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Journal articles on the topic 'Chalk-and-talk'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Snapp, Erik Lee. "How to design a chalk talk—the million dollar sales pitch." Molecular Biology of the Cell 30, no. 13 (June 15, 2019): 1575–77. http://dx.doi.org/10.1091/mbc.e19-01-0007.

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Each faculty recruiting season, many postdocs ask, “What is a chalk talk?” The chalk talk is many things—a sales pitch, a teaching demonstration, a barrage of questions, and a description of a future research program. The chalk talk is arguably the most important component of a faculty search interview. Yet few postdocs or grad students receive training or practice in giving a chalk talk. In the following essay, I’ll cover the basics of chalk talk design and preparation.

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2

Bassendowski, Sandra L. "Chalk and Talk Assessment Strategy." Nurse Educator 29, no. 6 (November 2004): 224–25. http://dx.doi.org/10.1097/00006223-200411000-00003.

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3

Bennett, S., J. Hewitt, D. Kraithman, and C. Britton. "Making chalk and talk accessible." ACM SIGCAPH Computers and the Physically Handicapped, no. 73-74 (June 17, 2002): 119–25. http://dx.doi.org/10.1145/960201.957227.

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4

Hartshorn, Christina, and Paul D. Hannon. "Paradoxes in entrepreneurship education: chalk and talk or chalk and cheese?" Education + Training 47, no. 8/9 (October 2005): 616–27. http://dx.doi.org/10.1108/00400910510633152.

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5

Kumar, Neeta. "Importance of Talk and Chalk Method of Teaching: Dental Students’ view in Preclinical Years." International Journal of Healthcare Education & Medical Informatics 05, no. 03 (December 11, 2018): 11–15. http://dx.doi.org/10.24321/2455.9199.201812.

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6

Husbands, Chris, and Clare Hake. "Partnership in Initial Teacher Training: Talk and Chalk." British Journal of Educational Studies 41, no. 4 (December 1993): 429. http://dx.doi.org/10.2307/3121972.

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7

Jackson, James L. "Teaching Economics: More Alternatives to Chalk and Talk." Educational Studies 44, no. 2 (October 6, 2008): 176–81. http://dx.doi.org/10.1080/00131940802368554.

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8

Jr., Robert F. Garnett. "Beyond chalk and talk: a feminist-Austrian dialogue." International Journal of Pluralism and Economics Education 6, no. 2 (2015): 151. http://dx.doi.org/10.1504/ijpee.2015.072591.

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9

Gilbert, David H. "From chalk and talk to walking the walk." Education + Training 54, no. 2/3 (April 13, 2012): 152–66. http://dx.doi.org/10.1108/00400911211210260.

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10

Singh, Nina, and Colin K. L. Phoon. "Not yet a dinosaur: the chalk talk." Advances in Physiology Education 45, no. 1 (March 1, 2021): 61–66. http://dx.doi.org/10.1152/advan.00126.2020.

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This article discusses the chalk talk’s potential as an active learning method. Although chalk talks are a form of interactive lecture, they have received little attention in the medical education literature compared with other active learning methods such as team-based learning and simulation. One of the authors (C. K. L. Phoon) has used chalk talks to teach congenital heart defects to first- and third-year NYU medical students for many years. His chalk talks have consistently earned among the highest teaching scores, and students have noted their strengths of being more interesting, clear, and tangible than didactic lectures. Using the teacher and student perspectives, we examine the chalk talk’s strengths and weaknesses compared with common passive and active learning methods. Chalk talks create a real-time, shared space that facilitates the active learning goals of helping students build, test, and revise mental models (conceptual frameworks). The limited amount of information that can be presented and the ability to solicit and arrange students’ ideas on the board lead to the cocreation of valuable conceptual frameworks. Chalk talks require less restructuring of teaching sessions than other active learning methods and are best suited to topics that hinge on understanding of concepts. We advocate for the chalk talk to be reexamined as a promising educational tool given its strengths and the successes that other active learning methods have shown. Furthermore, we provide guidance to help educators deliver chalk talks and discuss future studies that would advance understanding of this powerful teaching tool.

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Maulidiah, Maulidiah. "THE ENHANCEMENT OF MATHEMATICAL DISPOSITION ABILITY FOR STUDENT OF JUNIOR HIGH SCHOOL USING CHALK TALK METHOD WITH CONTEXTUAL TEACHING AND LEARNING (CTL) APPROACH." Daya Matematis: Jurnal Inovasi Pendidikan Matematika 5, no. 3 (December 28, 2017): 392. http://dx.doi.org/10.26858/jds.v5i3.4846.

