Discusses problems in teaching and learning economics. Describes students' perceptions of cost as a quality inherent in the product or the result of supply and demand in spite of training they may have received in economics. Urges teachers to help students develop economic understanding so that the students can use what they have been taught. (DK)

Argues that, although most economics textbooks' explanations of imperfect competition may involve three to five models, the concept can be taught using a single, simple model. Uses several business/economic examples as illustrations. (DB)

Extends the application of qualitative response analysis to economic education. Uses multinomial logit analysis to identify variables that determine academic performance in an undergraduate money and banking course. Reports results that suggest the key determinants are an adjusted cumulative grade point average and percentile rank on college…

Explains and illustrates a simplified use of graphical analysis for analyzing the profit-maximizing firm. Believes that graphical analysis helps college students gain a deeper understanding of marginalism and an increased ability to formulate economic problems in marginalist terms. (DB)

This book presents economic concepts in relation to topics commonly taught in social studies at the lower grade levels. The lessons are intended to accompany appropriate segments of the social studies curriculum, such as family, self, home, school, neighborhood, community. Lessons include the concepts of scarcity, needs and wants, goods and…

Included in the description of an elementary level home economics program taught by the classroom teacher cooperating with a consultant are: broad goals and generalizations, programs guidelines, a brief curriculum guide, sample learning experiences for each grade level, one lesson plan, and an individualized instruction form. (AJ)

Using a university-owned computer, English secondary schools participate in a game to stabilise the course of their "nation's" economy over a 20 year period. Information provided to participating students is included in the article. (JH)

Economists use nonrandom sampling and self-selectivity models to analyze a variety of issues. Individuals are not homogeneous and self-select into those alternatives where they have a comparative advantage. Examples where self-selection models have been applied include analyzing schooling, labor supply, and career choices. A student's…

This publication is intended as a guide for teaching high school and adult education students about social insurance concepts. Goals of the project are that students: (1) understand the historical context from which social insurance programs emerged; (2) can participate fully as members of a democratic society in making informed decisions about…

This project is designed to teach students the process of buying stocks and to tracking their investments over the course of a semester. The goals of the course are to teach students about the relationships between conditions in the economy and the stock market; to predict the effect of an economic event on a specific stock or industry; to relate…

This curriculum guide introduces high school students to the basic principles of microeconomics. Chapter 1 provides a basic definition of economics, while chapter 2 introduces a number of important economic concepts and ideas and examines reasons for unintended or unexpected consequences of decision-making. Chapter 3 considers how individual…

This guide is designed to assist fifth and sixth grade teachers who are basically following the New York State curricula. While an effort has been made to include ideas for teaching every concept found in the state's outline, additional concepts have been included for the benefit of those who might go beyond the outline, and for teachers in other…

Several important economic concepts appear in the business curriculum designed for secondary schools in New York State. This manual assists the teacher by providing brief and simple definitions of major economic concepts, noting the implications of those concepts for business, and suggesting strategies that can be used to teach the principles and…

The Stock Market Game is a computerized simulation that involves high school students in trading eligible New York Stock Exchange stocks in an effort to make capital gains. Time required is ten weeks. The game is described; economic concepts that can be taught using the game are listed. (RM)

Starting in the summer of 1988 in Great Britain a new General Certificate of Secondary Education will replace the existing CSE and "O" level examinations. The implications of this change for the teaching of economics to the 14-16 age groups are discussed. (RM)