Based on paper presented at Home Economics Research Conference, June 1968.

The Career Development Project formulated this resource lesson guide. The third volume is devoted to economic awareness leading to the life-time target of economic understanding. After a ten-page introduction to career development, career development rationale and theories, and career clusters, an overview of the lesson guide and rationale and…

The author examines college economic textbooks and shows that there are political attitudes involved in teaching economics. (Author/RM)

The chief executive of a leading American corporation explains why he believes educators must strive for economic literacy among all students. (Author)

This paper describes a computer based simulation game designed to help students to link theory and practice in economics. Students assume the role of a government and engage in budgetary planning. (Author/STS)

Claims that many intermediate macroeconomic textbooks contain incorrect examples of aggregate demand curves. Diagrams correct and incorrect curves and discusses how incorrect diagrams can lead students to draw wrong conclusions. Argues that textbooks should not sacrifice correctness for simplicity. (RKM)

Responds to claims about the instructional value of the downward-sloping aggregate demand curve in teaching principles of macroeconomics. Examines the effects of interest-rates and the role of money on demand curves. Concludes by arguing against the use of downward-sloping aggregate demand curves in textbooks. (RKM)

Proposes that the study of economics be included in educational programs in correctional institutions. Describes the use of the Junior Achievement Program as a vehicle for incorporating economics in the Adult Performance Level course and points out the viable inclusion of computer games. (JOW)

A review of relevant literature considers different views on ideological bias and what they offer economics teachers deciding what to teach and how to teach it. Particular emphasis is placed on: (1) determining the appropriate mix and sequencing of instruction on positive and normative ideas; (2) determining the amount of instructional time; and…

After presenting a rationale for the interest in economic attitudes and opinions, this article clarifies distinctions among attitudes, opinions, beliefs, and values and then discusses the measurement of these affective constructs and classroom applications. (CB)

Argues the diagrammatic IS-LM Model, despite its limitations, remains an important pedagogical tool for the presentation of intermediate macroeconomic theory. Proposes a modification that focuses more explicitly on stock portfolio equilibrium and will be more revealing to students. (BSR)

This article presents a framework for use in applying supply and demand analysis to everyday economic problems. The five step procedure is presented and demonstrated on fictitious government proposals to place a tax on glue sales and fix a maximum legal price for bread. (JDH)

Identifies three fallacies common to many widely used undergraduate textbooks, shows why they are wrong, and offers correct alternatives. (JDH)

Maintains that intermediate level undergraduate microeconomic theory texts mislead by their treatment of the effect of an excise tax on a monopolist's price and output. Offers a simple demonstration of the correct approach. (Author/JDH)

The economics content of the General Certificate of Secondary Education (GCSE) examination, which replaces the current level "O" exams in 1988, is described in five versions being proposed by different regions of the United Kingdom. The make-up of the items, a full listing of assessment objectives, brief syllabi, and addresses of the…