A Classroom Market for Extra Credit: A Semester-Long Experiment

Autor/in	Staveley-O'Carroll, James
Titel	A Classroom Market for Extra Credit: A Semester-Long Experiment
Quelle	In: Journal of Economic Education, 47 (2016) 4, S.324-337 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0485
DOI	10.1080/00220485.2016.1213681
Schlagwörter	Economics Education; Marketing; Instructional Innovation; Audience Response Systems; Microeconomics; Banking; Teaching Methods; Educational Practices; Experimental Teaching + Suchen Sie Ihr Suchwort? Wirtschaftskunde; Educational Innovation; Bildungsinnovation; Mikroökonomie; Bankgeschäft; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Experimentalunterricht; Experimentelle Pädagogik
Abstract	This article describes an innovative pedagogical technique, applicable to most economics courses, that offers students a deeper understanding of market equilibrium, inflation, real and nominal interest rates, intertemporal choice, and financial markets. Students earn extra credit, pooled together for the entire class, by correctly answering in-class clicker questions. Correctly answering questions also earns students classroom currency, which they can use to "purchase" extra credit from the pool. The creation and purchase of extra credit establishes an endogenous market system in which the price of extra credit clears the market. The experiment can be augmented with (a) a bank that allows students to borrow classroom currency, (b) bonds to enable direct transfers between students, and (c) stocks that produce randomly generated payouts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01