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Siegfried, John J.; Walstad, William B. – Journal of Economic Education, 2014
Survey results from a large sample of economics departments describe offerings for principles courses, coursework requirements for economics majors, and program augmentations such as capstone courses, senior seminars, and honors programs. Findings are reported for all institutions, and institutions are subdivided into six different categories…
Descriptors: Economics Education, Majors (Students), Required Courses, Degree Requirements
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Gwartney, James – Journal of Economic Education, 2012
Advanced Placement economics leaves thousands of high school students with a misleading impression of modern economics. The courses fail to cover key sources of growth and prosperity, including private ownership, dynamic competition, and entrepreneurship. The tools of public choice economics are totally ignored. Government is modeled as a…
Descriptors: Advanced Placement, Economics Education, Fundamental Concepts, Course Content
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Gilleskie, Donna B.; Salemi, Michael K. – Journal of Economic Education, 2012
In a typical economics principles course, students encounter a large number of concepts. In a literacy-targeted course, students study a "short list" of concepts that they can use for the rest of their lives. While a literacy-targeted principles course provides better education for nonmajors, it may place economic majors at a…
Descriptors: Economics Education, College Instruction, Course Content, Introductory Courses
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Frank, Robert H. – Journal of Economic Education, 2006
Several months after having completed an introductory economics course, most students are no better able to answer simple economic questions than students who never took the course. The problem seems to be that principles courses try to teach students far too much, with the result that everything goes by in a blur. The good news is that a…
Descriptors: Economics Education, Writing Assignments, Teaching Methods, Essays
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Hartley, James E. – Journal of Economic Education, 2001
Describes an introductory economics course in which all of the reading material is drawn from the Great Books of Western Civilization. Explains the rationale and mechanics of the course. Includes an annotated course syllabus that details how the reading material relates to the lecture material. (RLH)
Descriptors: Classics (Literature), College Curriculum, Course Content, Economics
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Ferber, Marianne A. – Journal of Economic Education, 1984
The first part of the article summarizes evidence that women students appear to be at some disadvantage in economics courses at all levels and presents some suggestions for mitigating this problem. The second part provides illustrations of how more information about and relevant to women can be integrated into economics courses. (RM)
Descriptors: Course Content, Economics Education, Educational Needs, Elementary Secondary Education
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Lage, Maureen J.; Platt, Glenn J.; Treglia, Michael – Journal of Economic Education, 2000
Describes a teaching strategy called the inverted classroom that enables instructors of introductory economics courses to address students' different learning styles within the time constraints of the class. Explains that in the inverted classroom the events that traditionally take place during class time now take place outside the classroom and…
Descriptors: Cognitive Style, Course Content, Economics Education, Educational Strategies
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Tinari, Frank D.; Khandke, Kailash – Journal of Economic Education, 2000
Describes using song lyrics in undergraduate principles of economics courses to help the students learn economics. Discusses two music essay projects and includes examples of student responses. Addresses the benefits/costs and suggested refinements of the project. Includes references. (CMK)
Descriptors: Course Content, Economics, Economics Education, Higher Education
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Hallagan, William; Donnelly, John – Journal of Economic Education, 1985
Described is the design and administration of a large two-semester course in principles of economics that permits both students and faculty some choice of both subject matter and meeting times. Students complete a standardized nine-week core and are then allowed to select topical modules. Advantages and disadvantages are discussed. (Author/RM)
Descriptors: Course Content, Course Descriptions, Economics Education, Flexible Scheduling
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Shackelford, Jean – Journal of Economic Education, 1991
Reviews 21 one-semester economics textbooks using Kenneth E. Boulding's ideas for introductory textbooks. Lists 240 concepts and topic areas in macroeconomics, microeconomics, public policy, and international economics that may be covered in a textbook. (NL)
Descriptors: Course Content, Economics, Economics Education, Higher Education
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Hansen, W. Lee – Journal of Economic Education, 1988
Advocates the supplemental use of trade books with textbooks in introductory economics courses. States that students will learn how economists approach economic issues in the real world, building upon the organized textbook presentation of material. Acknowledging that textbooks are essential to instruction, Hansen lists several appropriate works…
Descriptors: Course Content, Curriculum Development, Economics, Economics Education