Effects of Problem Based Economics on High School Economics Instruction. Final Report. NCEE 2010-4002

Autor/inn/en	Finkelstein, Neal; Hanson, Thomas; Huang, Chun-Wei; Hirschman, Becca; Huang, Min
Institution	National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory West (ED)
Titel	Effects of Problem Based Economics on High School Economics Instruction. Final Report. NCEE 2010-4002
Quelle	(2010), (117 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Economics Education; Problem Based Learning; Secondary School Curriculum; Curriculum Implementation; Grade 12; High School Students; Academic Achievement; Knowledge Level; Problem Solving; Secondary School Teachers; Teacher Characteristics; Teaching Methods; Satisfaction; Outcomes of Education; Arizona; California; Test of Economic Literacy + Suchen Sie Ihr Suchwort? Wirtschaftskunde; Problem-based learning; Problemorientiertes Lernen; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Wissensbasis; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Zufriedenheit; Lernleistung; Schulerfolg; Kalifornien
Abstract	Since 1995, the Buck Institute has partnered with university economists and expert teachers to create the Problem Based Economics curriculum. The curriculum was developed to respond to NCEE (National Council on Economic Education) standards, and it is supported by professional development for teachers. This study examines whether the Problem Based Economics curriculum developed by the Buck Institute for Education improves grade 12 students' content knowledge as measured by the Test of Economic Literacy, a test refined by NCEE over decades. Students' problem-solving skills in economics were also examined using a performance task assessment. In addition to the primary focus on student achievement outcomes, the study examined changes in teachers' content knowledge in economics and their pedagogical practices, as well as their satisfaction with the curriculum. From observations in intervention and control classrooms, it did not appear to the research team that having and using the problem-based learning curriculum automatically enforced a more hands-on, exploratory classroom learning style. Additional study in this area might help to refine the pedagogical strategies and allow for additional support and practice for teachers on implementing the curriculum effectively. Appendices include: (1) Study power estimates based on the final analytic samples; (2) Procedure for assigning new strata to the final analytic sample; (3) Scoring procedures for the performance task assessments; (4) Sample test/survey administration guide; (5) Teacher-level baseline equivalence tests; (6) Additional student-level baseline equivalence tests; (7) Estimation methods; (8) Summary statistics of teacher data from teacher surveys; (9) Sensitivity of impact estimates to alternative model specifications; and (10) Explanations for sample attrition. (Contains 7 figures, 35 tables, 2 boxes and 16 footnotes.) (ERIC).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10