This article describes an experiment in the use of television for teaching economics which was conducted at Leeds University in Great Britain in the period 1972-1975. A publication of the Economics Association, the journal is available from Business Manager, Economics Association, Room 340, Hamilton House, London, W.C.1H 9BH. (Author/RM)

This article describes an economics trail which aims to encourage elementary and secondary students to use their knowledge of economics in looking at their local surroundings. For availability, see SO 505 564. (Author/AV)

A field trip to a local bank is a practical way to make economics more relevant to students. For journal availability see SO 504 303. (DE)

Topics for computer based materials for teaching economics are proposed. (DE)

Describes the use of programmable calculators to perform classroom controlled experiments on economic models. The complete program for exploring the dynamics of the Harrod-Domar equation is given. Some difficulties encountered and statistical uses are mentioned. (BC)

Four trial units teach basic economic concepts by examining the football (soccer) industry. Concepts studied include specialization, cost, and supply and demand relationships in a market. Teaching methodology, evaluation, and sample work-sheets are included. Available from: General Secretary, Economics Association, Room 340, Hamilton House,…

Discusses the conceptual and measurement problems inherent in teaching income distribution. Offers a framework for teaching this topic based on the relevant schools of thought since the Classical economists. Available from: General Secretary, Economics Association, Room 340, Hamilton House, Mabledon Place, London WC1H 9BH. (Author/AV)

Describes the growth of economics content in nonspecialist courses for students who want only the minimum required education. Suggests teaching approaches, student activities, and sources of material. Points out relationships between course content and other disciplines. For journal availability, see SO 506 029. (Author/AV)

Describes course format, materials development, and evaluation of an introductory economics course which stressed problem solving techniques and conceptual skills instead of rote memorization of factual content. For journal availability, see SO 506 029. (AV)

Examines a three-tiered class structure: a mass lecture followed by small group instruction followed by student-directed discussion sessions. Course evaluations by staff and students were generally favorable to this approach. Discusses the design of other economically efficient educational processes. For journal availability, see SO 506 073. (JK)

Identifies seven types of case studies and explains how to design one. The author presents a case study for classroom use to illustrate the operation of forces of supply and demand in the housing market, and the effects of government policy. Available from: Economics Association, Room 340, Hamilton House, Mabledon Place, London, England WC1H 9BH,…

Discusses the uses of case studies in teaching economics, and considers the benefits of using case studies to illustrate economic analysis and to show relevance to social problems. Included is a case study on reasons for government intervention in agriculture. For journal availability, see SO 505 703. (Author)

Results of a survey of 10 universities in the United Kingdom to determine the nature of course structures and methods of teaching in first-year economics courses are reported. (Author/RM)

Why traditional teaching in economics education persists despite knowledge of learning processes and better approaches is discussed. Other approaches which permit the development of emotional and personal qualities as well as enrich the cognitive dimension are covered. These include brainstorming, role-playing games, and programed and…