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Guidelines For Pre-College Economics Education: A Critique

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  • Marianne Ferber
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    Abstract

    While economists of all persuasions undoubtedly agree that universal economic literacy would be desirable, there appears to be substantial disagreement over what economic literacy is, what problems most need to be addressed, and how they can best be solved. These differences are clearly reflected in their diverse views as to what the goals should be for teaching economics in secondary schools. This paper specifically examines the recommendations offered in a paper on economic content standards by leaders of the economic education movement in the U.S. and finds them seriously wanting.

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    Bibliographic Info

    Article provided by Taylor & Francis Journals in its journal Feminist Economics.

    Volume (Year): 5 (1999)
    Issue (Month): 3 ()
    Pages: 135-142

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    Handle: RePEc:taf:femeco:v:5:y:1999:i:3:p:135-142

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    Keywords: Economic Literacy; Concepts; Facts; Consensus; Assumptions; Relevance;

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    1. John J. Siegfried & Bonnie T. Meszaros, 1998. "Voluntary Economics Content Standards for America's Schools: Rationale and Development," The Journal of Economic Education, Taylor & Francis Journals, vol. 29(2), pages 139-149, June.
    2. Siegfried, John J & Meszaros, Bonnie T, 1997. "National Voluntary Content Standards for Pre-College Economics Education," American Economic Review, American Economic Association, vol. 87(2), pages 247-53, May.
    3. Stephen Buckles & Michael Watts, 1998. "National Standards in Economics, History, Social Studies, Civics, and Geography: Complementarities, Competition, or Peaceful Coexistence?," The Journal of Economic Education, Taylor & Francis Journals, vol. 29(2), pages 157-166, June.
    4. John H. Bishop, 1998. "The Effect of Curriculum-Based External Exit Exam Systems on Student Achievement," The Journal of Economic Education, Taylor & Francis Journals, vol. 29(2), pages 171-182, June.
    5. William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
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    Cited by:
    1. Andrew Mearman, 2012. "Pluralist economics curricula: do they work; and how would we know?," Working Papers 20121203, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.
    2. Robert F. Garnett, Jr., 2009. "Rethinking The Pluralist Agenda In Economics Education," International Review of Economic Education, Economics Network, University of Bristol, vol. 8(2), pages 58-71.
    3. Robert Garnett & Andrew Mearman, 2011. "Contending Perspectives, Twenty Years On: What Have Our Students Learned?," Working Papers 201104, Texas Christian University, Department of Economics.
    4. Geoff Schneider & Jean Shackelford, 2001. "Economics Standards and Lists: Proposed Antidotes for Feminist Economists," Feminist Economics, Taylor & Francis Journals, vol. 7(2), pages 77-89.
    5. Robert Garnett & John Reardon, 2011. "Big Think: A Model for Critical Inquiry in Economics Courses," Working Papers 201102, Texas Christian University, Department of Economics.
    6. Robert Garnett & KimMarie McGoldrick, 2011. "Big Think: A Model for Critical Inquiry in Economics Courses," Working Papers 201101, Texas Christian University, Department of Economics.
    7. Robert Garnett, 2012. "Pluralism in Economics," Working Papers 201201, Texas Christian University, Department of Economics.

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