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To determine why some teachers are more effective than others, Bosshardt and Watts (1990) investigated teacher effects on student learning in high school economics classes using fixed- and random-effects models. The teacher characteristics they examined included college credits in economics, non-credit workshops in economics, years of teaching experience, and the extent of teachers’ past instruction in economics. They found that the most effective teachers were those who had completed more courses in economics. Other significant factors included a proxy for student IQ and school characteristics. ...
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Does High Public Debt Consistently Stife Economic Growth? A Critique of Reinhart and Rogoff
