Recommends how social studies teachers can combine information and concepts from economics and history to help students understand historical events. The basis of the approach is to review and utilize source materials normally used to enrich current texts. (Author/DB)

Examines the way in which federally mandated programs are implemented. Concludes that the federal mandate is often interpreted in terms of the attitudes and needs of the local community and is often misused to further ends that are at odds with those of the mandate. (Editor/RK)

Meant to be used by school district administrators and teachers, this syllabus for New York State schools includes the chapters: (1) "Introduction: How To Use the Social Studies Syllabus, 7-12"; (2) "Goals of the Board of Regents for Elementary and Secondary Education in New York State"; (3) "Overall Goals of the Social Studies Program, 7-12"; (4)…

This paper defines and develops the use of instructional objectives in economic education. Such teaching technique is hypothesized to improve economic understanding through improved learning efficiency and evaluation of learning achieved. Instructional objectives are defined and exemplified, both in general literature and specific practice. In…

Explores whether Kentucky high schools have increased the opportunity for economic education and understanding during the period 1966-1975. Discusses course enrollment, teacher preparation, and textbooks. Concludes that the goal of economic education should be more aggressively pursued. Available from: School of Education, University of…

Questions previous studies which found that students of economics in two-year colleges learned less than students in four-year schools because of inadequate instruction. Offers alternative hypotheses for performance differences, including inadequate sampling in earlier studies, possible bias of measuring instruments, and different objectives of…

Challenges the belief that knowledge of economics will help students make more intelligent decisions in their roles as citizens. Questions the usefulness of current research by economic educators. Urges that the tools of economic analysis which they teach about should also be used in the study of economics teaching itself. (Author/AV)

Two assumptions are critically examined: that concrete to abstract learning sequences are effective; and that through computer gaming students can simultaneously achieve varied educational goals. It is seen that the worth of computer gaming cannot be established without careful testing. For journal availability see SO 504 970. (Author/AV)

Two high school students recommend revision of the economics component of the social studies curriculum to include study of income tax preparation, consumer fraud, investment practices, labor economics, and urban problems. (Author/DB)

The purpose and potential of inservice teacher education programs in economics are discussed. Specifically examined are (1) the outcomes expected from economic inservice, (2) whether economic inservice pays off, and (3) the various ways economic workshops are organized and for what type of teacher each is intended. (RM)

Views of Great Britain's Economics Association concerning the need to equip all secondary students with some economic awareness and understanding are presented. Discusses the meaning of economic awareness, where it should be provided in the school curriculum, teacher education, and curriculum development. (RM)

During the past year, the Economics Association has concentrated on formulating responses to official requests for advice on the role and nature of economics in the school curriculum, the relationship of the organization to other organizations, and plans for the third phase of the Economics Education 14-16 project. (IS)

Article considered some recommendations made by the Task Force on Economics in Career Education to the Governor of New Jersey on the style of economics teaching and student awareness of economics needed in the public schools. (RK)

Greater attention to the needs of students and to teaching methods is urged, and specific suggestions are given. (IM)

The aims of law-and-economics, the study of the interactions of law, economic activity, and human behavior, are not the dominantly important aims of legal scholarship today and are of limited value when compared with other legal scholarship needs. (MSE)