| Journal Article |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| A Graphical Exposition of the Ordered Probit |
0 |
0 |
0 |
35 |
0 |
1 |
16 |
129 |
| A Little More than Chalk and Talk: Results from a Third National Survey of Teaching Methods in Undergraduate Economics Courses |
0 |
0 |
1 |
130 |
2 |
2 |
15 |
382 |
| Achievement Differences on Multiple-Choice and Essay Tests in Economics |
0 |
0 |
0 |
81 |
0 |
1 |
13 |
417 |
| An Agenda for Research on Economic Education in Colleges and Universities |
0 |
0 |
1 |
32 |
0 |
0 |
12 |
134 |
| Assessing personnel practices in higher education: A case study in the hiring of females |
0 |
0 |
1 |
15 |
0 |
0 |
4 |
78 |
| Assessing personnel practices in higher education: A misleading note of caution |
0 |
0 |
0 |
6 |
1 |
1 |
2 |
46 |
| Assessment Practices and Trends in Undergraduate Economics Courses |
0 |
0 |
0 |
102 |
0 |
0 |
7 |
274 |
| Behavior and Productivity Implications of Institutional and Project Funding of Research: Comment |
0 |
0 |
0 |
0 |
0 |
2 |
6 |
10 |
| Carl Shapiro and Hal R. Varian. Information Rules: A Strategic Guide to the Network Economy. Boston, Massachusetts: Harvard Business School Press, 1999. x + 352 pp |
1 |
5 |
18 |
316 |
4 |
17 |
76 |
1,007 |
| Chalk and Talk: A National Survey on Teaching Undergraduate Economics |
0 |
2 |
5 |
190 |
2 |
6 |
29 |
738 |
| Changing Incentives and Time Allocations for Academic Economists: Results from 1995 and 2000 National Surveys |
0 |
0 |
0 |
14 |
0 |
0 |
6 |
82 |
| Course Requirements for Bachelor's Degrees in Economics |
0 |
0 |
0 |
27 |
3 |
5 |
19 |
196 |
| Data Loss from Pretest to Posttest as a Sample Selection Problem |
0 |
0 |
1 |
80 |
67 |
67 |
75 |
648 |
| Determinants of the United States Currency-Demand Deposit Ratio |
0 |
0 |
0 |
107 |
0 |
1 |
8 |
555 |
| Do Undergraduate Majors or Ph.D. Students Affect Faculty Size? |
0 |
0 |
0 |
2 |
2 |
3 |
12 |
39 |
| Does Teaching Enhance Research in Economics? |
0 |
0 |
0 |
92 |
1 |
1 |
16 |
245 |
| Economics for a Higher Education |
0 |
0 |
0 |
85 |
1 |
1 |
7 |
329 |
| Engaging Students in Quantitative Analysis with Short Case Examples from the Academic and Popular Press |
0 |
0 |
0 |
121 |
1 |
1 |
11 |
692 |
| Financing higher education: Edited by John C. Hoy and Melvin H. Bernstein. Boston, MA: Auburn House Publishing, 1982. pp. 200 + xx. Price: U.S.$19.95 (cloth) |
0 |
0 |
0 |
10 |
0 |
1 |
6 |
144 |
| Following Zahka: Using Nobel Prize Winners’ Speeches and Ideas to Teach Economics |
0 |
0 |
0 |
13 |
1 |
3 |
20 |
81 |
| How Departments of Economics Evaluate Teaching |
0 |
0 |
0 |
17 |
0 |
1 |
10 |
96 |
| How Departments of Economics Evaluate Teaching |
0 |
0 |
0 |
73 |
0 |
0 |
11 |
322 |
| Human Subjects Requirements and Economic Education Researchers |
0 |
0 |
0 |
1 |
0 |
0 |
8 |
22 |
| In Memory of Michael Watts (November 3, 1950-December 5, 2014) |
0 |
0 |
0 |
1 |
0 |
0 |
19 |
37 |
| In Memory of Peter Kennedy (May 18, 1943--August 30, 2010) |
0 |
0 |
0 |
12 |
0 |
0 |
6 |
42 |
| In: Richard P. Chait, Editors, The Questions of Tenure, Harvard University Press, Cambridge, MA (2002) pp. 334+xii, Price $35.00 (cloth) |
0 |
0 |
0 |
28 |
0 |
0 |
3 |
234 |
| Online Teaching Resources: A New Journal Section |
0 |
0 |
0 |
4 |
0 |
0 |
3 |
46 |
| P. Teixeira, B. Jongbloed, D. Dill and A. Amaral, Editors, Markets in Higher Education: Rhetoric or Reality?, Kluwer, Dordrecht, The Netherlands (2004) (354pp. (hb). Address: Kluwer Publishers, POB 17, 3300 AA Dordrecht, the Netherlands) |
0 |
0 |
1 |
45 |
0 |
0 |
9 |
251 |
| Paying the piper: Productivity, incentives, and financing in U.S. higher education: Edited by, and. Ann Arbor: The University of Michigan Press, 1993. 335 pp. Price: U.S.$31.60 (cloth) |
0 |
0 |
0 |
38 |
0 |
0 |
11 |
162 |
| Peter Kennedy, A Guide to Econometrics. 4th ed. Cambridge: MIT Press, 1998. xii + 468 pp |
0 |
0 |
0 |
304 |
0 |
0 |
11 |
686 |
| Pooled Cross-Section, Time-Series Evaluation |
0 |
0 |
0 |
426 |
1 |
1 |
9 |
1,304 |
| Potpourri: Reflections from Husband/Wife Academic Editors |
