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	Provedor de dados AgEcon (12) Autor Barkley, Andrew P. (2) Bazen, Ernest F. (1) Beattie, Bruce R. (1) Boyer, Tracy A. (1) Briggeman, Brian C. (1) Bullock, J. Bruce (1) Carreira, Rita I. (1) Connor, Larry J. (1) Danforth, Diana M. (1) Davidson, Kelly (1) Fleming, Ronald A. (1) Forst, Jerry J. (1) Gardner, Justin G. (1) House, Lisa (1) Jaramillo, Paul E. (1) Klein, Peter G. (1) LaFrance, Jeffrey T. (1) Lass, Daniel A. (1) Mane, R. (1) Mehlhorn, Joey (1) Mais... Palavra-chave A22 (12) Teaching/Communication/Extension/Profession (8) A20 (3) Teaching (3) Demand and Price Analysis (2) I21 (2) Q19 (2) A13 (1) A23 (1) Academic performance in Colleges of Agriculture (1) Active learning (1) Agricultural Economics (1) Agricultural and Food Policy (1) Agricultural policy (1) Alertness (1) C21 (1) C42 (1) C70 (1) C9 (1) C99 (1) Mais... Tipo do documento Journal Article (6) Conference Paper or Presentation (3) Working or Discussion Paper (2) Presentation (1) Ano 2012 (1) 2009 (2) 2008 (1) 2007 (1) 2006 (1) 2005 (4) 2004 (1) 2002 (1) Mais... País United States (12) Idioma Inglês (12)		Ordenar por:  Relevância Autor Título Ano Registros recuperados: 12 Primeira ... 1 ... Última Teaching with Technology to Engage Students and Enhance Learning AgEcon Lass, Daniel A.; Morzuch, Bernard J.; Rogers, Richard T.. Teaching technology effects on student learning in a large lecture introductory statistics course were tested. Findings show in-class personal response systems and on-line homework/quizzes significantly improve student exam scores. We infer proven small class techniques, participating in class and doing homework via technologies, can restore sound pedagogy in larger classes. The experiment was conducted using just one class, but factors usually unaccounted for in assessment research were controlled, especially the instructor and other materials. The technologies investigated here can provide learning benefits to students even in larger courses often criticized for their inability to provide students quality learning experiences. Tipo: Working or Discussion Paper Palavras-chave: Teaching; Technology; Statistics; Active learning; Teaching/Communication/Extension/Profession; A22; C9; C21; I21. Ano: 2007 URL: http://purl.umn.edu/14509 AN ANALYSIS OF ONLINE EXAMINATIONS IN COLLEGE COURSES AgEcon Barkley, Andrew P.. This research evaluates the use of online examinations in college courses from both instructor and student perspectives. Instructional software was developed at Kansas State University to administer online homework assignments and examinations. Survey data were collected from two classes to measure and evaluate the level of student preferences for online examinations. The statistical determinants of student preferences for online testing were identfied and quantified using logistic regression analysis. Strategies for the effective use of online examinations are summarized for potential adopters of online examinations. Tipo: Journal Article Palavras-chave: Online examinations; Student learning; Teaching technology; Undergraduate teaching; Teaching/Communication/Extension/Profession; A22. Ano: 2002 URL: http://purl.umn.edu/15080 Attitudes of College Students towards Agriculture, Food and the Role of Government AgEcon Carreira, Rita I.; Mane, R.; Danforth, Diana M.; Wailes, Eric J.. In 2002 and 2007 we surveyed Agribusiness students’ attitudes about agriculture, farming, food and agricultural policies. Responses were analyzed by year and student characteristics including farm background, citizenship and gender. Citizenship was a significant variable explaining differences in agreement with statements. Year and interactions with year were not significant. Tipo: Conference Paper or Presentation Palavras-chave: Agricultural policy; Farming; Logistic regression; Student attitudes; Agricultural and Food Policy; Teaching/Communication/Extension/Profession; A13; A22; C42; Q18. Ano: 2008 URL: http://purl.umn.edu/6806 The Professor’s Dilemma: Teaching Game Theory in Principles of Agricultural Economics AgEcon Gardner, Justin G.. Working Paper Tipo: Conference Paper or Presentation Palavras-chave: Teaching; Game Theory; Agricultural Economics; Teaching/Communication/Extension/Profession; A22; C70; Q19. Ano: 2009 URL: http://purl.umn.edu/46569 Creating a Vision for XYZ Research Corporation: A Case Study AgEcon Jaramillo, Paul E.; House, Lisa; Wysocki, Allen F.. A strategic analysis was developed for XYZ Research Corporation (the true company's name is disguised). The strategic analysis involved a series of visits to the company to conduct focus groups with its employees and management. Five focus groups were carried out at XYZ Research Corporation. This method proved to be effective and valuable when aiming to gather detailed information on the specifics of a firm's operation. Information and insights on the company and its business that would not become evident through any kind of meticulous financial or economic analysis of the company's and industry's numbers - which in fact were unavailable or scarce - was efficiently obtained by personal communication from the employees in the interviews. The focus group... Tipo: Conference Paper or Presentation Palavras-chave: Focus Groups; Strategic Analysis; Food Safety; Outsourcing; Research Methods/ Statistical Methods; A22; C99; L21; M10. Ano: 2005 URL: http://purl.umn.edu/19476 Can Entrepreneurship Be Taught? AgEcon Klein, Peter G.; Bullock, J. Bruce. Is entrepreneurship an innate ability or an acquired skill? Can entrepreneurship acumen be achieved and enhanced through education and training, or are certain people “born” to be entrepreneurs or to act entrepreneurially? Economists and management theorists give widely divergent answers to these questions. This paper reviews the major approaches to teaching entrepreneurship, primarily at the undergraduate level, and relates them to economic theories of entrepreneurship. Surprisingly, we find little connection between the leading approaches to entrepreneurship education and economists’ understanding of the entrepreneurial function. We assess likely explanations for the lack of contact between these two groups of scholars and suggest possible... Tipo: