Describes the teaching materials produced by the Joint Council on Economic Education, the Federal Reserve Banks, and the World Bank. Material is geared for grades K-12 and includes such topics as basic economic concepts, government regulation, the world economy, and economic history. (CS)

Discusses need to establish minimum standards of training for nutrition educators,'' and standardized curricula at the undergraduate level. Gives attention to definitions, adequate training, and suggested guidelines as a starting point for further discussion. (LK)

The problem of undefined content in career/consumer/economic education is not new. A way to sort out the relationships is to identify important concepts in each area. (Author/MLF)

Reviews how economics came to be a required course in Georgia high schools. Explains that the change was made at a time when businesspeople predominated in the state legislature. Indicates that the business community was divided over the issue, whereas most teachers resisted. Concludes that business interest pressures led to the requirement's…

Describes the aim of the American Economic Association (AEA) to educate the public about economic questions and economic literature. Discusses conferences, publications, and the work of the AEA in developing economics, statistics, and reasoning as important parts of a general curriculum. Includes information on teacher training programs, advanced…

Using a postmodern framework, two home economics curriculum documents in Canada were analyzed, revealing the continued influence of modernist values that fragment knowledge and exclude different ways of knowing and being. The documents reflect confusion about the purposes and values of home economics education. (SK)

This paper explores the role of meso-level actors and their ongoing mediating roles in educational policy processes situated, as they are, between policy-makers and central government, on the one hand (the macro level), and teachers and schools, on the other hand (the micro level). Although the example given here is in the role of a group of…

The history and activities of the Indiana Council on Economic Education and the Centers for Economic Education on various Indiana campuses, trying to improve economic literacy through programs for educators, are described. (JH)

The nine instructional units presented in this publication are designed to teach basic economic concepts to secondary students. The units can stand alone and are arranged so that they do not have to be taught in any particular sequence. They range in order from less to more difficult. Topics of units are: economic wants; productive resources;…

This publication provides an introduction to basic concepts that form the core of economics education and gives a framework for curriculum planning and teaching. A brief introduction addresses the topic "Why study economics?" One major reason for promoting economic education may be to create a literate voting population. Fourteen concepts are then…

This four-part paper is designed to serve as a conceptual framework for use as a scheme in the selection and organization of content for the Wisocnsin home economics curriculum. In the introductory section the task to be accomplished is set forth and a framework established for the development of the paper. In section 2, attention is given to the…

Examines the state of economic education with respect to the natural environment, discussing the role of textbooks in the formation of public policy and the effect of environmental economics on classroom literature. Surveys widely-used college texts, assessing their strengths and weaknesses, and notes possible directions in the field's future.…

Examines the suitability of the traditional arc elasticity measure as a component of the economics curriculum. Demonstrates that the midpoint measure is subject to shortcomings as it invariably approaches one when price changes become large. Discusses point elasticity of demand as an alternative to the midpoint measure in the principles course.…