What Should be Taught in Intermediate Macroeconomics?

Autor/inn/en	de Araujo, Pedro; O'Sullivan, Roisin; Simpson, Nicole B.
Titel	What Should be Taught in Intermediate Macroeconomics?
Quelle	In: Journal of Economic Education, 44 (2013) 1, S.74-90 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0485
DOI	10.1080/00220485.2013.740399
Schlagwörter	Macroeconomics; Economics Education; Course Content; Teaching Methods; Models; Textbooks; Content Analysis; Educational Philosophy + Suchen Sie Ihr Suchwort? Makroökonomie; Wirtschaftskunde; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Bildungsphilosophie; Erziehungsphilosophie
Abstract	A lack of consensus remains on what should form the theoretical core of the undergraduate intermediate macroeconomic course. In determining how to deal with the Keynesian/classical divide, instructors must decide whether to follow the modern approach of building macroeconomic relationships from micro foundations, or to use the traditional approach based on aggregate models of the macroeconomy. In this article, the authors discuss the advantages and shortcomings of each approach in the context of course objectives. Because there is significant heterogeneity in textbook coverage, the authors summarize some of the approaches taken in current intermediate-level textbooks, which should serve as a useful starting point for new instructors. The authors also discuss how each approach can be extended to analyze the recent recession in the United States. (Contains 2 tables and 14 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10