Selecting Strategies to Foster Economists' Critical Thinking Skills: A Quantile Regression Approach
Document Type
Article
Source of Publication
International Review of Economics Education
Publication Date
1-1-2009
Abstract
We consider three models of teaching strategies and their effect on developing economics graduates' 'analysis', 'deduction' and 'induction' skills. For each model we compute quantile regression estimates for total sample, male, and female graduates separately. Results show that enriched lectures have a different effect on each critical thinking skill, while their effect differs for low, medium and high quantiles. Student-engaging strategies help more low-to-medium achievers. The third model is more explanatory, especially for low and high achievers. Male and female graduates respond differently to the use of each model. In conclusion, suggestions for strategy selection and further research are made.
DOI Link
ISSN
Publisher
Elsevier BV
Volume
8
First Page
106
Last Page
131
Disciplines
Education | Physical Sciences and Mathematics | Social and Behavioral Sciences
Recommended Citation
Siriopoulos, Costas and Pomonis, Gerasimos, "Selecting Strategies to Foster Economists' Critical Thinking Skills: A Quantile Regression Approach" (2009). All Works. 3059.
https://zuscholars.zu.ac.ae/works/3059
Indexed in Scopus
no
Open Access
yes
Open Access Type
Bronze: This publication is openly available on the publisher’s website but without an open license