TIPS and Technical Change in Classroom Instruction

dc.contributor.author	Kelley, Allen	en_US
dc.date.accessioned	2010-03-09T15:24:02Z
dc.date.available	2010-03-09T15:24:02Z
dc.date.issued	1972	en_US
dc.identifier.uri	http://hdl.handle.net/10161/1851
dc.description.abstract	This paper presents some research results on the efficiency of a teaching technique (TIPS) I have used in the Principles of Economics course at the University of Wisconsin-Madison. My presentation will be extremely selective; only the results of five out of some ten different output measures are reported. I shall argue TIPS represents an improvement over the commonly employed lecture-discussion classroom technology. The model I use to evaluate the efficiency of TIPS is broader than that usually used in educational research, since it takes into account not only the toal magnitude of the benefits and costs, but also thier distribution.	en_US
dc.format.extent	198735 bytes
dc.format.mimetype	application/pdf
dc.language.iso	en_US
dc.publisher	American Economic Review	en_US
dc.subject	Classroom instruction	en_US
dc.subject	TIPS	en_US
dc.subject	technical change	en_US
dc.title	TIPS and Technical Change in Classroom Instruction	en_US
dc.type	Journal Article	en_US
dc.department	Economics