Guidelines For Pre-College Economics Education: A Critique
AbstractWhile 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.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
Bibliographic InfoArticle provided by Taylor and Francis Journals in its journal Feminist Economics.
Volume (Year): 5 (1999)
Issue (Month): 3 ()
Contact details of provider:
Web page: http://taylorandfrancis.metapress.com/link.asp?target=journal&id=101482
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
- 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.
- John J. Siegfried & Bonnie T. Meszaros, 1998. "Voluntary Economics Content Standards for America's Schools: Rationale and Development," Journal of Economic Education, Taylor and Francis Journals, vol. 29(2), pages 139-149, January.
- John H. Bishop, 1998. "The Effect of Curriculum-Based External Exit Exam Systems on Student Achievement," Journal of Economic Education, Taylor and Francis Journals, vol. 29(2), pages 171-182, January.
- Stephen Buckles & Michael Watts, 1998. "National Standards in Economics, History, Social Studies, Civics, and Geography: Complementarities, Competition, or Peaceful Coexistence?," Journal of Economic Education, Taylor and Francis Journals, vol. 29(2), pages 157-166, January.
- Robert Garnett & Andrew Mearman, 2011. "Contending Perspectives, Twenty Years On: What Have Our Students Learned?," Working Papers 201104, Texas Christian University, Department of Economics.
- Robert Garnett & KimMarie McGoldrick, 2011. "Big Think: A Model for Critical Inquiry in Economics Courses," Working Papers 201101, Texas Christian University, Department of Economics.
- Robert Garnett, 2012. "Pluralism in Economics," Working Papers 201201, Texas Christian University, Department of Economics.
- Robert Garnett & John Reardon, 2011. "Big Think: A Model for Critical Inquiry in Economics Courses," Working Papers 201102, Texas Christian University, Department of Economics.
- Geoff Schneider & Jean Shackelford, 2001. "Economics Standards and Lists: Proposed Antidotes for Feminist Economists," Feminist Economics, Taylor and Francis Journals, vol. 7(2), pages 77-89.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Michael McNulty).
If references are entirely missing, you can add them using this form.