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Enhancing economic literacy of classroom teachers

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  • Kathy Parkison
  • Margo Sorgman

Abstract

For the past two summers, the Division of Education and the Division of Business and Economics at Indiana University at Kokomo have collaborated to produce an intense teamtaught summer economics course for pre-service education majors and in-service classroom teachers. The dual emphasis on content and application allows economics to integrate every aspect of the classroom and allows Praxis achievement. This paper explores the essential nature of Praxis in making the content or practice link—so critical for successful implementation of economics in K-12 classrooms. To determine their attitudes toward and knowledge of economics education, a pretest and post-test format was adopted. In addition, the institutional enhancers and inhibitors that dramatically affected the development and implementation of the new course of study are presented. Copyright International Atlantic Economic Society 1998

Suggested Citation

  • Kathy Parkison & Margo Sorgman, 1998. "Enhancing economic literacy of classroom teachers," International Advances in Economic Research, Springer;International Atlantic Economic Society, vol. 4(4), pages 418-427, November.
    • Handle: RePEc:kap:iaecre:v:4:y:1998:i:4:p:418-427:10.1007/bf02295695
    DOI: 10.1007/BF02295695
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    Cited by:

    1. Peter W. Schuhmann & KimMarie McGoldrick & Robert T. Burrus, 2005. "Student Quantitative Literacy: Importance, Measurement, and Correlation with Economic Literacy," The American Economist, Sage Publications, vol. 49(1), pages 49-65, March.

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