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| Theory into Practice | 7 |
Author
| Anderson, Lorin W. | 1 |
| Brenneke, Judith Staley | 1 |
| Morine-Dershimer, Greta | 1 |
| Morton, John | 1 |
| Pigford, Aretha B. | 1 |
| Roberts, Linda G. | 1 |
| Soper, John C. | 1 |
| Watts, Michael | 1 |
| Weade, Regina | 1 |
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| Journal Articles | 7 |
| Information Analyses | 4 |
| Reports - Descriptive | 3 |
| Guides - Non-Classroom | 1 |
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| Administrators | 1 |
| Practitioners | 1 |
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Peer reviewedWatts, Michael – Theory into Practice, 1987
A review of relevant literature considers different views on ideological bias and what they offer economics teachers deciding what to teach and how to teach it. Particular emphasis is placed on: (1) determining the appropriate mix and sequencing of instruction on positive and normative ideas; (2) determining the amount of instructional time; and…
Descriptors: Economics Education, Instructional Development, Media Selection, Secondary Education
Peer reviewedBrenneke, Judith Staley; Soper, John C. – Theory into Practice, 1987
Various approaches to developing and implementing economics curricula are explored, including positive and normative economics, teacher-developed informal curriculum, district-developed formal curriculum, "outside" curriculum, the infusion approach, or as a separate course. It is suggested that a "blend" of the alternatives may optimize the…
Descriptors: Curriculum Development, Curriculum Guides, Economics Education, Instructional Development
Peer reviewedMorine-Dershimer, Greta – Theory into Practice, 1987
Teachers can improve their practice by listening to, reflecting on, and making sense of practice. Sensemaking strategies include: deductive thinking; inductive thinking; and transductive thinking. (CB)
Descriptors: Cognitive Processes, Educational Theories, Instructional Development, Teacher Behavior
Peer reviewedMorton, John – Theory into Practice, 1987
Analysis of two high school economics courses illustrates generalizations that could help guide design of other high school courses involving: (1) high-ability students; (2) introductory economic principles in high school courses; (3) personal and societal economic problems; (4) juniors' and seniors' interest in economics; and (5) emphasis on…
Descriptors: Cognitive Processes, Course Content, Decision Making, Economics Education
Peer reviewedWeade, Regina – Theory into Practice, 1987
"Curriculum'n'instruction" is a dynamic and constructed process through which students gain access to both the social and the academic content of lessons. This article examines this process as it develops during the everyday events of the classroom and discusses the relationship between curriculum and instruction. (CB)
Descriptors: Classroom Environment, Curriculum Development, Educational Strategies, Elementary Secondary Education
Peer reviewedRoberts, Linda G. – Theory into Practice, 1983
Computers are the objects of instruction, the means to deliver instruction, and tools for learning. Short case studies of particular programs show how computers are being used. Also discussed is how computer programs can be implemented. (JMK)
Descriptors: Elementary Secondary Education, Inservice Teacher Education, Instructional Development, Microcomputers
Peer reviewedAnderson, Lorin W.; Pigford, Aretha B. – Theory into Practice, 1987
Principals can and should develop strategies that will enable them to provide instructional leadership despite increased demands from other tasks. Recommended actions include: delegation; peer observation; commitment to instructional leadership; and effective communication with teachers. (CB)
Descriptors: Administrative Problems, Administrator Characteristics, Administrator Role, Elementary Secondary Education
