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Guidelines For Pre-College Economics Education: A Critique

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  • Marianne Ferber

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.

Suggested Citation

  • Marianne Ferber, 1999. "Guidelines For Pre-College Economics Education: A Critique," Feminist Economics, Taylor & Francis Journals, vol. 5(3), pages 135-142.
  • Handle: RePEc:taf:femeco:v:5:y:1999:i:3:p:135-142 DOI: 10.1080/135457099337851
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    References listed on IDEAS

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    1. 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, pages 157-166.
    2. Siegfried, John J & Meszaros, Bonnie T, 1997. "National Voluntary Content Standards for Pre-College Economics Education," American Economic Review, American Economic Association, pages 247-253.
    3. John H. Bishop, 1998. "The Effect of Curriculum-Based External Exit Exam Systems on Student Achievement," The Journal of Economic Education, Taylor & Francis Journals, pages 171-182.
    4. William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, pages 1347-1373.
    5. 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, pages 139-149.
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    Citations

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    Cited by:

    1. Robert F. Garnett & Jack Reardon, 2011. "Pluralism in Economics Education," Chapters,in: International Handbook on Teaching and Learning Economics, chapter 23 Edward Elgar Publishing.
    2. Fullerton, Thomas M., Jr. & Sawyer, W. Charles & Sprinkle, Richard L., 2010. "Intra-industry trade in Latin America and the Caribbean," MPRA Paper 34854, University Library of Munich, Germany, revised 2011.
    3. Robert Garnett, 2012. "Pluralism in Economics," Working Papers 201201, Texas Christian University, Department of Economics.
    4. Robert Garnett & KimMarie McGoldrick, 2011. "Big Think: A Model for Critical Inquiry in Economics Courses," Working Papers 201101, Texas Christian University, Department of Economics.
    5. Geoffrey Schneider, 2011. "The Purpose, Structure and Content of the Principles of Economics Course," Chapters,in: International Handbook on Teaching and Learning Economics, chapter 27 Edward Elgar Publishing.
    6. 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.
    7. KimMarie McGoldrick & Robert Garnett, 2013. "Big Think: A Model for Critical Inquiry in Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, pages 389-398.
    8. Geoff Schneider & Jean Shackelford, 2001. "Economics Standards and Lists: Proposed Antidotes for Feminist Economists," Feminist Economics, Taylor & Francis Journals, pages 77-89.
    9. Robert F. Garnett, Jr., 2009. "Rethinking The Pluralist Agenda In Economics Education," International Review of Economic Education, Economics Network, University of Bristol, pages 58-71.

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