The effect of field-dependence-independence (FDI) on subject-matter achievement and mastery of inquiry skills was explored using a partially balanced design. No significant F values were found in the analysis of variance for either the main effects or the covariates: past achievement, teaching mode, and minutes of instruction. (Author/CT)

Discusses problems of sample selection in explaining student performance in economics classes. Reports on a study of student performance correlated with class attendance, course dropouts, and homework. Concludes that any researcher gathering data about instructional effectiveness must account for students who drop the class. (CFR)

Reports on a study of 6,718 college students enrolled in an introductory economics course to determine factors associated with successful achievement. Finds high overall academic achievement in high school and a strong mathematics background, especially calculus, were the two most important factors. (CFR)

Examines whether class size in the introductory-level economics course affects subsequent performance in intermediate-level economics courses. Studies University of Massachusetts (Boston) students who are allowed to choose large or small lecture classes. Finds that students enrolled in large sections received lower grades in subsequent…

Reports on a study of learning achievement in economics among five groups of third-grade students using the videotape instructional program, "Econ and Me." Finds that, although students achieved some level of content mastery, the overall results were not as dramatic as had been expected. Calls for further research into transfer of…

Describes a yearlong sophomore course called Environmental Issues that combines economics, science, government, and technology through classroom projects and community activities. The course evolved into an international network among six schools called The 21st Century Schoolhouse, in which students collaborate on projects with students from…

Designed to assess the economic literacy of high school students in Austria, Germany, and the United States, this research study involved the administration of an economic literacy test and gathering data on attitudes toward economics, on intelligence, and on moral maturity. The main focus of the research was a comparison between 11th and 12th…

This study evaluates the Unified Sciences and Mathematics for Elementary School (USMES) curriculum developed by the Education Development Center in Massachusetts. Effects of using USMES materials on students' economic understanding, attitudes, and problem-solving ability were explored. The research also examined the simultaneous relationship…

Against the background of separate and inferior education for black Americans, the author discusses questions related to the effective teaching of economics to black students today. To the question of differentiated economics education by race, the author qualifies his negative answer by pointing to certain barriers to teaching economics to…

This paper describes a project in the Department of Economics at Southeast Missouri State University undertaken to assess the actual and perceived impact of the World Wide Web upon student learning. Pre- and post-surveys were administered to students in "user" (i.e., instructors who incorporate the Web at least eight times in class and…

Examines the effect of unionization on high school economics teacher productivity measured by student performance on the Test of Economic Literacy (TEL). Finds that students in unionized school districts scored higher relative to students in nonunionized districts. Suggests these findings have implications for resource allocation. Includes tables…

Asserts that elementary students should learn economics to prepare for their adult roles as consumers, producers, and voters. Discusses the "Voluntary National Content Standards in Economics" that consist of 20 standards and the respective benchmarks that describe the concepts students need to know by the end of grades 4, 8, and 12. (CMK)

The authors recommend four directions for secondary home economics programs: coordinating work and family, management of resources, technology, and application of academic skills. Suggestions for teachers are discussed concerning access, employability skills, community agencies, Future Homemakers of America, and evaluation of student achievement.…

A study of 90 first-year business students at the National University of Lesotho investigated predictors of academic success. Of 29 student characteristics or attributes considered, educational attainment at the secondary level, communication skills, understanding of introductory economics, introductory instruction in law and legal method, and…

Reports on a study of student academic performance among 1,314 first-year business students at a technical university in Singapore. Concludes that older students, students with prior economic course experience, male students, and ethnic Chinese students performed better than their counterparts. (CFR)