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The Economics of Effective Teaching

Michael E. Wetzstein and Josef M. Broder
The Journal of Economic Education
Vol. 16, No. 1 (Winter, 1985), pp. 52-59
Published by: Taylor & Francis, Ltd.
DOI: 10.2307/1182184
Stable URL: http://www.jstor.org/stable/1182184
Page Count: 8
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The Economics of Effective Teaching
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Abstract

Using a discrete time control model, the authors suggest that faculty may be able to improve their teaching effectiveness by a reallocation of the inputs devoted to teaching (e. g., using student evaluations early in the course), by increasing the level of the resources used in teaching, or by changing the characteristics of the inputs (possibly through such things as teaching practicums, seminars, or sabbaticals). Alternatively, reducing the instructor's opportunity cost of the resources devoted to teaching may increase teaching effectiveness (i. e., reducing the research requirements for promotion). Empirical estimates of the effectiveness of these strategies are not presented.

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