Economics is taught in some form in the secondary schools of nations throughout the world. The subject is rarely taught in elementary schools, and while economics courses are offered in universities, the majority of students end their formal education with secondary school. Thus, the best opportunity for the economic education of the youth of a nation occurs in secondary schools. This book examines economic education at this critical level of the educational system. The teaching of economics in secondary schools varies across countries. These differences occur because of history, the structure of education, and other national factors. At the same time, there are common elements in the economic education of many countries, especially in content coverage. This contrast between the common features and the uniqueness of economic education in secondary schools of major industrial nations exemplifies the international perspective presented in this book. The international perspective is developed in the six sections of the volume. The first section discusses why nations should include economics in school curricula, and presents a framework for teaching economics that should have global appeal. Dissension and consensus on economic issues among North American and European economists are examined in the second section. The third section surveys the U.S. research literature on precollege economic education and assesses the current state of economics instruction in U.S. schools. The economics curricula and educational practices in seven other nations -- the U.K., Canada, Japan, Germany, Austria, Korea, and Australia -- are described in the fourth and fifth sections. The fifth section also presents international comparisons of economic understanding based on national testing in six of those nations. The sixth and final section explores the role of economic education in centrally planned economies, and its effects on the transition to a market economy, using Russia, Bulgaria, and China as case studies.

Innovations in Economic Education addresses the growing issue of financial illiteracy by showing how economics can be successfully integrated into classrooms from kindergarten through higher education. Pre-service teachers, experienced educators, curriculum leaders, parents, and school administrators will find practical ideas to improve economic understanding. At the elementary level, the book provides creative ways of introducing young students to the basic concepts of economics, financial justice, and social action. For higher grade levels, the book offers ideas to integrate economics into current history, civics, and math curricula. The final portion of the book features recommendations by leading economic educators on how economics can play a greater role in teachers’ professional development. The pedagogical tools presented in each chapter include lesson plans and practical insights, and are designed to meet the NCSS, C3 Framework, and Common Core State Standards for Social Studies. This book is a timely and valuable resource for all educators interested in improving their students’ economic literacy and financial decision-making.

Cases on Economics Education and Tools for Educators is a comprehensive resource that addresses the challenges faced by K-12 educators who are expected to teach economics without adequate resources or support. This book provides case studies and practical examples that can help educators effectively integrate economics education into their broader curriculum. The materials are written with current and future practitioners in mind, and cover a range of topics, including teaching methodologies, best practices, and pedagogical approaches that can engage all learners, including those from underrepresented groups in economics. This book is an essential resource for education students planning to teach economics in K-12 classrooms, as well as practitioners and curriculum design professionals. The book covers a variety of subjects that can be used to create engaging lesson plans, such as pop culture, music, social media, movies, poetry, major entertainment corporations, TV shows, team-based learning, active learning, computer-based learning, alternative pedagogy, and effective use of technology in the classroom. Additionally, the book provides guidance on how to find and validate additional resources, making it a valuable tool for any educator looking to improve their teaching practices.

This edited volume contains a collection of essays that reflect a broad area of economic education inquiry ranging from teaching assessment to the philosophy of the classroom. Written by economics scholars from across the nation, this volume presents recent discoveries in presentation, assessment, and other aspects of economic education at colleges and universities in the U.S. These articles represent but a sample of the growing commentary among academics on the importance of effective teaching and economic education scholarship.

'The volume is of greatest interest to those pursuing issues of the implementation of economics education and its impact at an elementary level on economic understanding and attitudes. Through generally careful statistical analysis it shows what can be done even in a most difficult environment, as well as the constraints on change imposed by Soviet legacies. It is a valuable addition to the literature on economics pedagogy.' - Richard E. Ericson, Slavic Review This comprehensive and impressive volume presents the first book-length, multi-country investigation of reform of economic education in transition economies. Authors from the West and from transition economies describe the major changes in economics content and instruction that occurred in schools and universities throughout nations in Eastern and Central Europe and the former Soviet Union from 1989 to 2000.

Since its establishment in the 1950s the American Economic Association's Committee on Economic Education has sought to promote improved instruction in economics and to facilitate this objective by stimulating research on the teaching of economics. These efforts are most apparent in the sessions on economic education that the Committee organizes at the Association's annual meetings. At these sessions economists interested in economic education have opportunities to present new ideas on teaching and research and also to report the findings of their research. The record of this activity can be found in the Proceedings of the American Eco nomic Review. The Committee on Economic Education and its members have been actively involved in a variety of other projects. In the early 1960s it organized the National Task Force on Economic Education that spurred the development of economics teaching at the precollege level. This in turn led to the development of a standardized research instrument, a high school test of economic understanding. This was followed later in the 1960s by the preparation of a similar test of understanding college economics. The development of these two instruments greatly facilitated research on the impact of economics instruction, opened the way for application of increasingly sophisticated statistical methods in measuring the impact of economic education, and initiated a steady stream of research papers on a subject that previously had not been explored.

