Maintains that usual method of analyzing student evaluation of teaching (SET) data is inappropriate. Shows results of both ordinary least squares (OLS) and multinominal logit data analysis approaches on 6,872 student evaluation of economics faculty at University of California, Santa Barbara during the 1983-84 academic year. Results show…

Examines the factors which influenced learning of economics content among 511 sixth-grade students. Results showed that the student's general ability level, the emphasis given to social studies in the curriculum, and previous exposure to economics were the most important factors influencing economics learning. (JDH)

Examines the redistributional effect of social security (OASI) by tracing payments and benefits over a person's lifetime. Concludes that OASI benefits, which traditionally exceeded the amount contributed for all income categories, will fail to do the same for future generations. (Author/JDH)

Identifies three fallacies common to many widely used undergraduate textbooks, shows why they are wrong, and offers correct alternatives. (JDH)

Maintains that intermediate level undergraduate microeconomic theory texts mislead by their treatment of the effect of an excise tax on a monopolist's price and output. Offers a simple demonstration of the correct approach. (Author/JDH)

Identifies three dominate themes of educational reform in the United States and concludes that fundamental restructuring is required to meet the needs of America's changing demographic profile. (JDH)

Argues that economics education should be an essential part of the elementary curriculum for "at-risk" students. Lists major concepts which should be included in the curriculum. (JDH)

Maintains that economics educators must provide more training to K-6 teachers, and that this training must model, not just talk about, effective teaching practices. Argues that good instructional practices for "at-risk" children are the same as those for others. (JDH)

Describes how to incorporate writing into an economics course, using it as a tool for thought, and a monitoring device. Provides a list of sample assignments and guidelines for responding to students' writing. (JDH)

Describes an experimental course designed as a journalism workshop where economics students became reporters writing articles on economic events, issues, and prominent economists and their ideas. The requirement to explain economics to lay readers accurately and clearly, developed the students' own economic literacy. (Author/JDH)

Surveys nine undergraduate microeconomic theory textbooks comprising a representing sample those available. Criteria used were quantity and quality of examples, mathematical rigor, and level of abstraction. (JDH)

Reports the results of a study which examined the relationship of both student and course characteristics to student rankings of instructors. The 1984 data (n=1,333) showed that 67% of the variation in students' evaluations was explained by instructor-specific variables. Presents detailed regression analysis tables and includes copies of the…

Explores the meaning of comparable worth and the differences of opinion which exist concerning its utility for establishing greater pay scale sex equity. Documents the earnings gap between men and women, reviews public policy initiatives to redress this gap, and addresses traditional economists' concerns regarding the negative effects of…

This article shares the author's personal views about current macroeconomic policy and what ought to be taught at senior high school or freshman college levels. Concludes that Keynesian economics is not dead, but that modern eclectic macroeconomics must focus on basic data about the economy and what is at stake in making decisions based on…

Provides a brief history of experiential learning and a four-step model of how it may be implemented in the classroom. Provides an example of experiential learning which uses small group work aimed at identifying the causes of and potential solutions to unemployment. (JDH)