To investigate whether economics education makes students more conservative, an attitude instrument was administered to college students taking courses in economics, world civilizations, and education. Results showed that a complex of factors is responsible for the greater conservatism exhibited by some (but not all) of the economics classes…

Outlines and discusses an activity-based economics course that will teach secondary students in Great Britain about money and banking. Examines course content and objectives, resources, teaching methods, and assessment techniques. (RM)

Maintains that usual method of analyzing student evaluation of teaching (SET) data is inappropriate. Shows results of both ordinary least squares (OLS) and multinominal logit data analysis approaches on 6,872 student evaluation of economics faculty at University of California, Santa Barbara during the 1983-84 academic year. Results show…

Argues that economics education should be an essential part of the elementary curriculum for "at-risk" students. Lists major concepts which should be included in the curriculum. (JDH)

Maintains that economics educators must provide more training to K-6 teachers, and that this training must model, not just talk about, effective teaching practices. Argues that good instructional practices for "at-risk" children are the same as those for others. (JDH)

Activities and projects of Great Britain's Economics Association are reviewed. Major developments affecting economics teachers in schools and colleges in 1984-85 are discussed, and how the association has been involved is examined. (RM)

Twenty-three female students, enrolled in the Apparel Construction and Fitting course at West Virginia University, were evaluated to determine whether the ability of the students to perform basic mathematical skills is related to performance in a clothing construction course. Educational implications of the results are discussed. (CT)

Describes a case study which used the Agency for Instructional Television instructional development model to develop a television series on economics. Findings show how the model guided the series, its advantages, and its strengths and limitations, and identifies discrepancies between ideal use of instructional development and actual application.…

Describes a course which uses integrated electronic spreadsheets for computer assisted instruction in teaching multiple regression analysis. The process of implementing the method is explained, tips on worksheet arrangement are given, and advantages of using electronic spreadsheets are delineated. (Author/MBR)

Selected resources for teaching secondary students about economics and political science from the ERIC (Educational Resources Information Center) database are described in this annotated listing. (RM)

Defines economics as an integral part of daily existence. Discusses the explicit and implicit elements of the U.S. Catholic Bishops' pastoral letter on the economy which critiques American culture. Urges educators to explore the implications of the pastoral in their respective disciplines and in the total school environment. (DMM)

An economic model in which attitudes toward economics are modified by performance in the course (as grades accumulate) and in which performance is modified by changes in attitude is presented. A test of the model supported the economics of information rationale that informational messages about performance in economics affect attitude. (Author/RM)

Research showed that freshmen, particularly first-semester freshmen, are significantly disadvantaged in the study of economics when scheduled with sophomore students. Economics educators should mix students of different collegiate levels only when it is justified by other educational considerations. (Author/RM)

Presents examples of ways information gathered in oral history interviews may be used to teach home economics concepts. Sample projects are described in the following areas: nutrition, clothing, housing, family life and human development, and household management. (CT)

Results of a symposium on social studies curriculum revision held in Albany, New York, in December 1983 are presented. Educational needs in the areas of articulation and consistency; interdependence and linkages within the curriculum; and the treatments of history, human rights, and economics are outlined. (RM)