ÔThe International Handbook on Teaching and Learning Economics is a power packed resource for anyone interested in investing time into the effective improvement of their personal teaching methods, and for those who desire to teach students how to think like an economist. It sets guidelines for the successful integration of economics into a wide variety of traditional and non-traditional settings in college and graduate courses with some attention paid to primary and secondary classrooms. . . The International Handbook on Teaching and Learning Economics is highly recommended for all economics instructors and individuals supporting economic education in courses in and outside of the major. This Handbook provides a multitude of rich resources that make it easy for new and veteran instructors to improve their instruction in ways promising to excite an increasing number of students about learning economics. This Handbook should be on every instructorÕs desk and referenced regularly.Õ Ð Tawni Hunt Ferrarini, The American Economist ÔIn delightfully readable short chapters by leaders in the sub-fields who are also committed teachers, this encyclopedia of how and what in teaching economics covers everything. There is nothing else like it, and it should be required reading for anyone starting a teaching career Ð and for anyone who has been teaching for fewer than 50 years!Õ Ð Daniel S. Hamermesh, University of Texas, Austin, US The International Handbook on Teaching and Learning Economics provides a comprehensive resource for instructors and researchers in economics, both new and experienced. This wide-ranging collection is designed to enhance student learning by helping economic educators learn more about course content, pedagogic techniques, and the scholarship of the teaching enterprise. The internationally renowned contributors present an exhaustive compilation of accessible insights into major research in economic education across a wide range of topic areas including: ¥ Pedagogic practice Ð teaching techniques, technology use, assessment, contextual techniques, and K-12 practices. ¥ Research findings Ð principles courses, measurement, factors influencing student performance, evaluation, and the scholarship of teaching and learning. ¥ Institutional/administrative issues Ð faculty development, the undergraduate and graduate student, and international perspectives. ¥ Teaching enhancement initiatives Ð foundations, organizations, and workshops. Grounded in research, and covering past and present knowledge as well as future challenges, this detailed compendium of economics education will prove an invaluable reference tool for all involved in the teaching of economics: graduate students, new teachers, lecturers, faculty, researchers, chairs, deans and directors.

Experienced economics editors discuss navigating the world of scholarly journals, with details on submission, reviews, acceptance, rejection, and editorial policy. Editors of academic journals are often the top scholars in their fields. They are charged with managing the flow of hundreds of manuscripts each year—from submission to review to rejection or acceptance—all while continuing their own scholarly pursuits. Tenure decisions often turn on who has published what in which journals, but editors can accept only a fraction of the papers submitted. In this book, past and present editors of economics journals discuss navigating the world of academic journals. Their contributions offer essential reading for anyone who has ever submitted a paper, served as a referee or associate editor, edited a journal—or read an article and wondered why it was published. The editors describe their experiences at journals that range from the American Economic Review to the Journal of Sports Economics. The issues they examine include late referee reports, slow resubmission of manuscripts, and plagiarism—as well as the difficulties of “herding cats” and the benefits of husband-wife editorial partnerships. They consider the role of the editor, as gatekeeper or developer of content; and they advise authors to write more carefully and clearly, to include citations that locate their articles in the context of the existing literature, and to update their work after it has been submitted and rejected elsewhere. The chapters also offer a timely, insider's perspective on the general effectiveness of the system of academic journals in economics. Contributors Richard V. Adkisson, Richard G. Anderson, William A. Barnett, Suzanne R. Becker, William R. Becker, Daniel W. Bromley, William G. Dewald, Antony W. Dnes, Zvi Eckstein, Richard Friberg, Esther Gal-Or, Craufurd Goodwin, Thorvaldur Gylfason, Campbell R. Harvey, Geoffrey M. Hodgson, Leo H. Kahane, R. Preston McAfee, John Pencavel, Gerald Pfann, Steven Pressman, Lall B. Ramrattan, J. Barkley Rosser Jr., Paul H. Rubin, William F. Shughart II, Robert M. Solow, Daniel F. Spulber, Michael Szenberg, Timothy Taylor, Abu N.M. Wahid, Michael Watts, Lawrence J. White, Jürgen von Hagen, Fabrizio Zilibotti

"Teaching Economics is an invaluable and practical tool for teachers of economics, administrators responsible for undergraduate instruction and graduate students who are just beginning to teach. Each chapter includes specific teaching tips for classroom implementation and summary lists of do's and don'ts for instructors who are thinking of moving beyond the lecture method of traditional chalk and talk."--BOOK JACKET.