To teach money management effectively, an examination of credit use today and a profile of the person in financial trouble are needed. If credit patterns and bankruptcy are understood, recommendations can be made about curriculum content for money management. (SK)

Because home economics education concerns itself with the economic use of resources, home economics is an ideal place to teach about recycling and conservation. (SK)

Describes a unique program to teach homemaking and consumer skills at a military base to the foreign-born wives of American servicemen. (SK)

Sketches the origins and growth of consumer education and presents results of a survey to determine priorities for the objectives of consumer education. (SK)

The author argues that home economics educators must plan better for retrenchment, since currently the courses being cut (consumer education and family relations) are the ones that are most relevant to modern life. (CH)

The use of community resources in teaching consumer education provides teachers who are inherently interesting to students. Combining community resources with an experiential approach will encourage students to discover principles and develop reasoning skills important to consumer education. (JOW)

The family operates as an economic socialization agent through the provision of (1) economic information networks, (2) grants and exchanges of resources, (3) economic role models, and (4) an environment for the development of individual human resource attributes. (SK)

Describes a marketplace simulation game to help students understand the role of competition and the rationale behind buying and selling food and restaurant services. Cutouts (given in the article) are used to simulate elements in the game. Emphasis is on making decisions in business operation and consumer purchases. (MF)

Discusses vocational home economics over the past 30 years: the expansion from serving only high school girls to serving all persons; the addition of family relationships, consumer education, nutritional knowledge, and home economics-related occupations to the curriculum; and the impact of taxonomies of educational objectives, behavioral…

Low-income consumers badly need special purchasing skills, due to merchandising practices and greater markups for durable goods in low-income communities. The author discusses some of the ways in which these people are victimized, with implications for consumer education. (MF)

A technique to make consumer education more relevant and thus increase student motivation to learn is a needs assessment which involves students in assessing their own and others' consumers needs. The consumer needs assessment questionnaire, included in the article, may be given in the classroom and also to adults. (MF)

Discusses the Consumer and Homemaking Study, a comprehensive review of funded home economics programs undertaken by NIE. Presents the areas covered, input from home economists, nature of the study, effectiveness of programs, responsiveness of programs, key questions on responsiveness, and reactions to the study. (CT)

The Test of Consumer Knowledge (TOCK), a test for determining knowledge of consumer concepts at various developmental levels, is elaborated upon in terms of administrating the test scoring, and the actual test itself (84 true-false statements). (BP)

Nutrition educators must find ways to get sound nutrition information to the public through means such as: nutrition education for physicians, the nation's formal education system, public media and work with social and civic groups, and emphasis on world population planning and control of food production and waste. (MS)

Reports results of statewide studies in Minnesota to determine curriculum goals and desired outcomes for secondary home economics. The conceptual frameworks of home and family are outlined, and a list of content areas and essential learner outcomes for each is provided. (SK)