WorldCat Identities

Becker, William E.

Overview
Works: 48 works in 217 publications in 3 languages and 5,052 library holdings
Genres: Conference papers and proceedings  Academic theses  Dictionaries  Abstracts 
Roles: Author, Editor, Other, htt
Classifications: HB74.8, 330.071173
Publication Timeline
.
Most widely held works about William E Becker
 
Most widely held works by William E Becker
Assessing educational practices : the contribution of economics by William E Becker( )

15 editions published between 1995 and 1996 in English and held by 1,987 WorldCat member libraries worldwide

Assessing Educational Practices introduces the nonspecialist to the research methods used by economists in studies of educational practices and institutions. The nine chapters explain the ways economists think about teachers' salaries, student achievement, class size, school organization, and other subjects of current debate in education. Each author demonstrates how methods used in economics can be applied to measure the success and failure of educational practices
Teaching economics to undergraduates : alternatives to chalk and talk by William E Becker( Book )

40 editions published between 1998 and 2006 in English and Dutch and held by 667 WorldCat member libraries worldwide

This book demonstrates alternatives to the lecture and chalkboard approach that dominates the teaching of economics, providing a range of innovative teaching techniques and examples aimed at engaging undergraduates in the learning of economics. This book will be of great practical value to teachers of economics as well as to administrators responsible for undergraduate instruction
Academic rewards in higher education by Darrell R Lewis( Book )

5 editions published in 1979 in English and held by 400 WorldCat member libraries worldwide

A colloquium series in higher education at the University of Minnesota in the fall and winter of 1977-1978 examined the influence of academic reward systems on faculty behavior and academic productivity. These essays are the collective results of their findings and recommendations. Essays include: "Perspectives from Psychology: Financial Incentives Are Ineffective for Faculty" (Wilbert J. McKeachie); "Perspectives from Economics: The Economic Consequences of Changing Faculty Reward Structures" (William E. Becker, Jr.); "Perspectives from Sociology: Organizational Evaluation of Faculty Performances" (Sanford M. Dornbusch); "The Job Market for College Faculty" (Richard B. Freeman); "Conceptual Programs and Issues in Academic Labor Productivity" (Wayne R. Kirschling); "Planning and Evaluation Criteria for Allocating Departmental and Collegiate Resources in a University Setting" (Darrell R. Lewis and Theodore E. Kellogg); "Use of Student Evaluations in Faculty Personnel Decisions" (Kenneth O. Doyle, Jr.); "The Academic Reward Structure in American Higher Education" (Howard P. Tuckman); "Academic Compensation in Higher Education" (Howard R. Bowen); "Pervasive Sex Differences in the Academic Reward System: Scholarship, Marriage, and What Else?" (Helen S. Astin and Alan E. Bayer); "Pecuniary Rewards to Men and Women Faculty" (George E. Johnson and Frank P. Stafford); "Faculty Bargaining and Faculty Reward Systems" (James P. Begin); and "Adaptability to Change and Academic Productivity" (William E. Becker, Jr. And Darrell R. Lewis). The list of tables and figures provides information on such areas as equilibrium teaching, research output, enrollment pressures, sex differences, predictors of rank and salaries, effects of publication on promotion, and primary work activity of the faculty. (Lc)
The scholarship of teaching and learning in higher education : contributions of research universities( Book )

11 editions published between 2004 and 2011 in English and held by 397 WorldCat member libraries worldwide

"This book is an anthology of the best of the papers presented at three conferences held by the Scholarship of Teaching and Learning program at Indiana University Bloomington. The SOTL program is a systematic research and research-based activity aimed at deepening and broadening the foundation of teaching practice and giving rise to new forms of knowledge through new forms of research - forms that often focus on IU's own pedagogical practices."--Jacket
Teaching economics : more alternatives to chalk and talk by William E Becker( Book )

19 editions published between 2005 and 2006 in English and Spanish and held by 332 WorldCat member libraries worldwide

"Teaching Economics is an invaluable and practical tool for teachers of economics, administrators responsible for undergraduate instruction and graduate students who are just beginning to teach. Each chapter includes specific teaching tips for classroom implementation and summary lists of do's and don'ts for instructors who are thinking of moving beyond the lecture method of traditional chalk and talk."--Jacket
Econometric modeling in economic education research by William E Becker( Book )

15 editions published between 1986 and 1987 in English and held by 297 WorldCat member libraries worldwide

