Tests the effects on student performance when using graphs as part of a University of South Carolina (Columbia) principles of economics lecture. Finds in 1995 that students in the lecture with graphs had significantly lower gain scores than those in the no-graphs lecture. Finds no significant difference in 1997. (RLH)

Presents a review exercise requiring students to sort diagrams and descriptions of price elasticity of demand. Reports that students are given jumbled diagrams and explanations that they must arrange in proper form. Reveals that some items are designed as distractors. (SG)

Observes that the efficiency case against vouchers in textbook comparisons with income transfers is frequently incorrectly stated, or overstated. Clarifies the debate by deriving the algebraic relations under which a voucher is equivalent to an income transfer, generates no welfare loss, and when conventional views of income transfer superiority…

The unit introduces junior high school students to the different kinds of ground beef available to consumers. Objectives are to identify sources of meat for ground beef and evaluate the different types to determine how each can best be used by the consumer. Activities include identifying types of meat from an illustrated worksheet, buying at least…

This teaching unit offers five economics lessons related to basketball. Lessons include: (1) "Money, Money, Money in the Basketball Player's World"; (2) "Take Me to the Basketball Game Lesson"; (3) "What Does It Take?"; (4) "Productivity of a Basketball Player"; and (5) "Congratulations! You Just Won…

This study explores the extent and nature of the use of materials supplied by industries to teachers of economics and business studies. Northamptonshire, England teachers were interviewed, while teachers in other school districts in England and Wales completed questionnaires. This report examines: (1) types and formats of materials; (2) classroom…

One of five McDonald's Action Packs, this learning package introduces intermediate grade students to basic economic concepts. The fourteen activities include the topics of consumption (4 activities), production (5), the market system (3), a pretest, and a posttest. Specific titles under consumption include The Wonderful Treasure Tree (introduction…

This annotated listing of curriculum materials is provided to inform planners, administrators, vocational educators, and others interested in volcational education programs of the available curriculum materials in home economics education developed by the various States. The materials have been identified with the instructional titles and codes…

Making pickles developed from a laboratory lesson during a unit on solutions, suspensions, acids, and bases. The pickle lab has been used as a summation and application of these topics. Directions for setting up the lab experience and actually making the pickles are included. (MA)

Reports the conclusions of a study which tested student understanding of economics taught by teachers involved in in-service education programs. Results showed that a program in which the teachers discussed curricular materials was more effective than conventional instruction. (Author/JR)

This article examines the Joint Council on Economic Education through a look at its reasons for existence; the goals, basic operating principles, and organizational patterns of the Council network; and how the Council network provides materials and programs for business educators. (CT)

Describes how economists have typically used literary works and viewed their authors. Provides a selection of literary treatments of economic concepts, issues, and themes as resources for high school and university economics instructors. Comments on the scope and diversity of these materials. Includes a bibliography of literary works with…

Presents exercises that introduce issues of advertising. Activities are designed for a variety of levels. Uses recent advertising data from a number of large corporations. Provides information concerning additional resources. (KO)

Focuses on Allan Bloom's perception of a classic text and his belief that there are no classic texts in the social sciences. Contends there are definitive works in economics and develops a list of six criteria to determine them. Discusses economics books that might be considered classic works, and lists textbooks that refer to these classics. (NL)

Explains and illustrates a simplified use of graphical analysis for analyzing the profit-maximizing firm. Believes that graphical analysis helps college students gain a deeper understanding of marginalism and an increased ability to formulate economic problems in marginalist terms. (DB)