Existing computer programs for use in business and economics courses are analyzed and recommendations are made for needed research into the utilization of simulation models in the classroom. (JB)

The simple game and discussion experiment encourages learning at the behavioral levels of application, analysis, and synthesis as well as the knowledge level. It has wide applicability in college principles of economics, advanced microeconomics courses, or high school economics. (Author/SE)

University of Georgia Student Performance was measured by the Test of Understanding in College Economics pretest-posttest procedure with Part II Forms A and B. Both lecture and TV groups were lower than the national norm with the TV groups the lowest. (Author/SE)

Lectures that recapitulated the programed text used by two classes did not add to students' cognitive learning of microeconomic theory. Implications for college courses in economics are discussed. (DB)

Student teachers of home economics were taught Interaction Analysis and then their verbal behavior was observed in a teaching situation. Comparisons were made between the teacher-student verbal interaction in classes taught by the experimental and by the control group. The technique was found useful in helping student teachers objectively view…

Study showed that elementary teachers were moderate in their views toward economic issues. Secondary social studies teachers were more liberal than elementary teachers in their economic views; for example, they favored greater government intervention in the economy. The preservice elementary teachers were as or more liberal than the secondary…

This article discusses what schools and colleges currently teach about capitalism and suggests that curricula include a broader base of information about other economic systems and the liabilities of capitalism. Topics are proposed for inclusion in the curriculum, and an outline for a high school course in comparative economics is presented. (PP)

Explores the consequences of permitting more flexibility and choice in student grading in economics. College students were given the opportunity to choose the type of assessment mode they preferred for 50 percent of their grade. They were also asked to indicate their own level of skills in several areas. (RM)

Describes how a business education curriculum can be adapted to take advantage of modern technology and office equipment. Computer packages for five different areas are described and practical suggestions are given for classroom activities in accounting, office practice, secretarial practice, economics, business law, and sales. (EAO)

Presents the information needed to play The Production Factor Game, and provides examples of the playing materials. This business game simulates the interaction of the three primary production factors (work, land, and capital) and is suitable for use in economics or social science classes in high schools and colleges. (JJD)