John F. Chizmar

Web-based Learning Environments Guided by Principles of Good Teaching Practice

In this article, we describe the preparation and execution of a statistics course, an undergraduate econometrics course, and a microeconomic theory course, each of which uses Internet technology as an integral part of the delivery of the course. We address the pedagogical and technical issues that must be resolved to achieve each of Chickering and Gamsons (1987) seven principles for good teaching practice using this medium. Pedagogical issues are paramount if the goal is to achieve the best teaching practice. Of equivalent importance, however, is choosing a technology that will support the chosen pedagogical strategy and work well over the World Wide Web. We make extensive use of the Web through an on-line syllabus-a series of Web pages that

The Influence of Teaching and Other Factors Upon Absolute Salaries and Salary Increments at Illinois State University.

Koch and Chizmar examine the determinants of both the absolute salary levels and recent salary increments of 229 professors in 16 departments at Illinois State, considering such variables as experience, scholarly output, teaching, administration, race, sex, committee work, degrees held, and the influence of outside market demand. Allowance is made for possible differences among disciplines in rewarding faculty members. A conventional multiple linear regression model is used. Academic rank and the number of years in possession of the doctorate were found to be the most significant determinants of absolute salary levels, while 71 percent of the variance in salary increments were explained by merit performance variables. Teaching competence was found to be of great importance.

Total Quality Management (TQM) of Teaching and Learning

The industrial model of TQM is modified to fit the teaching and learning environment. Emphasis is given to transforming teaching and learning functions into collaborative and holistic management activities.

Internet delivery of instruction: issues of best teaching practice, administrative hurdles, and old‐fashioned politics

The authors describe the preparation and execution of a statistics and a fine arts course, each of which was offered in parallel to an on‐campus classroom group and an online Internet group. The authors address the pedagogical, administrative, and political issues that must be resolved before one can legitimately offer a course of study to an Internet audience that the instructor will never physically see. Pedagogical issues are paramount if the goal is to achieve best teaching practice. In addition, there are numerous administrative hurdles to resolve where admission officers, registrars, and governing boards are working from a traditional mindset where rules and guidelines are based on local geography and physical presence. Further, political issues quickly present themselves, including time issues, faculty‐colleague and administrator perceptions of “legitimate teaching activity”, and valuations of the course.

Assessing the Impact of an Instructional Innovation on Achievement Differentials: The Case of Computer-Assisted Instruction.

In this article the authors offer “an alternative to the conventional procedure for assessing the quantitative impact of an instructional innovation on achievement differentials.” Although computer-assisted instruction is the medium discussed here, the authors claim that any innovative technique that affects the students allocation of time can be analyzed in a similar fashion. Thus, this piece should be of interest not only to those experimenting with computer-assisted instruction but to all who are engaged in experimental economic education research.

Performance in the Basic Economics Test (BET) and “Trade-offs”

Chizmar and Halinski use data obtained in norming the Basic Economics Test to examine the impact of “Trade-offs” in the teaching of economics in elementary schools. The sample used for the study included approximately 13,800 children in grades 4–6 drawn from 23 states. Analysis of the data indicates that the use of “Trade-offs” leads to an improvement of student performance (over that of students not exposed to the television/film series) and that a significant difference in scores between boys and girls, which persists in classes not using “Trade-offs,” disappears when the instruction includes the series. Additional analysis links grade-level and teacher training to performance on the Basic Economic Test.

“Give and Take,” Economics Achievement, and Basic Skills Development

A program designed for junior high and senior high school students indicates that learning economic content tends to improve a students ability in social studies skills and, indirectly, also improves language arts and quantitative skills. The message is of significance to administrators and teachers trying to justify and find time for the study of economics in the school curriculum.

An Evaluation of a “Trade-Offs” Implementation Using Canonical Estimation of Joint Educational Production Functions

Learning and attitude formation resulting from the use of the “Trade-Offs” television series is evaluated from a joint generalization production function estimated using canonical correlation. Employing this technique, the cognitive achievement and attitudes of students exposed to the television series are compared to students not using the series. As a bonus, the instructional output of teachers who have attended workshops of various duration are also compared.