Responding to Rosalind Levacic's Winter 1987 "Economics" article, McFarlane agrees that changes are necessary in the "A" (advanced) level syllabus. Disagreeing with other assertions, he disputes Levacic's denigration of multiple-choice questions, stating that, when properly constructed, they can test student awareness of…

Home economists can help women reach their full potential by (1) becoming involved in legislation; (2) changing the curriculum to meet changing needs of society; (3) working to reduce gender bias; and (4) promoting expertise in technology management and the use of information among women. (JOW)

The author states that home economists concerned with the quality of family life must address certain political-moral questions: What kind of society ought we seek? What kind of family life ought we promote and support? What human qualities and skills ought we to foster through the curriculum? (CT)

The major purpose of the Economics Education 14-16 Project is to help develop the economic literacy of high school students in Great Britain. The general principles and rationale underpinning the development of the project's units of study are discussed. (RM)

Presents a model based on research to identify sound bases for structuring curriculum and explores teaching-learning strategies and program organization in keeping with the purposes and philosophy of the middle school and home economics. Focus is on the sixth grade level and on child-centered teaching with an exploratory emphasis. (JT)

The consumer education movement is traced to the early decades of the twentieth century and future directions are explored on the basis of past experience. (Author/KM)

The article describes seven innovative home economics projects. They are in the areas of child care development, fashion, consumer education, secondary school career education, and FHA/HERO contributions to the classroom. (AG)

The inclusion of information about business and businessmen in history and other social studies courses offers secondary school students an intimate experience with the historical development of American economic life. (Author)

Reports that home economics programs lack sufficient curricula and trained teachers to meet the needs of students in middle schools. (Editor)

A course in rural studies, as part of the Home Economics curriculum at Worcester College of Education, provides students with the opportunity to grow their own vegetables and flowers, look after livestock, and experience a rural environment. (RY)

The Developmental Economic Education Program (DEEP) promotes economics education centers at colleges which, in turn, affiliate with local school districts to jointly provide materials and teacher training for effective economics education. This article describes DEEP at the College of St. Thomas and the St. Paul-Minneapolis Archdiocese schools.…

Identifies problems associated with having recent PhDs introduce college students to economics, gives the history of a Teacher Training Program intended to alleviate these problems, describes materials developed for use in training college teachers of economics, and suggests teaching methods. (Author/DB)

Argues that there are several shortcomings in the usual textbook treatment of consumer equilibrium theory and proposes the removal of the law of diminishing marginal utility from advanced level syllabuses. (Author)

Provides an overview of papers presented at the Scholarship of Teaching Economics conference held at the University of Melbourne (Australia) in July 2000. Considers who should determine the curriculum, what should be taught, and how the curriculum should be taught. (RLH)

Outlines the International Baccalaureate (IB) program and its origins at the International Schools Association in Geneva (Switzerland). Compares IB economics with the British Advanced level economics, stating that there is a good deal of overlap between the two. Concludes that IB economics is more effective and gives examples of test questions.…