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Full-Text Articles in Education
Teaching Ecological And Feminist Economics In The Principles Course, Julie A. Nelson, Neva Goodwin
Teaching Ecological And Feminist Economics In The Principles Course, Julie A. Nelson, Neva Goodwin
Economics Faculty Publication Series
It can be difficult to incorporate ecological and feminist concerns into introductory courses, when one is also obliged to teach neoclassical analysis. In this essay we briefly describe how one might extend existing “multi-paradigmatic” approaches to feminist and ecological concerns, and then present an new alternative approach that may be more suitable for some students. This “broader questions and bigger toolbox” approach can be applied in both microeconomics and macroeconomics introductory classrooms.
Teaching Ecological And Feminist Economics In The Principles Course, Julie A. Nelson
Teaching Ecological And Feminist Economics In The Principles Course, Julie A. Nelson
Julie A. Nelson
It can be difficult to incorporate ecological and feminist concerns into introductory courses, when one is also obliged to teach neoclassical analysis. In this essay we briefly describe how one might extend existing “multi-paradigmatic” approaches to feminist and ecological concerns, and then present an new alternative approach that may be more suitable for some students. This “broader questions and bigger toolbox” approach can be applied in both microeconomics and macroeconomics introductory classrooms.
A Pilot Study To Explore The Use Of Expressive Writing To Reduce Anxiety And Psychological Threat In An Academic Setting, Cynthia Delores Jenkins
A Pilot Study To Explore The Use Of Expressive Writing To Reduce Anxiety And Psychological Threat In An Academic Setting, Cynthia Delores Jenkins
Counseling & Human Services Theses & Dissertations
The purpose of this study was to investigate if the use of Pennebaker's short-term expressive writing intervention would have a positive effect on the academic performance of a group of third semester underperforming freshmen. This is a relatively brief and simple intervention pioneered by J. W. Pennebaker (1997) who conducted numerous studies using the procedure. Most of the research has involved having subjects write about traumatic, stressful or emotional events for 15–20 minutes (the maximum) over 3–5 days. In contrast, the studies by Wilson (2006) and Cohen et al (2006) used self-affirmations for writing. For this study self-affirmation directions were …