The instrument,"Survey on Economic Attitudes", developed to assess attitudes toward economics as a subject and attitudes toward economic issues, should find many uses in research or evaluation studies. Data on reliability, validity, and norms obtained from a national sample of high school students and college professors are discussed.…

High School students who took the Test of Economic Understanding were asked whether economics is a masculine or feminine topic and whether they preferred male or female teachers in their social studies classes. Students who did not gender stereotype economics and had no gender preference for their teacher did better on the TEU. (KC)

Presents study which extends the analysis of economic understanding and attitudes of high school students using a national data set of the Test of Economic Literacy (TEL). Using matched pre- and posttest scores, the study investigated factors that explained level of posttest economic achievement or attitudes and analyzed reasons for gains in…

Argues that rationales for citizenship education in a democracy and findings from empirical research provide persuasive reasons for putting controversial issues at the center of economic education. Summarizes research findings on the development of political interest and efficacy in students. Offers suggestions on how to handle controversial…

Presents results of a study comparing Georgia college students' scores on a test for economic understanding with scores of high school students. Compares scores by university and also by demographic information. Concludes that there is significant advantage in taking economics at the senior grade level in high school. (DK)

Reports on a statistical study on student assessment of professors and courses. Discusses the loglinear probability model that was used to find that students' evaluations of an economics course and several behavior attributes of the course's instructor were interactive and significant. (DB)

The research was designed to test the hypothesis that, in the teaching of family relationships to college students, the concept method (experimental) produces greater acquisition, transfer, and retention of knowledge than the expository method. (Author)

The primary purpose of this paper is to examine negative findings regarding the use of simulations in economics education and to make suggestions for effective use of computerized economic simulations. The first part of the paper reviews experiential learning theory and previous economics education studies by Wentworth and Lewis (1972); Chismar,…

Interest in the relationship between student characteristics and interests and economics grades led to the administration of a questionnaire to 565 students enrolled in principles of economics classes. The students who completed the questionnaire were among 1,000 students in 27 sections of macro and micro principles courses at Southeast Missouri…

Research results show that there is little loss in student productivity when changing from small lecture classes to large sections in principles of economics courses. A large lecture section of a college level principles of economics course with undergraduate tutors providing personal assistance to students was compared with six classes of 35 to…

To determine whether college students could be used as members of a micro-class without reducing the value of the micro-teaching experience, two randomly selected groups of student teachers were selected to make four presentations. Group I (six student teachers) made presentations to only high school seniors while Group II (five student teachers)…

To evaluate the adequacy of a home economist assistant curriculum compared to the skills, knowledges, and attitudes needed for entry employment in the auxiliary home economics field, 50 employers were personally interviewed, and the employers and 31 graduates were surveyed by mail. The mailed questionnaire requested information regarding the…

This paper describes a study which was designed to compare the personal economic understandings developed by students who completed business and economics courses at a two-year college. (Author/RM)

Secondary students who read an economics lesson silently scored significantly higher than students who received an oral presentation of the lesson. A significant interaction between lesson organization and student ability level indicated that highly organized economics lessons increase student learning under certain ability level conditions.…

The two goals that faculty thought were more important than did the students were: (1) mastering knowledge in a discipline, and (2) preparing for employment. Students rated the following three areas much higher than did the faculty: (1) developing research ability, (2) providing for emotional development, and (3) achieving more self-understanding.…