Intended as an aid to college level economics teachers, this article traces the theoretical development of the accelerator principle, as applied to investment theory. It also reviews the many investment theories that have utilized the accelerator principle for empirical testing and summarizes some of their findings. (Author/RM)

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)

Demonstrates a trade-off relationship between price inflation and unemployment known as the Phillips Curve. A method for teaching this relationship in college economics classes is presented. (AM)

Describes how hypothetical data that is pictorially illustrated can be used to explain to secondary and college level students the basic concepts underlying two topics that are central to macro-economic analysis--the simple investment multiplier and credit creation in a multibank system. (RM)

Discusses the meaning and purpose of data-response questions in teaching economics on the secondary school level. Makes the case for using data-response material in the classroom and presents guidelines for using the material in ways which are meaningful to students. (Author/DB)

Suggests that students create "mind maps" and wall charts to help them make and review economic connections. Recommends starting with a picture or question in the center, printing, using color, redrafting, and keeping the chart simple. Includes samples of charts produced by students. (DK)

This article describes an experiment in the use of television for teaching economics which was conducted at Leeds University in Great Britain in the period 1972-1975. A publication of the Economics Association, the journal is available from Business Manager, Economics Association, Room 340, Hamilton House, London, W.C.1H 9BH. (Author/RM)

Reviews and critiques theories of marginal utility and indifference analysis and discusses advantages and disadvantages in teaching the theory of consumer demand by means of indifference analysis. (DB)

Discusses problems in teaching and learning economics. Describes students' perceptions of cost as a quality inherent in the product or the result of supply and demand in spite of training they may have received in economics. Urges teachers to help students develop economic understanding so that the students can use what they have been taught. (DK)

A review of reference literature in curriculum development and a short sample curriculum, "Economic Aspects of the Local Environment," are presented to help guide economics teachers in making curriculum revisions. (JH)

Considers the problem of values in economics teaching on the secondary level in areas of content and teaching methods. Concludes that the transmission of values is unavoidable and that economics teachers should devise ways of dealing with values in a constructive manner. (DB)

This article describes an economics trail which aims to encourage elementary and secondary students to use their knowledge of economics in looking at their local surroundings. For availability, see SO 505 564. (Author/AV)

A field trip to a local bank is a practical way to make economics more relevant to students. For journal availability see SO 504 303. (DE)

Topics for computer based materials for teaching economics are proposed. (DE)

Describes the use of programmable calculators to perform classroom controlled experiments on economic models. The complete program for exploring the dynamics of the Harrod-Domar equation is given. Some difficulties encountered and statistical uses are mentioned. (BC)