Formal and informal markets for football stickers and children's pocket money budgets are discussed. Included is a questionnaire that can be used by junior high school students to investigate these topics locally. The materials have been successfully used in the classroom. (Author/RM)

Suggests that students of economics on the high scool and college levels can benefit from the type of economic analysis which occurs in comparative economics. A case study of Japan's postwar economic success is offered as a case in point and ways in which students can benefit from exposure to economic problems in a global context are explained.…

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)

Presents Michal Kalecki's macro-economic model and two-sector version of the model by Robinson and Eatwell as circular flow diagrams. Advantages of using this approach in first-year undergraduate economics programs are discussed. Available from: General Secretary, Economics Association, Room 340, Hamilton House, Mabledon Place, London WC1H 9BH,…

The author discusses reasons for the recent changes in A level examining in economics. He points out advantages and disadvantages of the types of questions now being used and indicates implications of these changes for the classroom teaching of economics. For availability, see SO 505 564. (Author/AV)

Defines economic awareness as a critical awareness of the use of scarce resources. Identifies the three major perspectives of economic awareness as knowledge, procedure and needs-based. States that it is possible to coalesce these perspectives into a fourth eclectic perspective, and to provide guidelines for teachers in line with the national…

Presents a case study classroom exercise using the theme of price/non-price competition and based on a poster advertisement of the Eurotunnel. Recommends this exercise for use with fourth year General Certificate of Secondary Education (GCSE). Suggests the follow-up activities of class discussion and designing an advertising campaign. (KO)

Presents exercises that introduce issues of advertising. Activities are designed for a variety of levels. Uses recent advertising data from a number of large corporations. Provides information concerning additional resources. (KO)

Presents instructions for playing "Widgets and Blasters," an educational game designed to illustrate the functioning of a competitive market and help students understand economic models. Explains that the aims of the activity are to encourage students to identify the pattern of price over time and analyze the pattern in terms of…

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 survey of economics teachers indicated that textbooks, books on applied economics, and daily newspapers were the most important sources for lesson content. For journal availability see SO 504 303. (DE)

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)

Using a university-owned computer, English secondary schools participate in a game to stabilise the course of their "nation's" economy over a 20 year period. Information provided to participating students is included in the article. (JH)

This article applies some of the principles of assessment to the teaching of economics. It emphasizes the need for objectives to provide an effective framework for testing and suggests evaluation procedures. For journal availability see SO 504 499. (Author/RM)

Discusses how teachers can prepare classroom resources to help students taking the General Certificate in Secondary Education (GCSE) examination in economics. Reviews the economics emphases of the GCSE and offers several examples of how these emphases can be taught. (RKM)