Presents an application of the theory of comprehension-based teaching to materials development in the English for special purposes context. Elements of the program included utilizing materials derived from research projects in which the students were engaged and a lesson format which focused on development of the receptive skills. (Author/SED)

Demonstrates how home economics teachers can incorporate writing into daily lesson plans. Steps in the writing process (rehearsing, drafting, revising) are discussed and examples are presented for clothing, consumerism, parenting, nutrition, interior design, substance abuse, foods, time management, child development, and home economics. (CT)

At the Academy of Holy Names, seventh graders learn about economics and history by writing and producing books on these topics for younger children. (SJL)

Describes a middle school career-oriented teaching unit with emphasis on teaching for divergent thinking. The unit provides hands-on opportunities for eighth-grade students to explore careers using the knowledge and skills developed in their home economics class. The careers are restaurant management, hospitality service, and interior design. (CT)

Describes a seminar in which undergraduate students in home economics were provided with research training and the opportunity to work together on a research project which included housing, clothing, nutrition, consumer services, child development, and family relations. Students also explored difficulties international students encounter in…

Suggests that using the one-minute paper to teach an introductory economics course increases economic knowledge regardless of student ability level and instructor characteristics. The one-minute paper is a form of feedback where the students answer a few basic questions about the lesson at the end of the class. (MJP)

Recommends reviewing the 1958 debate between P. A. Samuelson and J. R. Minasian over the controversy involving tax-financed television versus pay-TV. This exercise is a lively way to introduce students to the issue of exclusionary devices for public goods. Includes graphical analysis and excerpts from the original debates. (MJP)

Describes an attempt to analyze and improve the connection between intermediate microeconomic theory courses and applied theory courses. Examines the data collection, policy analysis, program design, and materials production stages of this process. Includes a table of most-valued microeconomic skills compared with allocation of time to teach those…

Provides an overview of the material included in the recently published, "Voluntary National Content Standards in Economics." The document offers teachers a package that articulates the goals of economic instruction and gives them a source of materials they can use in their classroom to teach the standards. (MJP)

Challenges the assumption that female students enter college possessing greater verbal abilities than male students. The results of reading comprehension exercises conducted in introductory macroeconomics courses over a four-year period reveal little dichotomy in gender-specific performance. These findings are generally supported by SAT scores.…

Profiles "Barnyard Economics," a children's play produced by Students in Free Enterprise (SIFE). SIFE is a national organization for college students who provide economic education to the community. The audience-participation play uses the adventures of a pig to illustrate opportunity costs, production of goods and services, and productive…

Describes a computer simulation based on quarterly models of the U.S. economy during World War I, the Roaring Twenties, the Great Depression, and World War II. Recommends using these simulations to teach facts and knowledge, and as heuristic devices to develop an understanding of complex economic and historical relationships. (LS)

Asserts polls show that the general public, high school seniors, and college seniors have many misunderstandings about the U.S. economic system and its role in the international economy. Maintains that grade level programs need to be interdisciplinary and utilize active learning techniques. (CFR)

Argues that teachers often ignore the role of the world economy in U.S. history, leading students to conclude that global economic issues were not important to U.S. development. Describes an imaginary conversation between Benjamin Franklin and a social studies teacher in which Franklin discusses the significance of international trade and…

Asserts that, although teachers and history textbooks mention banks and money at several points in a typical U.S. history course, they are not accorded their proper significance. Discusses the role of banks and finance in U.S. history, with specific emphasis on the creation and impact of the Federal Reserve System. (CFR)