Lists and describes several U.S. Government documents relating to France and French civilization. Their pedagogical value is also discussed. (DB)

A study examined three different approaches to the teaching of economic concepts and the development of problem-solving skills: a real life problem-solving experience, a contrived experience using simulation and gaming, and a discussion-workbook experience. (Author/JR)

Reviews and critiques Strober's paper (see SO516707) on the scope of microeconomics instruction in United States schools. States that much of what is recommended by Strober would benefit economics instruction in both elementary and secondary schools; specifically endorsing increased emphasis on the role of values, efficiency, and equity within the…

Offers an analysis of Galbraith's article (see SO516716) agreeing mostly with the major points it makes concerning the limitations of the concept lists and the general lack of content illustrating the competing theories. Offers data showing what is learned by high school students regarding certain economic concepts. (JDH)

Critiques Thurow's paper on the evaluation of economic performance (see SO516719). Concludes that the Joint Council's "Framework" offers a solid foundation for teaching about economic performance if the Joint Council can persuade high school economics teachers to use it. (JDH)

Reviews current activities of the Joint Council, among them, a researcher training institute, a new K-12 economic education scope and sequence document, a junior high level test of economic knowledge, an instructional package for advanced placement classes, a textbook conference, a project to help teachers of students who work with at-risk…

Schools must help students develop the ability to evaluate and make reasoned choices about personal and society-wide economic issues. One strategy that research has shown can help schools teach economic literacy is called DEEP, an acronym for the Developmental Economic Education Program. Steps for implementing DEEP are described. (RM)

In the Mini-Society program intermediate grade students create their own microcosmic version of an adult economy. This study showed that in addition to increasing students' economic understanding, Mini-Society also improves the students' mathematical reasoning. (RM)

Advocates taking education from a labor-intensive emphasis to a capital-intensive emphasis. Argues this can be done through the classroom use of technology such as computers and VCRs. (RKM)

This paper reviews the literature on integration of home economics at the graduate level; presents a rationale for a core curriculum; describes objectives and delivery of the curriculum; and proposes research needs to evaluate approaches to training doctoral students in an integrated view of home economics. (JOW)

Stating that exam preparation can be an effective way of consolidating basic economic principles, Adnett presents three examples that provide an alternative approach to briefing students on good examination technique. Methods include the supply-side case for easier exams, the case of the disappearing exam, and optimal allocation of exam time. (GEA)

Reports on a study which evaluated the effectiveness of the GIVE AND TAKE film series and the accompanying print materials for teaching twelfth grade economics. Discusses the research method and concludes that the GIVE AND TAKE materials are more effective than traditional textbooks for the teaching of basic economic concepts. (Author/GEA)

Reviews research on the educational aspects of British television programs, especially those dealing with economic knowledge and financial advice. Concludes that there is a public demand for better economic understanding and that television can be used as a significant component in an economic education campaign. (GEA)

Provides an historical, quantitative, and analytical description of the origins, nature, and broader implications of agriculture's recent economic problems. Discusses current research on the connections between agriculture and the national economy. Includes tables showing agricultural statistics from 1985. (Author/DH)

Presents a lesson which calls upon students to compare Adam Smith's WEALTH OF NATIONS to James Madison's FEDERALIST #10 to see how the ancient concept of individual rights and liberties was used to describe both economic and governmental systems. Presents questions to provide the basis for comparison. (GEA)