The Test of Economic Literacy and an Evaluation of the DEEP System.
The article describes the Developmental Economic Education Program (DEEP) system under the Test of Economic Literacy (TEL). This system is a new test and an implicit research design used in the norm data-gathering process. Questions of statistical reliability and content validity of the TEL are addr...
| Publicado en: | Journal of Economic Education Vol. 12; no. 2; pp. 1 - 15 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Summer81
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=5422173&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 5422173 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220485 JMD jtl: Journal of Economic Education issn: 00220485 maglogo: N pubinfo: dt: Summer81 vid: 12 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 5422173 10.2307/1182227 ppf: 1 ppct: 14 formats: tig: atl: The Test of Economic Literacy and an Evaluation of the DEEP System. aug: au: Soper, John C. Brenneke, Judith Staley affil: Associate Professor of Economics, Northern Illinois University Director of the Office for Economic Education, Northern Illinois University su: Educational programs Educational quality Graduate study in education Education statistics Curriculum planning Multiple regression analysis Achievement tests Economics education Economics teachers sug: subj: Educational programs Educational quality Graduate study in education Education statistics Curriculum planning Multiple regression analysis Achievement tests Economics education Economics teachers ab: The article describes the Developmental Economic Education Program (DEEP) system under the Test of Economic Literacy (TEL). This system is a new test and an implicit research design used in the norm data-gathering process. Questions of statistical reliability and content validity of the TEL are addressed, and a multiple linear regression analysis of the norming data is examined. The regression analysis shows that DEEP school enrollment and its interaction with an economics course at the high school level is the single most important determinant of performance on the TEL. This interaction variable explains approximately 13.5 percent of the variance in TEL scores. In addition, a course in economics by itself, the students' gender, urban type, region of the country, and the training in economics received by the teacher of a given student are significant determinants of test performance. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1981 holdings: @attributes: islocal: N |
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