| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w23144 |
| 来源ID | Working Paper 23144 |
| Undergraduate Econometrics Instruction: Through Our Classes, Darkly | |
| Joshua D. Angrist; Jörn-Steffen Pischke | |
| 发表日期 | 2017-02-13 |
| 出版年 | 2017 |
| 语种 | 英语 |
| 摘要 | The past half-century has seen economic research become increasingly empirical, while the nature of empirical economic research has also changed. In the 1960s and 1970s, an empirical economist’s typical mission was to “explain” economic variables like wages or GDP growth. Applied econometrics has since evolved to prioritize the estimation of specific causal effects and empirical policy analysis over general models of outcome determination. Yet econometric instruction remains mostly abstract, focusing on the search for “true models” and technical concerns associated with classical regression assumptions. Questions of research design and causality still take a back seat in the classroom, in spite of having risen to the top of the modern empirical agenda. This essay traces the divergent development of econometric teaching and empirical practice, arguing for a pedagogical paradigm shift. |
| 主题 | Other ; General, Teaching |
| URL | https://www.nber.org/papers/w23144 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/580818 |
| 推荐引用方式 GB/T 7714 | Joshua D. Angrist,Jörn-Steffen Pischke. Undergraduate Econometrics Instruction: Through Our Classes, Darkly. 2017. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w23144.pdf（571KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。