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The purpose of this study is to determine the interaction between learning process and early mathematical ability towards the enhancement of mathematical disposition ability, and for knowing the enhancement of student's mathematical disposition ability who achieved Chalk Talk method with CTL approach compared conventional learning. The type of this research is quasi-experiment with non-equivalent control group design. The independent variable of this study is Chalk Talk with CTL and early mathematical ability. The dependent variable of this study is mathematical disposition ability. The sample of this study is the student from SMP Muhammadiyah 3 Depok grade VIII, then VIII B and C as the sample. The instrument use scale of mathematical disposition ability and activity note. The data analysis using ANOVA 2 tail technic (significance 5%). The results of this study indicate that there is no interaction between learning and early mathematical ability on enhancing mathematical disposition ability of student, and the enhancement of student's mathematical disposition ability that received Chalk Talk with CTL was not better than student who received conventional learning

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12

Dilnutt, Rod. "Digital Inclusion: From Chalk and Talk to e-Education." International Journal of Diversity in Education 18, no. 2 (2018): 11–23. http://dx.doi.org/10.18848/2327-0020/cgp/v18i02/11-23.

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13

Frey, D. "Teaching economics to undergraduates: Alternatives to chalk and talk." Economics of Education Review 20, no. 1 (February 2001): 99–100. http://dx.doi.org/10.1016/s0272-7757(99)00076-x.

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14

Maycock, Keith W. "Chalk and talk versus flipped learning: A case study." Journal of Computer Assisted Learning 35, no. 1 (September 28, 2018): 121–26. http://dx.doi.org/10.1111/jcal.12317.

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15

O'Hare, Michael. "Talk and Chalk: The Blackboard as an Intellectual Tool." Journal of Policy Analysis and Management 12, no. 1 (1993): 238. http://dx.doi.org/10.2307/3325486.

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16

Swan, Craig, William E. Becker, and Michael Watts. "Teaching Economics to Undergraduates: Alternatives to Chalk and Talk." Journal of Economic Education 30, no. 4 (1999): 427. http://dx.doi.org/10.2307/1182957.

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17

Sliman, Emily. "Visible Thinking in High School Mathematics." Mathematics Teacher 106, no. 7 (March 2013): 502–7. http://dx.doi.org/10.5951/mathteacher.106.7.0502.

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18

Shallcross, Dudley E., and Timothy G. Harrison. "Lectures: electronic presentations versus chalk and talk – a chemist’s view." Chem. Educ. Res. Pract. 8, no. 1 (2007): 73–79. http://dx.doi.org/10.1039/b6rp90021f.

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19

Smalley, Nina. "Chalk, Talk, Technology and the Teacher: Teacher Decisions in Blended Learning." Welsh Journal of Education / Cylchgrawn Addysg Cymru 12, no. 1 (June 2003): 53–63. http://dx.doi.org/10.16922/wje.12.1.6.

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20

Rishi, Meenakshi. "Beyond Chalk and Talk: Strategies for a New Introductory Economics Curriculum." College Teaching 46, no. 3 (August 1998): 93–97. http://dx.doi.org/10.1080/87567559809596246.

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21

Roberts, John K., Saumil M. Chudgar, Deborah Engle, Elizabeth K. McClain, Emma Jakoi, Michael Berkoben, and Ruediger W. Lehrich. "Digital chalk-talk videos improve knowledge and satisfaction in renal physiology." Advances in Physiology Education 42, no. 1 (March 1, 2018): 146–51. http://dx.doi.org/10.1152/advan.00131.2017.

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The authors began a curriculum reform project to improve the experience in a Renal Physiology course for first-year medical students. Taking into account both the variety of learning preferences among students and the benefits of student autonomy, the authors hypothesized that adding digital chalk-talk videos to lecture notes and live lectures would improve student knowledge, course satisfaction, and engagement. The authors measured performance on the renal physiology exam before (the traditional curriculum) and for 2 yr after implementation of the new curriculum. During the traditional and subsequent years, students took a Q-sort survey before and after the Renal Physiology course. Satisfaction was assessed based on ranked statements in the Q sort, as well as through qualitative analysis of student commentary. Compared with the traditional curriculum, mean scores on the renal physiology final exam were higher after implementation of the new curriculum: 65.3 vs. 74.4 ( P < 0.001) with year 1 and 65.3 vs. 79.4 ( P < 0.001) in the second year. After the new curriculum, students were more likely to agree with the statement, “I wish other courses were taught like this one.” Qualitative analysis revealed how the video-based curriculum improved student engagement and satisfaction. Adding digital chalk-talk videos to a traditional Renal Physiology course that included active learning led to improved exam performance and high levels of student satisfaction. Other preclinical courses in medical school may benefit from such an intervention.

