The economic system is an important factor affecting consumer decisions. Students need opportunities to study the economic system so that they can understand how their decisions influence the system and are influenced by it. (JOW)

A procedure for writing a term paper and suggestions on how to select a topic in consumer education for the paper are offered as learning experiences in consumer education whereby the student can select, delimit, study, organize, summarize, and verify material related to a topic of personal interest. (AG)

The author presents arguments for teaching life insurance concepts as part of the business education curriculum. He also presents specific facts, "knowledges," understandings, and concepts as part of the learning process. (AG)

Compares the required label information on food products with that which is commonly displayed and that which consumers desire to have. Concludes that adults do not pay much attention to nutrition information and that students should be taught to do so. (JOW)

The combination of consumer mathematics and economics has the potential to make a sizable contribution in preparing students to become effective consumers. Students must understand economic as well as mathematical concepts, and consumers need to adapt to changing economic conditions and life styles. (JOW)

Indicates the growing importance of having a computer and provides a discussion of basics to simplify the decision-making process when selecting a computer. (JOW)

Prepare to teach a convincingly up-to-date unit on consumer credit by becoming acquainted with the people who consider these terms tools and not simply test items for a good matching test. (Author)

The author proposes a consumer education night for the community, sponsored by the school to generate new interest in the consumer education course while making a contribution to community life. Specific steps in planning the event are provided. (AG)

Reviews four broad clusters of concepts which are of fundamental importance for consumer economic understanding in the secondary school and gives suggestions that can be used to build a consumer economics program in the secondary school. (LRA)

Reports preliminary findings from students who have completed a course in consumer education which address this question: What value do you now place on selected topics in consumer education? Topics with the greatest value were budgeting, dishonest and deceptive sales schemes, automobile insurance, principles of wise buying, and value comparison.…

The 1968 Amendments to the Vocational Education Act, the report by the President's Committee on Consumer Interest, and legislation at the State level have been influential in furthering the consumer education movement. They have created a need for inservice training in consumer education for school teachers, counselors, and administrators. (AG)

Examples are offered of how the classroom teacher can blend consumer education into typewriting, business English, business math, and other classes by intentionally focusing on principles and concepts or by including it incidentally when the opportunity arises. (TA)

The article discusses ways to implement a broadened consumer economics curriculum at the secondary level to include personal and household budgeting and purchasing, consumer credit, bank services, savings and loans, credit unions, insurance, investments, and taxation. (MF)