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The Journal of Economic Education Volume 49, 2018 - Issue 2
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FEATURES AND INFORMATION

Teacher training for PhD students and new faculty in economics

Sam AllgoodDepartment of Economics, University of Nebraska-Lincoln, Lincoln, NE, USAView further author information
,
Gail HoytGatton College of Business and Economics, University of Kentucky, Lexington, KY, USACorrespondence[email protected]
View further author information
&
KimMarie McGoldrickRobins School of Business, University of Richmond, Richmond, VA, USAView further author information
Pages 209-219 | Published online: 14 Mar 2018

References

  • Allgood, S., and W. B. Walstad. 2013. How economists allocate time to teaching and research. American Economic Review 103 (3): 654–58.
  • Committee on the Status of Women in the Economics Profession (American Economic Association) (CSWEP). 2017. The 2016 report on the Status of Women in the Economics Profession. CSWEP Reports 2017 (1): 1–17. https://www.aeaweb.org/content/file?id=3643 (accessed January 16, 2018).
  • Hoyt, G., and K. McGoldrick, eds. 2012. The international handbook on teaching and learning economics. Cheltenham, UK and Northampton, MA: Edward Elgar.
  • McGoldrick, K., G. Hoyt, and D. Colander. 2010. The professional development of graduate students for teaching activities: The students' perspective. Journal of Economic Education 41 (2): 194–201.
  • McPherson, M. A. 2012. Ranking U.S. economics programs by faculty and graduate publications: An update using 1994–2009 data. Southern Economic Journal 79 (1): 71–89.
  • Siegfried, J., and W. Stock. 2004. The market for new PhD economists in 2002. American Economic Review 94 (2): 272–85.
  • Stock, W. A., and W. L. Hansen. 2004. Ph.D. program learning and job demands: How close is the match? American Economic Review, 94 (2): 266–71.
  • Walstad, W. B., and W. E. Becker. 2010. Preparing graduate students in economics for teaching: Survey findings and recommendations. Journal of Economic Education 41 (2): 202–10.

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