Guidelines For Pre-College Economics Education: A Critique
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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Volume (Year): 5 (1999)
Issue (Month): 3 ()
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- 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.
- 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 247-253, May.
- 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.
- William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
- 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.