Papers on "H.S. Economics Classes" and similar term paper topics
Paper #060891 ::
H.S. Economics Classes
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A look at whether including normative issues at the pre-college level will help students engage with the subject of economics.
Written in 2004; 10,614 words; 18 sources; APA;
$ 211.95
Paper Summary:
This paper argues that that both positive and normative aspects of economics must be taught at the pre-college level if students are to fully engage with the subject of economics. In addition, the paper argues that the inclusion of moral and ethical discussions in the economics class is imperative if instructors are to succeed at teaching not only students' minds, but also their hearts. The arguments are based on conclusions drawn from the author's extensive research and classroom observation of high school students in a mandated economics class. The research is also described in the paper along with a discussion of the methods and the settings of the research study.
Introduction
Purpose of the Study
Methods
Framework
Findings
Conclusion
From the Paper:
"A quarter century ago, Nobel Laureate George Stigler argued that "economics belongs in everyone's education once we have learned to teach it" (Stigler, 1970). Even as late as 1980, Stigler argued contended that we had not learned to teach economics well enough to include the subject in the everyday curriculum (Becker, Greene, & Rosen, 1990). Without any evidence that we had learned to teach economics well, state legislatures across the country mandated that economics be required for high school graduation (Becker, et al., 1990; Marlin, 1991). Indeed, as of 1991, fully 28 states had required that all public students complete a course in economics before graduation (Marlin, 1991). The question of whether to teach economics at the precollege level, thus, had largely become moot by the mid-eighties. Once the decision had been made by politicians to teach economics, attention turned to what should be taught in high school economics classes. In attempt to answer this question, the Joint Council of Economic Education developed its Framework for teaching precollege economics and subsequently convened the scopes conference to discuss and critique the Framework. In addition, the Journal of Economic Education dedicated an entire issue (Spring, 1987) to a discussion of the Framework and the teaching of precollege economics. While a partial consensus was reached about what to teach high school students about economics, the additional question of how to teach high school economics emerged from the discussions."
Tags:
academic achievement courses scholars pedagogical techniques ability learning
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