Business education teachers can make a major contribution toward developing a variety of economic understandings and improving economic literacy in general business classes. (JOW)

Critiqued is a paper on student evaluation of instructors by David Dilts which appeared in the "Journal of Economic Education," Spring 1980. Shortcomings and problems in Dilts' work are examined, and an alternative estimation procedure, using a statistical interpretation, is proposed. (Author/RM)

In a series of articles, the authors indicate that in building a vocational agriculture program, developing students' abilities to deal with the economic impact of agricultural production should receive high priority. Discusses banking, taxes, economic principles, farm business management, and marketing as they relate to agriculture. (JOW)

The importance of the marketing plan is stressed as an integrative device for teaching marketing management, and a structure is presented to assist students in designing a marketing plan. Components of this plan include marketing objectives, targeting market and buying motives, external environment and competition, product, price, and promotion.…

Traces the resistance toward establishing an economics curriculum at Cambridge University from 1776 to 1860. Complex reasons include inertia, low intellectual standards, fear of being considered partisan, and avoidance of change during good times. The eventual introduction of economics was achieved only when wholesale reforms were enacted within…

Hestian home economics focuses on the private systems of love, care, and connection in households and families. Teaching approaches within a Hestian framework include attending to classroom social relations and physical structures, and using oral history, service learning, and critical reflection. (SK)

Examines the assumptions, potential contributions, and limitations of the empirical/analytical approach to knowledge construction. Three broad goals are suggested for critical thinking research in home economics education: (1) development of appropriate definitions; (2) development of generalizations about the use of thinking skills in home…

Criticizes Belton M. Fleisher and Kenneth J. Kopecky's loanable-funds approach to teaching macroeconomics. Points out the technical and pedagogical shortcomings of the approach. Considers the instructional significance of the loanable-funds approach and discusses the world view associated with teaching from this perspective. (LS)

Addresses three points Mark A. Nadler made in his analysis of the authors' paper, "Loanable-funds Approach to Teaching Macroeconomics." Argues that Nadler's questions relate to intermediate or advanced analysis of macroeconomics, concluding that the loanable-funds approach is an appropriate elementary macro model. (LS)

Suggests that intermediate microeconomic theory instruction should emphasize individual elements of the topic as part of a general equilibrium model. Summarizes a model that can be used to highlight the unifying thread running through the subject. Discusses the submodels of the market, the consumer, the firm, and the economy as a whole. (SG)

If business educators are to develop the economic literacy of students, they must address such dimensions of the changing worldwide economic order as the European Community. (JOW)

Includes "The Development of Consumer Science in Korea" (Park, Geistfeld), which examines it within the context of the home economics curriculum; and "Accredited Financial Planner in Korea" (Yoon, Sohn), which focuses on family financial planning and discusses the need for accredited financial planners. (JOW)

Economic reasoning skills integrate easily with the business education curriculum and enhance students' development of decision-making and problem-solving techniques. One method involves having students apply deductive reasoning to economic mysteries. (JOW)

This article offers a radical criticism of the Joint Council's publication: "A Framework for Teaching the Basic Concepts." It specifies a five-point alternative view of economics which takes, among other things, greater account of history and ideology. (JDH)

Offers a critique of Heilbroner's paper (see SO516704). Concludes that because the alternative view of economics offered by Heilbroner subjugates analytical concepts to an ideological and historical vision, it is not as teachable. (JDH)