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22

Ray, Mona. "Teaching economics using ‘Cases’ – Going beyond the ‘Chalk-And-Talk’ method." International Review of Economics Education 27 (January 2018): 1–9. http://dx.doi.org/10.1016/j.iree.2017.12.001.

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23

Oden, Amy G. "Chalk Talk: E-Advice from Jonas Chalk, Legendary College Teacher – Edited by Donna M. Qualters and Miriam Rosalyn Diamond." Teaching Theology & Religion 11, no. 3 (July 2008): 166–67. http://dx.doi.org/10.1111/j.1467-9647.2008.00435.x.

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24

Kumar, Anil, Anil Kumar, Nasser Salem Al-Nazwani, and SHIVARAJ GOWDA. "Medical Undergraduates Preference in Learning Style: PowerPoint presentations versus chalk and talk." British Journal of Medical and Health Research 5, no. 12 (December 25, 2018): 17–27. http://dx.doi.org/10.46624/bjmhr.2018.v5.i12.002.

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25

Edgerton, G. R. "Chalk, Talk, and Videotape: Utilizing Ken Burns's Television Histories in the Classroom." OAH Magazine of History 16, no. 4 (June 1, 2002): 16–22. http://dx.doi.org/10.1093/maghis/16.4.16.

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26

pulluru, Upendhar Reddy, and Venkateshwar Reddy Muchintala. "1st MBBS professional student’s perception on teaching & learning methods of anatomy, before and at the time of COVID-19 pandemic." International Journal of Anatomy and Research 9, no. 2.1 (April 15, 2021): 7960–64. http://dx.doi.org/10.16965/ijar.2021.117.

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Objectives: COVID-19 pandemic has brought challenges to learn the anatomy subject for the students. Perception & online opinion has been taken from the students of SVS medical college, Mahbubnagar, on teaching and learning methods of anatomy, before and at the time of covid-19 pandemic Materials and Methods: students feedback has been collected through google forms - online survey opinion & Inputs were collected from the 113 MBBS students of the academic year 2019-2020, who had just completed their first year syllabus in both offline and online teaching methods, before lockdown and after lockdown (September-2019 to December-2020). Present study was done by using specially designed questionnaire comprising of points relating to the present curriculum in anatomy & teaching methodology at SVS Medical College, Mahbubnagar. Results: Students point of view, online teaching like streaming (ZOOM MEETING, GOTO MEETING & CISCO WEBEX) was not that much effective. Majority of the students opted for the best method for online teaching was recorded video or voice over PPT’S are the best option than the online streaming classes. Finally the students have opted for Traditional teaching like chalk & talk fallowed by PPT Presentation. Gross anatomy was mainly learned by the dissections involved by the students and faculty side by side. Histology was mainly learned by spending the more time on the microscope & involved in small group teaching. Embryology was mainly understood by small group teaching with the help of 3D models. Conclusion: The study concluded that the chalk and talk teaching fallowed by PPT’S, dissection by the students along with the faculty and spending more time on the microscope with small group teaching were the best methods to approach the anatomy subject. KEY WORDS: Students perception, Anatomy teaching learning methods, online and offline, chalk & talk, dissection.

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27

Becker, William E. "Teaching Quantitative Methods in Economics: Alternatives to Theorem and Proof and Chalk and Talk." Economic Analysis and Policy 32, no. 2 (June 2002): 159–80. http://dx.doi.org/10.1016/s0313-5926(02)50027-8.

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28

Satish Vishwekar, Pallavi, and Prashant Basapure H. "ASSESSMENT AND COMPARISON OF TEACHING EFFECTIVENESS OF CHALK AND TALK AND MICROSOFT POWERPOINT PRESENTATION." Journal of Evolution of Medical and Dental Sciences 5, no. 85 (October 22, 2016): 6327–30. http://dx.doi.org/10.14260/jemds/2016/1429.

