Reports on a study of the number of four-year Bachelor's degrees awarded in economics in 1993-94. Finds that the number of undergraduate degrees in economics continues to decline. Presents three tables of statistical data and discusses possible reasons for this decline. (CFR)

Discusses a study of the content of elementary social studies textbooks. Reports that geographic and economic concepts predominated in textbooks written for first through fourth graders although publishers differed over which concepts were most important. Concludes that the books offer little opportunity to review and expand upon concepts over…

Cross-cultural competence is a recent movement with important implications for foreign language teaching, schools of business and economics, and firms engaged in either international or national commerce. Until now, it has not been adequately addressed. Higher education must investigate strategies for more effective integration of culture into the…

This monograph represents a collaborative attempt to contribute to the definition and understanding of career education. The monograph begins with a conceptual view of career education as a collaborative community effort. The concepts themselves have been derived from interactions with over 200 persons selected as (1) philosophical leaders in the…

Reviews research literature on the effectiveness of cooperative learning in higher education. Identifies and discusses the free-rider problem inherent in assigning grades in cooperative learning activities. Proposes that one randomly selected group member take the examination with his or her grade assigned to all group members. (CFR)

Maintains that it is generally assumed that rent control redistributes wealth from landlords to consumers of housing. Presents data and graphs to illustrate how rent control can benefit landlords and increase housing availability. Asserts that this exercise is effective for students studying microeconomic theory. (CFR)

Examines the role of numbers and statistical data in history research and history instruction. Contends that many historians and history teachers are unwilling or unable to use numeric data effectively. Argues that statistical analysis is essential for many historical themes and topics. (CFR)

Reports on an experimental program in which preservice education students worked as Junior Achievement consultants in elementary schools. Discusses successful results and aspects of the project that could be improved. Concludes that the program could be replicated successfully in teacher education programs throughout the country. (CFR)

World War II was the last time when overall U.S.-Japan relations, and the economic relationship in particular, were as bad as appears to be the case in the 1990s. The United States and Japan are, respectively, the two largest economies in the world. The Japanese have the second leading market for U.S. products trailing only Canada. Japan buys more…

This paper discusses current studies of economic instruction in early childhood and primary elementary school grades. While it is true that the study of economics has shifted downward to the primary grades, it is unknown exactly how widespread the teaching of economics is at this early level. The few research studies reviewed in this paper use…

This research study examined the effect that a ninth grade introduction to the social studies course had upon student interest in the social studies. A group of 32 entering ninth grade students (20 boys and 12 girls) were chosen as the experimental group to take the course. Written in a series of units, the course was comprised of the disciplines…

Reviews 11 normative principles of capitalist economics. Contends that these principles form the basis for much of economics education in the United States and Western society. Argues that to save the world from massive environmental degradation, economics education must be completely restructured to focus on ecological concerns. (CFR)

Provides a reaction by three economic educators to an article by Raymond C. Miller calling for the elimination of economics. Contends that traditional economics does not necessarily lead to the degradation of the environment. Argues that economics should not promote any set of social values. (CFR)

Supports the arguments in the author's earlier article in which he calls for ending the teaching of economics. Maintains that criticism of his views are based on faulty understanding of neoclassical economics. Concludes that economics cannot be value-free, and environmental concerns must be addressed in economics and social studies education. (CFR)

By embracing education as an economic development tool, policy makers adopt a new economic metaphor--a new way of understanding how the economy works and identifying determinants of development. Development policy has shifted focus, from providing incentives for the accumulation of physical capital to emphasizing investments in human capital. Most…