0 |
0 |
0 |
0 |
1 |
3 |
16 |
33 |
| Preface |
0 |
0 |
0 |
0 |
0 |
1 |
9 |
19 |
| Preparing Graduate Students in Economics for Teaching: Survey Findings and Recommendations |
0 |
0 |
0 |
5 |
0 |
1 |
5 |
47 |
| Professorial Behavior Given a Stochastic Reward Structure |
0 |
0 |
0 |
28 |
0 |
0 |
6 |
181 |
| Quit Lying and Address the Controversies: There are No Dogmata, Laws, Rules or Standards in the Science of Economics |
0 |
0 |
0 |
3 |
1 |
1 |
10 |
20 |
| Relativistic charged particles in the field of an electromagnetic plane wave in a medium |
0 |
0 |
0 |
6 |
1 |
2 |
11 |
41 |
| Research on High School Economic Education |
0 |
0 |
0 |
114 |
1 |
1 |
19 |
700 |
| School, Department, and Instructor Determinants of Assessment Methods in Undergraduate Economics Courses |
0 |
0 |
0 |
11 |
0 |
0 |
2 |
65 |
| Standards and Testing: Another View |
0 |
0 |
0 |
10 |
0 |
0 |
4 |
40 |
| Student performance, attrition, and class size given missing student data |
0 |
1 |
1 |
155 |
0 |
2 |
17 |
504 |
| Studies of supply and demand in higher Education: and (eds). Chicago: The University of Chicago Press, 1993, 294 pp. $45.00 (cloth) |
0 |
0 |
0 |
72 |
0 |
0 |
6 |
252 |
| Teaching Economics at the Start of the 21st Century: Still Chalk-and-Talk |
0 |
0 |
2 |
201 |
1 |
3 |
12 |
691 |
| Teaching Economics in the 21st Century |
0 |
0 |
1 |
277 |
0 |
2 |
16 |
931 |
| Teaching Economics to Undergraduates |
1 |
2 |
2 |
495 |
2 |
6 |
23 |
1,649 |
| Teaching Methods in U.S. Undergraduate Economics Courses |
0 |
0 |
1 |
55 |
0 |
1 |
14 |
223 |
| Teaching Quantitative Methods in Economics: Alternatives to Theorem and Proof and Chalk and Talk |
0 |
0 |
0 |
77 |
0 |
0 |
3 |
427 |
| Teaching Statistical Methods to Undergraduate Economics Students |
0 |
0 |
1 |
53 |
0 |
1 |
9 |
217 |
| Teaching Statistics and Econometrics to Undergraduates |
0 |
0 |
3 |
302 |
0 |
1 |
15 |
840 |
| Teaching Tools: Teaching Methods in Undergraduate Economics |
0 |
0 |
0 |
0 |
0 |
1 |
11 |
1,391 |
| Teaching and Learning Alternatives to a Comparative Advantage Motivation for Trade |
0 |
0 |
0 |
6 |
2 |
3 |
11 |
48 |
| Technology and the Teaching of Economics to Undergraduates |
0 |
0 |
0 |
18 |
0 |
0 |
5 |
78 |
| The Educational Process and Student Achievement Given Uncertainty in Measurement |
0 |
0 |
3 |
76 |
1 |
1 |
22 |
308 |
| The Influence of Teaching on Research in Economics |
0 |
0 |
0 |
0 |
0 |
0 |
4 |
8 |
| The Instructional Use and Teaching Preparation of Graduate Students in U.S. Ph.D.-Granting Economics Departments |
0 |
0 |
0 |
20 |
0 |
0 |
7 |
182 |
| The Relationship between Multiple Choice and Essay Response Questions in Assessing Economics Understanding |
0 |
0 |
0 |
15 |
0 |
1 |
12 |
46 |
| The Teacher Training Program for New Ph.D.s |
0 |
0 |
0 |
8 |
2 |
2 |
5 |
98 |
| The University Professor as a Utility Maximizer and Producer of Learning, Research, and Income |
0 |
0 |
0 |
9 |
0 |
0 |
7 |
41 |
| The Utility of Death and Wrongful Death Compensation |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
8 |
| The learning effect of assessment and evaluation in high school |
0 |
0 |
3 |
331 |
0 |
1 |
13 |
890 |
| The measurement and cost of removing unexplained gender differences in faculty salaries |
0 |
0 |
0 |
20 |
0 |
0 |
6 |
93 |
| The semilogarithmic earnings equation and its use in assessing salary discrimination in academe |
0 |
0 |
1 |
57 |
0 |
2 |
15 |
235 |
| Time Allocations and Reward Structures for US Academic Economists from 1955–2005: Evidence from Three National Surveys |
0 |
0 |
0 |
11 |
2 |
2 |
12 |
139 |
| Turning Merit Scores into Salaries |
0 |
0 |
0 |
16 |
0 |
0 |
3 |
50 |
| Using the Nobel Laureates in Economics to Teach Quantitative Methods |
0 |
0 |
0 |
44 |
1 |
1 |
6 |
125 |
| What Led Eminent Economists to Become Economists? |
0 |
0 |
0 |
7 |
1 |
1 |
10 |
50 |
| Who Teaches with More Than Chalk and Talk? |
0 |
0 |
0 |
36 |
0 |
0 |
7 |
161 |
| Total Journal Articles |
2 |
10 |
46 |
4,945 |
102 |
155 |
814 |
20,259 |
LogEc is hosted by the
Örebro University School of Business.