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29

Ganesan, Nanda. "A Survey of Hardware and Software Technologies for the Rapid Development of Multimedia Instructional Modules." Journal of Educational Technology Systems 36, no. 1 (September 2007): 63–77. http://dx.doi.org/10.2190/et.36.1.e.

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A survey of hardware and software technologies was conducted to identify suitable technologies for the development of instructional modules representing various instructional approaches. The approaches modeled were short PowerPoint presentations, chalk-and-talk type of lectures and software tutorials. The survey focused on identifying application development technologies that would help simulate the in-class learning experience in the modules. The scope of the survey was limited to those technologies that would facilitate the rapid development of multimedia modules by being simple to learn, use, and adopt. This article describes the survey in three fronts. First, the hardware components that are critical to the production of the multimedia modules are discussed. Second, different input devices are reviewed with a view of selecting a suitable device for simulating the chalk-and-talk type of lectures. Third, the authoring software currently available for producing software tutorials is discussed. The survey indicated that there are now powerful and affordable hardware and software that could be used effectively for the rapid development of multimedia modules. As a result, the use of instructional multimedia in classrooms is anticipated to grow as instructors become familiar with the emerging and maturing tools for instructional multimedia development.

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30

Vachris, Michelle Albert. "Teaching Principles of Economics without “Chalk and Talk”: The Experience of CNU Online." Journal of Economic Education 30, no. 3 (January 1999): 292–303. http://dx.doi.org/10.1080/00220489909595993.

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31

Vachris, Michelle Albert. "Teaching Principles of Economics without "Chalk and Talk": The Experience of CNU Online." Journal of Economic Education 30, no. 3 (1999): 292. http://dx.doi.org/10.2307/1183070.

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32

Becker, William E., and Michael Watts. "Teaching Economics at the Start of the 21st Century: Still Chalk and Talk." American Economic Review 91, no. 2 (May 1, 2001): 446–51. http://dx.doi.org/10.1257/aer.91.2.446.

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33

Landry, Brett J. L., Dinah Payne, and M. Scott Koger. "From 'chalk and talk' to online offerings: keeping pace with technology in education." International Journal of Management in Education 2, no. 3 (2008): 300. http://dx.doi.org/10.1504/ijmie.2008.019637.

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34

Kibirige, Israel, and Kgashane Bethuel Bodirwa. "THE EFFECT OF USING COMPUTER SIMULATIONS ON GRADE 11 LEARNERS’ PERFORMANCE IN PLANTS BIODIVERSITY IN SOUTH AFRICA." Journal of Baltic Science Education 20, no. 4 (August 15, 2021): 612–21. http://dx.doi.org/10.33225/jbse/21.20.612.

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Teachers use different pedagogies to improve learners’ performance. The study explored the effect of Computer Simulations (CS) on Grade 11 learners’ performance when taught Plants Biodiversity. A Solomon Four-Group design was used to cater for internal and external validity. Sixty-six learners were assigned to two Control Groups (CG) taught using CS and 66 learners to two Experimental Groups (EG) taught using Talk and Chalk Method (TCM). The pre-test was administered to EG1 and CG1, while post-tests were administered to all four groups. Focus Group Discussion Interviews (FGDI) were conducted with 12 learners: six from EG and six from CG. Quantitative data were analyzed using a T-test, Analysis of Variance (ANOVA), while qualitative data were analyzed using thematic analysis. The results show that EG outperformed CG (T-test; ANOVA; p < .05). Boys’ and girls’ performance in EG did not differ significantly, suggesting that CS favour both gender to perform well. CS positively influenced EG learners’ attitudes towards Biodiversity topic, but not CG. Thus, CS is an effective tool for enhancing learners’ performance. Keywords: computer simulations, Solomon Four-Group Design, learners’ performance, Talk and Chalk Method (TCM)

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35

Bredon, George. "[Teaching Principles of Economics without "Chalk and Talk": The Experience of CNU Online]: Comment." Journal of Economic Education 30, no. 3 (1999): 303. http://dx.doi.org/10.2307/1183071.

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36

Marvel, Howard P. "[Teaching Principles of Economics without "Chalk and Talk": The Experience of CNU Online]: Comment." Journal of Economic Education 30, no. 3 (1999): 305. http://dx.doi.org/10.2307/1183072.

