Argues that children's occupational preferences provide insight into the ways in which they learn about adult work in their society. Examines resources that children in industrial societies use in constructing ideas about their future occupations, considers whether these ideas can be seen as occupational identities, and examines implications for…

Interprets economic education broadly as any activity in which students think about economic reasoning and consider how people behave in an economical manner. Observes that, using this definition, economic education is widely practiced in Japanese elementary schools. Looks at the national Course of Study to illustrate the argument. (DSK)

Describes a joint history-technology project undertaken with ten- and eleven-year-old students in an English primary school with a view to developing the cross-curricular theme of Economic and Industrial Understanding (EIU). Outlines the classroom course and discusses the principles of EIU in relation to the British National Curriculum. (DSK)

Observes that it is often assumed that European citizenship education will be directly related to values education and will be implemented through history instruction. Argues that the meaning of key terms in the citizenship education debate are unclear and that research into the problems of such education is needed. (DSK)

Explores fifth-graders' ideas about art and economic concepts before and after an integrated art-economics unit. Indicates that students increased their understanding of both sets of concepts, with the economic concepts being learned better. Suggests that this support claims that coupling disciplines can facilitate the deep learning of concepts…

Discusses differences between young peoples' perspectives of the social world and those offered by social science. Summarizes the economic thinking of young people and argues that economics presents students with an important perspective for social analysis. Provides three "economic mysteries" that introduce economic principles into the classroom.…

Provides a seven-step procedural guide for developing integrated art-social studies lessons using the discipline-based art education model. Explains each of the steps and includes helpful tips. Asserts that following the seven steps of the model assures meaningful teaching and learning of both art and social studies. (DSK)