Since its establishment in the 1950s the American Economic Association's Committee on Economic Education has sought to promote improved instruction in economics and to facilitate this objective by stimulating research on the teaching of economics. These efforts are most apparent in the sessions on economic education that the Committee organizes at the Association's annual meetings. At these sessions economists interested in economic education have opportunities to present new ideas on teaching and research and also to report the findings of their research. The record of this activity can be found in the Proceedings of the American Eco nomic Review. The Committee on Economic Education and its members have been actively involved in a variety of other projects. In the early 1960s it organized the National Task Force on Economic Education that spurred the development of economics teaching at the precollege level. This in turn led to the development of a standardized research instrument, a high school test of economic understanding. This was followed later in the 1960s by the preparation of a similar test of understanding college economics. The development of these two instruments greatly facilitated research on the impact of economics instruction, opened the way for application of increasingly sophisticated statistical methods in measuring the impact of economic education, and initiated a steady stream of research papers on a subject that previously had not been explored
Higher education and economic growth by William E Becker( Book )

23 editions published between 1992 and 2011 in English and held by 294 WorldCat member libraries worldwide

This book addresses topics related to the role of post-secondary education in national economic development within the United States. The chapters summarize the research literature and synthesize what economists and other social scientists have learned about the contribution of higher education to economic growth. Attention is given to the research, teaching and service missions of higher education in stimulating economic growth and development. This book focuses on the economic and social gains to the nation as a whole and follows up on The Economics of American Higher Education edited by Becker and Lewis (Kluwer Academic Publishers, 1992), which dealt primarily with the effects of higher education on the gains of individuals
The Economics of American higher education by William E Becker( Book )

12 editions published in 1992 in English and held by 271 WorldCat member libraries worldwide

Postsecondary educational institutions in the United States are facing increasing financial stress and waning public support. Unless these trends can be changed, higher education can be expected to stagnate. What, if anything, can be done? As a starting point, advocates of higher education need to more fully recognize the issues associated with the economic mission of higher education and how this mission gets translated into individual student gains, regional growth, and social equity. This requires an understanding of the relationship between the outcomes of higher education and measures of economic productivity and well-being. This volume addresses topics related to the role of postsecondary education in microeconomic development within the United States. At tention is given to the importance of colleges and universities 'in the enhancement of individual students and in the advancement of the com munities and states within which they work. Although several of the chapters in this volume are aimed at research/teaching universities, much of what is presented throughout can be generalized to all of postsecondary education. Little attention, however, is given to the role of higher education in the macroeconomic development of the United States; this topic is covered in our related book, American Higher Education and National Growth
Business and economics statistics with computer applications by William E Becker( Book )

13 editions published between 1986 and 1987 in English and held by 190 WorldCat member libraries worldwide

Statistics for business and economics by William E Becker( Book )

13 editions published between 1994 and 1997 in English and held by 98 WorldCat member libraries worldwide

Does teaching load affect faculty size? by William E Becker( )

2 editions published in 2009 in English and held by 15 WorldCat member libraries worldwide

Random effects estimates using panel data for 42 colleges and universities over 16 years reveal that the economics faculty size of universities offering a Ph.D. in economics is determined primarily by the long-run average number of Ph.D. degrees awarded annually; the number of full-time faculty increases at almost a one-for-one pace as the average number of Ph.D.s grows. Faculty size at Ph.D. granting universities is largely unresponsive to changes in the number of undergraduate economics degrees awarded at those institutions. In contrast, faculty size at colleges where a bachelor's is the highest degree awarded is responsive to the average number of economics degrees awarded annually, growing by about one for each additional eleven graduating economics majors. -- Faculty size ; student body ; Ph.D. degrees ; bachelor degrees
"The" market for higher education: does it really exist? by William E Becker( )

2 editions published in 2009 in English and held by 15 WorldCat member libraries worldwide

Higher education, like any other commodity or service, has been viewed in a variety of economic frameworks. Little of this work, however, appears to have made any effort to define carefully the boundaries of the relevant market for higher education, which is the subject of this particular inquiry. Market definition is an essential preliminary step before any academic or policy investigation can properly be made into the forces that determine the behavior of the buyers and sellers of higher education, those who provide inputs into the education process, or those who fund or otherwise subsidize it. The authors spell out the key economic dimensions of a market, and illustrate their relevance for research that seeks to analyze the players and policies in the many distinct domestic and international markets that exist for the inputs and outputs of the higher education sector. -- Competition ; efficiencies ; market boundaries ; markets ; higher education ; public policy
A training system for graduate student instructors of economics by William E Becker( Book )

3 editions published in 1975 in English and held by 12 WorldCat member libraries worldwide