Journal Article Palavras-chave: Alertness; Entrepreneurship; Innovation; Opportunity identification; Resource acquisition; Uncertainty bearing; Risk and Uncertainty; Teaching/Communication/Extension/Profession; M13; A22; O31. Ano: 2006 URL: http://purl.umn.edu/43779 The Determinants of First-Year Academic Performance in the College of Agriculture at Kansas State University, 1990-1999 AgEcon Barkley, Andrew P.; Forst, Jerry J.. This research identifies and quantifies the determinants of first-year academic performance in the College of Agriculture at Kansas State University, 1990-1999. Forty-eight percent of the variation in first-semester college grades was explained by high school grades, standardized test scores, socioeconomic variables, high school characteristics, credit hours completed, and major field of study. Approximately 62% of the variation in second-semester grades was explained. First-semester college grades explained 43% of second-semester grades. Several statistically significant relationships are detected, and the implications for students, advisors, and administrators are discussed. Tipo: Journal Article Palavras-chave: Academic performance in Colleges of Agriculture; Coefficients of separate determination; College entrance exams; Grade point averages; Identification of at-risk students; A22. Ano: 2004 URL: http://purl.umn.edu/43392 Student Perceptions of Simulation Games and Training Software on Improving Course Learning Objectives and Career Preparedness AgEcon Parrott, Scott D.; Mehlhorn, Joey; Davidson, Kelly. Online simulation and training games were used in two undergraduate courses in agribusiness to help improve student understanding and course objectives. Students responded positively to the teaching activities. The activities also extended the out of class learning environment. Tipo: Presentation Palavras-chave: Student outcomes; Technology in the classroom; Simulation and teaching; Teaching/Communication/Extension/Profession; A20; A22. Ano: 2012 URL: http://purl.umn.edu/119746 Design and Management of Teaching Programs With Survival In Mind AgEcon Connor, Larry J.. Agricultural economics teaching programs are becoming stressed. They vary considerably because of different institutional settings and are conducted under changing college, university, and department trends and paradigm shifts. To ensure success, strategic marketing processes need to be used in analyzing programs: identifying potential students (clientele or customers), ascertaining what to offer (majors, minors, service courses, enrichment options, and distance education), finalizing the strategic plan, and executing the plan (with students, administration, industry, and disciplinary peers). Conclusions and recommendations for enhancing teaching quantity and quality are presented for the strategic marketing processes. Finally, some implications and... Tipo: Journal Article Palavras-chave: Strategic; Marketing; Teaching; Undergraduate and graduate studies; Teaching/Communication/Extension/Profession; A20; A22; A23. Ano: 2005 URL: http://purl.umn.edu/43769 The Law of Demand Versus Diminishing Marginal Utility AgEcon Beattie, Bruce R.; LaFrance, Jeffrey T.. Diminishing marginal utility is neither necessary nor sufficient for downward sloping demand. Yet upper-division undergraduate and beginning graduate students often presume otherwise. This paper provides two simple counter examples that can be used to help students understand that the Law of Demand does not depend on diminishing marginal utility. The examples are accompanied with the geometry and basic mathematics of the utility functions and the implied ordinary/Marshallian demands. Tipo: Working or Discussion Paper Palavras-chave: Convex preferences; Diminishing marginal utility; Downward sloping demand; Demand and Price Analysis; A22. Ano: 2005 URL: http://purl.umn.edu/25013 Measuring the Impact of Externalities on College of Agriculture Teaching Evaluations AgEcon Fleming, Ronald A.; Bazen, Ernest F.; Wetzstein, Michael E.. Student evaluation of teaching (SET) is employed as an aid in improving instruction and determining faculty teaching effectiveness. However, economic theory indicates the existence of externalities in SET scores that directly influence their interpretation. As a test of this existence, a multinomial-choice, ordered data estimation procedure is employed to identify course externalities influencing SET. These externalities include student class standing, required courses, class size, days a class meets, class meeting time, classroom location, and classroom design. Results indicate that externalities have a significant impact on teaching evaluations. Thus, failure to internalize these externalities will lead to biases in SET and questionable use of SET... Tipo: Journal Article Palavras-chave: Externalities; Ordered probit; SET; Teaching evaluation; A20; A22; I21. Ano: 2005 URL: http://purl.umn.edu/43486 Demand for Multimedia in the Classroom AgEcon Boyer, Tracy A.; Briggeman, Brian C.; Norwood, F. Bailey. This study elicits preferences for multimedia in the classroom for students and faculty members in agricultural economics. Employing an Internet-based conjoint ranking survey, the results show that students prefer multimedia instructional tools over a traditional chalkboard/whiteboard lecture format while faculty members do not. Neither students nor faculty members are enthusiastic about electronic textbooks, and students will accept them only if they save $80. Finally, preferences for multimedia are shown to differ with students who self-report differing note-taking abilities, preferences for chalkboard lectures, and the need for an engaging class. Successful multimedia adoption requires appropriate use and lowering costs for students. Tipo: Journal Article Palavras-chave: Conjoint ranking; Instruction; Microeconomics; Multimedia instruction; Valuation; Demand and Price Analysis; Financial Economics; Institutional and Behavioral Economics; Research and Development/Tech Change/Emerging Technologies; Teaching/Communication/Extension/Profession; A22; Q19. Ano: 2009 URL: http://purl.umn.edu/56663 Registros recuperados: 12 Primeira ... 1 ... Última

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