Decisions about curricular offerings to boys in home economics must focus on the educational needs of boys, taking into account the likenesses and differences between the sexes. A discussion of the findings of a three-year study concentrates on what boys perceive these characteristic needs to be. (Author/AJ)

This handbook is designed to help teachers, supervisors, club leaders, and in-service directors lead workshops in energy education. It is based primarily on materials produced by Project for an Energy-Enriched Curriculum (PEEC), but can be modified for use with other materials. The handbook contains six chapters including: (1) Introducing the PEEC…

The guideline for program development for administrators, supervisors, and teachers is to be used in making decisions regarding home economics education programs in Arizona schools. It will also serve as the basis for the initiation of an extensive curriculum development at all levels and give directions as to how programs may be established,…

This publication contains a collection of articles which offer insight into the teaching of economics within the business curriculum. Each of these articles previously appeared in works published through the cooperation of the Joint Council on Economic Education and the National Business Education Association. The articles include material on the…

This report analyzes the five year history of the Developmental Economic Education Program (DEEP). The authors have written from a variety of perspectives explaining how and why certain objectives were realized and others were not. Because their perspectives are different, the authors do not always agree in their interpretations. In the first two…

A multimedia course on economic analysis was developed and used in conjunction with the United States Naval Academy. (See ED 043 790 and ED 043 791 for the final reports of the project evaluation and development model.) This document describes how various project activities were performed in designing the course and gives a rationale for the way…

Recommends the case study approach in consumer economics education and suggests case study formats, including court cases, open ended episodes, vignettes, narratives, interpretive essays, and cases based on documents. Guidelines for developing case studies are also offered. (Author/DB)

This article illustrates the flexibility and appropriateness of computer networks as an instructional resource for developing basic economic education programs for students with varying characteristics (e.g., public school students, home-bound adults, university-based students, and other adults, etc.). (CT)

Describes a newly implemented curriculum designed to prepare home economics teachers for the year 2001. (SB)

Considers the role of economics education within the 1981 "California History/Social Science Framework." Economics education provides a unique perspective on social issues and extensive opportunities for students to exercise critical thinking skills. To help teachers integrate economics information into curricula, a list of California…

This study began as an examination of the amount and scope of economics information taught in three high school history classes. Results revealed that the teachers' inflexible control of information caused students to become alienated from the classroom activities and cynical about the validity of any information conveyed there. (AM)

Explains how cognitive and affective objectives can be incorporated into economic education by means of an approach known as confluent education--defined as the integration of thinking and feeling to produce more holistic behavior. Learning activities utilizing this approach are suggested. (Author/DB)

Suggestions are offered to distributive education teachers on how to effectively teach economic principles and concepts at the secondary and postsecondary levels. Suggestions are discussed in relation to three major challenges faced by the teacher: Developing appropriate instructional goals or objectives, organizing the subject matter content, and…

Compares the U.S. and British methods of teaching economics to undergraduate students. Examines the course objectives, the syllabi, the hiring and training of staff, the teaching system, and assessment and monitoring systems. Concludes that the British curriculum focuses on a narrower range of subjects. (GG)

Asserts that issues of economic literacy have typically focused on the content of individual courses, teaching approaches, and the curriculum for the economics major. Describes a program offering an economics minor including curriculum requirement, student recruitment and retention, and the costs and benefits to the institution. (CFR)