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37

Wright, Natalie, Evonne Miller, Les Dawes, and Cara Wrigley. "Beyond ‘chalk and talk’: educator perspectives on design immersion programs for rural and regional schools." International Journal of Technology and Design Education 30, no. 1 (November 24, 2018): 35–65. http://dx.doi.org/10.1007/s10798-018-9487-7.

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38

Becker, William E., and William H. Greene. "Teaching Statistics and Econometrics to Undergraduates." Journal of Economic Perspectives 15, no. 4 (November 1, 2001): 169–82. http://dx.doi.org/10.1257/jep.15.4.169.

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Traditionally econometrics and economics statistics have been taught in the theory and proof, chalk and talk mode commonly found in the teaching of mathematics. We advance the use of computer technology in the teaching of quantitative methods to get students actively engaged in the learning process. We also assert that the essential tasks for those who teach these courses are to identify important issues that lend themselves to quantitative analyses and then to help students develop an understanding of the appropriate key concepts for those analyses.

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39

Sakamoto, Ryota, Yoshihiko NOMURA, and Norihiko KATO. "5613 A High Resolution Small Capacity VOD Contents Maker For Chalk and Talk Based Lecture." Proceedings of the JSME annual meeting 2006.7 (2006): 323–24. http://dx.doi.org/10.1299/jsmemecjo.2006.7.0_323.

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40

Roberts, Sally K. "On My Mind: Not All Manipulatives and Models Are Created Equal." Mathematics Teaching in the Middle School 13, no. 1 (August 2007): 6–9. http://dx.doi.org/10.5951/mtms.13.1.0006.

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The vision of the mathematics curriculum articulated in Principles and Standards for School Mathematics (NCTM 2000) calls for students to construct their own understanding of mathematical ideas by making, refining, and exploring conjectures based on evidence and use of a variety of reasoning and proof techniques (p. 3). For many of us who struggled to learn mathematics through a chalk-and-talk, do-it-my-way approach to mathematics instruction, the notion of using models and manipulatives to help the learner construct mathematics knowledge is both refreshing and exciting.

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41

Christoffersen, Susan. "An Active Learning Tool for the Principles of Economics: The Allocation Exercise." American Economist 46, no. 2 (October 2002): 65–68. http://dx.doi.org/10.1177/056943450204600206.

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Integrating active learning exercises into pedagogy has long been recommended for its impact on student motivation, retention, and depth of understanding. Despite the well-documented literature in this area, many economics classes are still conducted in the traditional “chalk and talk” mode. To facilitate change, this paper details an active approach to understanding the allocation of goods under different economic regimes. This allocation exercise is described, examples of handouts are provided and student responses to the exercise are summarized.

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42

Et.al, Nooraisah Katmon. "The Internalization of Immersive Virtual Teaching Approach in Management Ethics and Corporate Governance Course at Sultan Idris Education University: A Panacea to Teaching and Learning Issues during COVID-19 Pandemic." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 690–700. http://dx.doi.org/10.17762/turcomat.v12i3.775.

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Our study examines the impact of immersive virtual teaching style on student’s performance in Management Ethics and Corporate Governance course at Sultan Idris Education University, Malaysia. We perform learning activities in Management Ethics and Corporate Governance course using (1) Interactive Teaching Video (2) Edutainment Video (3) Massive Open Online Course & Facebook Group (4) Kahoot, as well as (5) Outside learning activities. We acknowledge that an issues on student’s engagement and performance are always become the center of attraction for many practitioners of e-learning, especially during COVID-19 pandemic where school and universities need to be closed and e-learning is taking over all of the traditional face to face classroom method. We therefore, intend to compare the performance of students that have been taught using (i) traditional approach of “chalk and talk” in Management Ethics and Corporate Governance course and (ii) Immersive Virtual Teaching approach where blended learning is widely executed in delivering and conveying the knowledge to the students. Our sample comprises of 71 students in Semester A171 and 134 Students in Semester A172, where in Semester A171 sample, students were exposed with traditional “chalk & talk” teaching approach, while in the Semester A172, an Immersive Virtual learning approach has been employed. Our result exhibit that the student’s performance in Semester A172 is significantly higher in the various assessment evaluation that had been conducted when compared to the performance of the students in Semester A171. We also document that the utilization of Immersive Virtual Teaching approach increases student’s engagement, improve student’s motivation and boost up student’s excitement to learn more about the course.

