Presents three exercises using business and economic courses which introduce basic production theory to teach about the use of technology. Includes an illustration of production methods and a text passage with corresponding questions. (GEA)

This article presents the results of a survey designed to assess changes in the status of economics education since the start of the Technical and Vocational Education Initiative (TVEI). Concludes that TVEI is proving to be one of the ways in which more economics education is being provided for students in the 14- to 16-year-old age range. (JDH)

Reports the results of a study of entrance characteristics and degree performance for 341 students studying for the Bachelor of Arts degree at Kingston Polytechnic between 1977 and 1985. Results showed that age, sex, "A" level qualifications, and mathematical background were significant factors in explaining the variation in performance…

Starting in the summer of 1988 in Great Britain a new General Certificate of Secondary Education will replace the existing CSE and "O" level examinations. The implications of this change for the teaching of economics to the 14-16 age groups are discussed. (RM)

The ultimate concern that faces teachers of economics in Great Britain is how their pupils will fare in the externally assessed examinations at the secondary level. This article puts in historical perspective the recent moves toward centralized control of the assessment of the curriculum. (RM)

A computer program and simulations that can be used to help college economics students understand dynamic economic processes are described. (RM)

Many things are wrong with college level economics textbooks. For example, they are too ahistorical, too particularist, or unsystematically eclectic. The requirements of a good college economics textbook are examined. (RM)

Two computer programs that simulate the multiplier and accelerator processes are described. The simulations can be used in college-level economics classes or by pupils using their own personal computers at home. Very little knowledge of programing is required to implement the simulations. (Author/RM)

An overview on the use of games and simulations in economics and management is provided. Emphasis is on game design and evaluation. (Author/RM)

Describes the general characteristics of social and physical science models using the Malthusian model of population growth related to food supplies. Methods for assessing models and questions for classroom use are included. (KC)

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)

Contends that the analysis of intra-industry trade supplements the subject of trade theory in undergraduate economics courses. Intra-industry trade is the situation in which a country both exports and imports the products of a particular industry, e.g. automobiles. Questions for discussion are included. (KC)

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)

Presents a compelling argument refuting Ian Pearce's eclectic approach to economic awareness. Focuses on three questions: (1) what is the purpose of economic awareness; (2) what does economic awareness entail for the classroom; and (3) what view of economics does the Ian Pearce's approach convey? Offers five reasons for rejecting the eclectic…

Describes the Economics Education 14-16 Project in which exemplary materials were disseminated to preservice teachers through a teacher education program at Hull University and Manchester University. Concludes with illustrations of the exemplary materials that were produced by experienced teachers and preservice students. (LS)