching aids that facilitate teaching and learning.…”

Section: Availability and Use Of Learning And Teaching Support Materi...mentioning

confidence: 99%

“…Instructional materials play a key role in determining how well the Economics teachers make their lesson explicit to the learners [5,7,10]. Supporting this view is [3,4] who postulate that although there is a shortage of LTSM in Nigerian secondary schools, the use of LTSM has been associated with improved academic performance.…”

Section: Availability and Use Of Learning And Teaching Support Materi...mentioning

confidence: 99%

“…This is premised on the pedestal that in order to produce citizens with problem solving, critical thinking and decision-making skills, there is a need for proper and effective Economics curriculum implementation. It is the contention of [7] that effective curriculum implementation can only be realised if teachers are deliberate in their planning, they are experts in their subject area, and there are adequate resources availed. Economics curriculum implementation means putting the prescribed economics syllabus into actual practice [4].…”

Section: Introductionmentioning

confidence: 99%

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Challenges Facing Implementation of Economics Curriculum: The Experiences of Francis Baard District Teachers

Manzi¹,

Moreeng²

2023

ujer

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High school economics academic achievement has been poor or at best, mediocre in the Frances Baard District and in South Africa at large. This empirical study explores lesson planning, resources and pedagogical content knowledge as the challenges experienced by Frances Baard Economics teachers in their endeavour to implement the Economics curriculum. Curriculum implementation can be defined as how teachers plan and deliver instructions through the use of specified resources provided. Curriculum implementation is reliant on the teacher's ability to plan, choose and use available resources. This study makes use of Mediated Learning Experience (MLE) parameters of intentionality, reciprocity and mediation as a theoretical framework. These parameters act as a guide for how Economics curriculum should be implemented. Anchored in the qualitative phenomenological multiple case study, the study is operationalised by three purposefully selected Economics teachers, with varying levels of qualifications and experiences, from different schools which belong to different quintiles. Document analysis, observations and semi structured interviews were used to gather data after which the data were thematically analysed while member checking was used for validation. Although an effort was made to get a representative sample of schools in the Frances Baard District, the results of this study should be generalised with caution since only three schools formed part of this study. The findings of this exploration reveal that some Economics teachers encounter challenges with lesson planning, content knowledge, availability and use of resources. In mitigation to these challenges, the study recommends that the Department of Education should periodically organise workshops where teachers are empowered in terms of the Economics curriculum content, and use of various teaching strategies. It is also recommended that the Department of Education provide current and relevant resources and collaborate with different economics stakeholders.

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Section: Availability and Use Of Learning And Teaching Support Materi...mentioning

confidence: 99%

Section: Availability and Use Of Learning And Teaching Support Materi...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Challenges Facing Implementation of Economics Curriculum: The Experiences of Francis Baard District Teachers

Manzi¹,

Moreeng²

2023

ujer

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Supporting Economic Understanding and Student Success Through Peer Assistance in an Economics Learning Center

Jenkins

2024

The American Economist

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This paper provides an overview of a peer-assistance resource for students in the undergraduate degree programs in economics at the University of California (UC), Irvine. UC Irvine is a large public research university with approximately 1900 undergraduate economics majors. The Economics Learning Center (ELC) is a walk-in help facility for students in principles of economics, intermediate economics, statistics, and econometrics courses. The ELC is staffed by trained undergraduate students with strong academic records. The ELC was opened in 2014 in response to growth in the ratio of undergraduate majors to faculty and graduate TAs and growth in the share of economics students who are from outside the United States. The author discusses the effectiveness of the ELC, describes lessons learned since its inception, and provides suggestions for improvements to the model.

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Team-based learning in economics: Promoting group collaboration, diversity and inclusion

Cited by 2 publications

References 32 publications

Challenges Facing Implementation of Economics Curriculum: The Experiences of Francis Baard District Teachers

Challenges Facing Implementation of Economics Curriculum: The Experiences of Francis Baard District Teachers

Supporting Economic Understanding and Student Success Through Peer Assistance in an Economics Learning Center

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