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43

Gensowski, Miriam. "A Student Panel Discussion to Practice Argumentation Skills." Dansk Universitetspædagogisk Tidsskrift 11, no. 21 (October 3, 2016): 72–83. http://dx.doi.org/10.7146/dut.v11i21.23224.

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Economics students are used to lectures of the “chalk-and-talk” variety. In this project, I develop, describe, and evaluate a pedagogical intervention that provides students with the opportunity to practice their argumentation skills. The development of these skills is not usually part of the core curriculum. For this project, a panel discussion format is used to enable students to develop arguments using empirical evidence, and generally navigate a space where there is no single right or wrong answer. The peer-learning environment allows students to develop argumentation and evaluation skills in a setting where they receive informal formative assessment.

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44

Stanley, Bruce. "New Information Technology Resources on the Middle East." Middle East Studies Association Bulletin 33, no. 1 (1999): 32–36. http://dx.doi.org/10.1017/s0026318400038335.

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The Range of Information Technology (IT) resources available to support students studying the modern Middle East continues to expand. Some recent additions are traditional reference materials, now available on CD-ROM or via the Internet. Established projects for simulation can now be tailored to Middle East topics. Others are creative packages introducing students to key issues and concepts about the region. All broaden the options for teachers to facilitate student learning through innovative assignments, research projects, and hands-on modules. Recent experience with these resources indicates that they significantly enhance the learning environment by supplementing traditional “chalk and talk” pedagogy.

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45

Ongeri, Joseph Dennis. "Instruction of economics at higher education: A literature review of the unchanging method of “talk and chalk”." International Journal of Management Education 15, no. 2 (July 2017): 30–35. http://dx.doi.org/10.1016/j.ijme.2017.03.001.

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46

Ahmad Tarmizi, Rohani. "Instructional Efficiency of Mathematical Learning Using Geometer’s Sketchpad and Graphing Calculator: Technological Tools versus Traditional Chalk and Talk." International Journal of Technology, Knowledge, and Society 4, no. 5 (2008): 151–58. http://dx.doi.org/10.18848/1832-3669/cgp/v04i05/55938.

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47

Stein, Mary Kay. "Take Time for Action: Mathematical Argumentation: Putting Umph into Classroom Discussions." Mathematics Teaching in the Middle School 7, no. 2 (October 2001): 110–12. http://dx.doi.org/10.5951/mtms.7.2.0110.

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Perhaps the most difficult recommendation of the NCTM's Standards to put into practice is that of orchestrating classroom discourse—moving from a teacher-centered classroom to one that is centered on student thinking and reasoning. Some researchers argue that traditional “chalk and talk” classrooms put all the intellectual authority in the hands of the teacher and little or no responsibility for thinking and reasoning on the shoulders of the students. Classroom discussions, in contrast, are viewed as encouraging students to construct and evaluate their own knowledge, as well as the ideas of their classmates. Few examples or guidelines exist, however, to help teachers orchestrate such discussions.

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48

Samuels, J. A., and M. J. Booysen. "Chalk, talk, and energy efficiency: Saving electricity at South African schools through staff training and smart meter data visualisation." Energy Research & Social Science 56 (October 2019): 101212. http://dx.doi.org/10.1016/j.erss.2019.05.022.

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49

Andreopoulos, Giuliana Campanelli, and Alexandros Panayides. "Does Student Quality Matter In The Teaching Of Economic Principles?" American Journal of Business Education (AJBE) 3, no. 5 (May 1, 2010): 81–86. http://dx.doi.org/10.19030/ajbe.v3i5.431.

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Economics is usually perceived as a difficult subject among undergraduate students and the literature suggests that the student’s problems with principles of economics are mainly related to the chalk and talk type of teaching, the simplicity of economic models, limited discussions on current economic issues, and on race, gender, and other types of diversity. In previous investigations we tried to shed some light on this debate by asking directly students for their opinions on the way introductory economics is taught. In this paper we extend our previous studies, by using a larger sample and by distinguishing between the good students and the rest in order to see whether quality considerations play an important role in the results.

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50

Schulz, Terri T., Hailey Wilmer, Heather Yocum, Eric Winford, Dannele Peck, Anna Clare Monlezun, Heidi Schmalz, et al. "Campfire Conversations at the 2020 annual meeting: Insights and lessons learned from “cuss-and-discuss” rather than “chalk-and-talk”." Rangelands 43, no. 4 (August 2021): 166–72. http://dx.doi.org/10.1016/j.rala.2021.04.003.

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