Teaching Economics in Elementary Schools: Comparing Program vs. Non-Program Students and the Effect of Teacher Acquaintance with Instructional Materials.

Autor/in	Pranis, Robert W.
Institution	Chicago Univ., IL. Industrial Relations Center.
Titel	Teaching Economics in Elementary Schools: Comparing Program vs. Non-Program Students and the Effect of Teacher Acquaintance with Instructional Materials.
Quelle	(1970), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Research; Economics Education; Educational Testing; Elementary Education; Grade 6; Program Effectiveness; Research Projects; Social Studies; Socioeconomic Status; Statistical Data; Teacher Characteristics; Tests + Suchen Sie Ihr Suchwort? Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Wirtschaftskunde; Elementarunterricht; School year 06; 6. Schuljahr; Schuljahr 06; Forschungsvorhaben; Gemeinschaftskunde; Socio-economic status; Sozioökonomischer Status; Examination; Prüfung; Examen
Abstract	There is a growing awareness of the need to include economics as a subject in the elementary school curriculum. This research project directed by the Industrial Relations Center of The University of Chicago demonstrates that variable economic understanding in students occurs at each socioeconomic status (SES) level. Included in the study is an investigation of the effect of teacher acquaintance with the materials on student learning of the economics program. The chosen program of study, Economic Man, focuses on the economic concept of exchange. Testing instruments are described and results of the tests of economic understanding are included. Conclusions are drawn as to the effectiveness of the program and the correlation of learning with teacher acquaintance with the materials. A related document is ED 064 186. (SHM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC