Search results for "Economics education"

Gender gap in Swiss vocational education and training teachers’ economics content knowledge and the role of teaching experience

2019

In the commercial sector, which is of crucial importance to the Swiss economy among other countries, a large number of apprentices are trained on a vocational education and training programme every year. Besides other subjects, the subject Economics and Society forms an integral part of the vocational education and training curriculum and serves to prepare apprentices for professional, economic and civic participation. Although content knowledge is widely considered necessary to both teaching quality and student achievement, little is known about the subject-specific content knowledge of Swiss Economics and Society teachers. As previous research has shown a gender gap in the content knowled…

Student understanding of graph slope and area under a curve: A replication study comparing first-year physics and economics students

2019

The understanding of graphs and extraction of relevant information from graphs plays a major role in physics education and is also important in several related fields. Recently, Susac et al. [Phys. Rev. Phys. Educ. Res. 14, 020109 (2018)10.1103/PhysRevPhysEducRes.14.020109] compared physics and psychology students’ understanding of graphs in the contexts of physics and finance. They showed that physicists scored significantly higher in both domains and that all students solved the slope problems better than the area problems. Moreover, eye-tracking data revealed that physics students spent more time on problems associated with the area under the graph and focused longer on the axis labels o…

Macroeconomic knowledge of higher education students in Germany and Japan – a multilevel analysis of contextual and personal effects

2016

Recent trends towards harmonising and internationalising business and economics studies in higher education are affecting the structure and content of programmes and courses, and necessitate more transparent and comparable information on students’ economic knowledge and skills. In this study, we examine by linear multilevel regression modelling the current state of macroeconomic knowledge of higher education students in Germany and Japan, while controlling for the effects of key study-related aspects such as study progress and completion of economics courses. We assess macroeconomic knowledge using the internationally established Test of Understanding in College Economics, which has been ad…

Using the U.S.Test of Financial Literacyin Germany—Adaptation and validation

2017

ABSTRACTIn this article, the authors present the adaptation and validation processes conducted to render the American Test of Financial Literacy (TFL) suitable for use in Germany (TFL-G). First, they outline the translation procedure followed and the various cultural adjustments made in line with international standards. Next, they present results from the validation of the TFL-G's content and relations between test scores and external variables, including test takers' prior economic education and interest in economic topics. Preliminary analyses of data gathered from expert interviews and cognitive labs, and the results of the first administration to first-year higher education students (N…

An analysis of economic learning among undergraduates in introductory economics courses in Germany

2016

In this article, the authors present the findings of a pretest-posttest measurement of the economic knowledge of students in introductory economics courses in undergraduate study programs in Germany. The responses of 403 students to 14 items selected from the Test of Economic Literacy (Soper and Walstad 1987) were analyzed to identify four types of economic learning: positive, retained, negative, and zero learning. In addition, a survey was conducted to gather data on the students' personal characteristics to determine their effect on the learning process. Retained learning prevailed for most items, followed by zero learning and positive learning. To determine which factors influence beginn…

The relationship between migration background and knowledge and understanding of personal finance of young adults in Germany

2019

Abstract Financial knowledge and understanding is needed to function well in society; however, young people with a migration background in Germany have been found to perform worse on tests of financial knowledge than those without. Very little investigation has been made into the relationship between financial knowledge and language ability, and ostensibly no in-depth investigation has been made into the connection between frequency of use of the local language and how it correlates to performance on such tests. In this paper we examine the relationship between migration background and knowledge and understanding of personal finance of young adults in Germany. We administered a validated Ge…

Special education students in transition to further education: A four-year register-based follow-up study in Finland

2016

Abstract This study examines the transition of special education students into upper secondary education in Finland. The national register-based school-level dataset comprises three compulsory school-leaving cohorts of 2004, 2006 and 2009 including all students and schools providing lower secondary education. Special education students (Tier 3) are divided into four different groups based on their curriculum adjustments. The school-level effect of special education provision is evaluated with statistical models exploiting the panel nature of the data. The results show that there are significant differences in participation in upper secondary education between the groups with different level…

Finances, Costs and Productivity of Higher Education

1989

Economic Challenges in Higher Education

1994

The financial crisis and its consequences in European higher education

1990

International audience