Service-learning pedagogy that supports community involvement values and promotes leadership development offers more effectiveness and efficiency for management educators interested in incorporating real-world learning into their courses than traditional internships and cooperative education (P. C. Godfrey & E. T. Grasso, 2000). In this article,…

Responds to claims about the instructional value of the downward-sloping aggregate demand curve in teaching principles of macroeconomics. Examines the effects of interest-rates and the role of money on demand curves. Concludes by arguing against the use of downward-sloping aggregate demand curves in textbooks. (RKM)

Argues the diagrammatic IS-LM Model, despite its limitations, remains an important pedagogical tool for the presentation of intermediate macroeconomic theory. Proposes a modification that focuses more explicitly on stock portfolio equilibrium and will be more revealing to students. (BSR)

Teaching an evening course in economics at an Adult Education Institute can be challenging. But it is very different from teaching economics in a college. Discusses adults' motives for studying economics, what economics should be taught, teaching methods, and ways to facilitate classroom discussion. (RM)

Institutional economics remains a viable alternative approach to economics. It stresses power, technology, and a holistic and evolutionary approach while critiquing the neoclassical approach. General features of institutional economics are examined, and the work of institutionalists in specific areas is discussed. (RM)

States the relationship between the general philosophy of home economics and the specialization of merchandising. (JOW)

The combination of consumer mathematics and economics has the potential to make a sizable contribution in preparing students to become effective consumers. Students must understand economic as well as mathematical concepts, and consumers need to adapt to changing economic conditions and life styles. (JOW)

Outlines a series of practical goals for secondary economics education in Canada. Economic education should ask more analytic questions. (RM)

The author argues that, although the standard principles level treatment of fixed and sunk costs has problems, it is logically consistent as long as all fixed costs are assumed to be sunk costs. As long as the instructor makes that assumption clear to students, the costs of making the changes recently suggested by X. Henry Wang and Bill Z. Yang in…

Economics does not have sharply delineated boundaries, but the domain has been defined broadly, and differently, from time-to-time. Currently, the contents of economics can be divided into the following broad areas: macroeconomics, microeconomics, and development economics. Most economists specialize in one or more of the more narrowly defined…

Provides an overview of the recommendations which arose from a 1986 conference which assessed whether increasingly vocal criticisms of traditional economics theories and educational practices should be reflected in Joint Council materials and training. (JDH)

Describes the development of two interactive computer simulations which were fully integrated with other course materials. The simulations illustrate the effects of various real and monetary "demand shocks" on aggregate income, interest rates, and components of spending and economic output. Includes an evaluation of the simulations'…

Albert Shanker, President of the American Federation of Teachers, argues that educational reform is a necessity. States that improved economic education must be a part of this reform. Asserts that problems in economic education cannot be properly addressed until improvements are made in the fundamental structure of schooling and teaching. (RKM)

Considers what aims and objectives should be served by the study of "A" level economics in British schools and proceeds to suggest changes in the present syllabus in order to promote these objectives. (BSR)

This article identifies two major shortcomings of a study published in the Winter, 1986 issue of ECONOMIC EDUCATION. The shortcomings are the use of averages with small sample sizes from certain institutions and the method used for determining the number of doctorates granted. Alternative data are provided to illustrate these criticisms. (JDH)