Examines implications of specific subject matter intervention by faculty members in economics and marketing on the choices made by students and the consequences of those choices in an online finance simulation. Findings, although mixed, suggest that interdisciplinary intervention in an online finance simulation has the potential to improve the…

Explains two factors that influence economic education: state mandates and teacher background. Gives an overview of a typical one-semester economics course and teacher ranking of course goals. Cites research showing that students' average economic understanding increases six percent after economics instruction. Concludes that although states are…

Findings are related from a study designed to determine the effect of verbal-only, imagery-only, and integrated (verbal-to-imaginal) strategies on third graders' (N=111) levels of economic reasoning (use or nonuse of cost-benefit analysis) in their personal decision making. Implications of these findings for curriculum planning are discussed.…

Reports a study designed to encourage classroom teachers to use research-based criteria in evaluating curriculum materials for middle school economics. Criteria used for material selection stressed (1) product characteristics, (2) economic content, (3) middle school student focus, and (4) pedagogy. Found that materials were not particularly suited…

Provides an extension of the basic banking model used in introductory economics courses. This expanded model introduces the concept of banking capital and reserves, and includes the relationship existing between current issues and banking structure and money supply growth. Provides worksheet exercises and answers. (LS)

Presents an activity, compiled from a variety of sources, which asks students to examine the allegorical content of L. Frank Baum's "The Wonderful Wizard of Oz." Requires students to use the inquiry method to relate symbols from the story to elements in the political and economic environment of the Populist movement. Bibliography…

Looks at the way community interaction with students developed from the "The McWhorter Book" project at McWhorter Elementary School (Lubbock, Texas). States that the project was designed to respond to drop-out problems. Preparing advertisements for local businesses helped students develop a deeper understanding of the community and of…

Demystifies ideas surrounding U.S. foreign aid to the underdeveloped countries of the world and dispels many commonly held notions concerning the generosity of this foreign aid. Advocates revising U.S. aid programs along the lines of the proposed Global Poverty Reduction Act. (KO)

Asserts that social studies education is again going through a period of reform and restructuring. Maintains that any discussion of economics in the curriculum must take place within these reform efforts. Discusses the relationship between the social sciences and social studies and the significance of this relationship to economics education. (CFR)

Asserts that the number of students who major in economics is important to economics departments because college and university budgets often are affected by enrollment. Reviews the number of four-year economics degrees since 1977-78 as reported by the National Center for Education Statistics. (CFR)

Asserts that instructional methods used to teach U.S. history often result in a reliance on routine transmission of information. Argues that the benefits that would derive from adding economics instruction to history are seldom achieved. (CFR)

Maintains that economic reasoning can be used to help students understand U.S. history. Provides a bibliographic essay of recommended print materials, videotape recordings, and computer-based materials for teachers and students. (CFR)

Discusses problems of sample selection in explaining student performance in economics classes. Reports on a study of student performance correlated with class attendance, course dropouts, and homework. Concludes that any researcher gathering data about instructional effectiveness must account for students who drop the class. (CFR)

Presents a study of the effect of question order on student performance on economics tests. Reports that question order has no statistically significant effect on examination scores, even after including variables that reflect differential human capital characteristics. Concludes that instructors need not worry that some examination versions give…

Reports on a study of 6,718 college students enrolled in an introductory economics course to determine factors associated with successful achievement. Finds high overall academic achievement in high school and a strong mathematics background, especially calculus, were the two most important factors. (CFR)