This study examines whether the Buck Institute for Education’s Problem Based Economics curriculum improves 12th grade students’ content knowledge, and examines students’ economic problem-solving skills and changes in teacher content knowledge. Results showed statistically significant positive effects of teacher professional development on students’ grades in economics.
Source:
CCRS Center Publication
Publisher(s):
National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education
Publication Year:
2011