The Graduate Student Instructors (gsi) program developed at the University of Minnesota is described. The design and content of the teacher training seminars and the feedback procedures of test analysis, student evaluation of the gsi, and videotape critiquing are detailed. An evaluation is included of the effectiveness of the training program as well as a number of suggestions for implementing a similar program at another institution. In creating the gsi training program, the Center for Economic Education attempted to compensate for a deficiency in the training of graduate student instructors who, typically, are well educated in their respective fields but unschooled in teaching methods and skills. The success of the program depends upon whether it can improve the quality of GSI's interaction with students, increase the economic understanding acquired by those students, and improve the students. Performance in society. Appendices to the monograph include a seminar syllabus outline, categorical references, and a selected bibliography. (Lbh)
Do undergraduate majors or Ph. D. students affect faculty size? by William E Becker( Book )

4 editions published in 2010 in English and held by 11 WorldCat member libraries worldwide

Regression analysis using panel data for 42 colleges and universities over 14 years suggests that the economics faculty size of universities offering a Ph. D. in economics is determined primarily by the long-run average number of Ph. D. degrees awarded annually; the number of full-time faculty increases at almost a one-for-one pace as the average number of Ph. D.s grows. Faculty size at Ph. D. granting universities is largely unresponsive to changes in the contemporaneous number of undergraduate economics degrees awarded at those institutions. Similarly, faculty size at colleges where a bachelor's is the highest degree awarded is responsive to the long and short term average number of economics degrees awarded but not the annual changes in BS and BA degrees awarded in economics
A complement to Choice, an introduction to economics by William E Becker( Book )

2 editions published in 1971 in English and held by 10 WorldCat member libraries worldwide

A study of the leadership effectiveness of the community school director by William E Becker( Book )

4 editions published between 1972 and 1975 in English and held by 6 WorldCat member libraries worldwide

Incentive-based budgeting systems in public universities( Book )

1 edition published in 2002 in English and held by 5 WorldCat member libraries worldwide

A glossary of builder marketing terminology by William E Becker( Book )

1 edition published in 1965 in English and held by 5 WorldCat member libraries worldwide

From Academic Vision to Physical Manifestation by R. Dan Walleri( Book )

1 edition published in 2002 in English and held by 3 WorldCat member libraries worldwide

This paper, from Mount Hood Community College (mhcc) in Oregon, describes the complex process of preparing an educational master plan. The paper reflects on how this process involved a number of consultants and a very active strategic planning council within the institution. It discusses three approaches to master planning: (1) not preparing a formal plan, but rather responding to needs and opportunities as they arrive; (2) severely limiting stakeholder involvement by having a plan prepared primarily by a single individual; and (3) designing and executing a comprehensive and exhaustive participatory process, which is the technique mhcc used with much success. Initially, the College employed several outside firms to assist with analyses, held a community forum, conducted an employer survey, and forged partnerships with local businesses. Based on input from various campus units and the community, the president's Strategic Planning Council developed a set of priorities, which were reviewed and acted on by the board. The strength of this participatory process is that it is inclusive, both internally and with regard to the external community. It also behooves the College to secure support for the master plan at the earliest stages of the process. Weaknesses of this approach include potential pitfalls in coordination. In 2001, when a new president joined the College, the master plan was ready to be finalized, and a local bond measure to fund the facilities component was in preparation. (Contains 20 references.) (Emh)
Do undergraduate majors or Ph.D. students affect faculty size? by William E Becker( )

1 edition published in 2010 in English and held by 3 WorldCat member libraries worldwide

Regression analysis using panel data for 42 colleges and universities over 14 years suggests that the economics faculty size of universities offering a Ph.D. in economics is determined primarily by the long-run average number of Ph.D. degrees awarded annually; the number of full-time faculty increases at almost a one-for-one pace as the average number of Ph.D.s grows. Faculty size at Ph.D. granting universities is largely unresponsive to changes in the contemporaneous number of undergraduate economics degrees awarded at those institutions. Similarly, faculty size at colleges where a bachelor's is the highest degree awarded is responsive to the long and short term average number of economics degrees awarded but not the annual changes in BS and BA degrees awarded in economics. -- faculty size ; student body ; Ph.D. degrees ; bachelor degrees
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.34 (from 0.06 for Assessing ... to 0.95 for Do undergr ...)

Assessing educational practices : the contribution of economics
Covers
Teaching economics to undergraduates : alternatives to chalk and talkThe scholarship of teaching and learning in higher education : contributions of research universitiesTeaching economics : more alternatives to chalk and talkEconometric modeling in economic education researchHigher education and economic growthThe Economics of American higher educationStatistics for business and economicsIncentive-based budgeting systems in public universities
Alternative Names
Becker, William 1945-

Becker, William E.

Becker, William E. 1945- jun

Becker, William E. Jr

Becker, William E., Jr., 1945-

Becker, William E. jun. 1945-

Languages
English (185)

Dutch (2)

Spanish (1)