General equilibrium models now play important roles in many fields of economics including tax policy, environmental regulation, international trade, and economic development. The intermediate microeconomics classroom has not kept pace with these trends, however. Microeconomics textbooks primarily focus on the insights that can be drawn from the…

Argues the diagrammatic IS-LM Model, despite its limitations, remains an important pedagogical tool for the presentation of intermediate macroeconomic theory. Proposes a modification that focuses more explicitly on stock portfolio equilibrium and will be more revealing to students. (BSR)

College teachers of economics are called upon to give top priority to introductory courses. A policy-oriented course with opportunity cost as the theme is proposed. (DB)

Reporting the results of a nation-wide survey of economics courses in junior colleges. Lists courses given and what is required to take them. A breakdown by type of college (public, independent, church-related) is presented, and suggestions for improvement are offered. (DB)

Observes that competition is one of the most important concepts in economics, and that students typically learn a great deal about static competition but very little about dynamic competition. Presents a graphical method for illustrating and contrasting both views of competition. Notes other economic concepts that can be similarly illustrated.…

Responding to Stiglitz's article "On the Market for Principles of Economics Textbooks: Innovation and Product Differentiation," Schiller disputes the claim that there is growing dissatisfaction with textbooks, stating that the central issue in the debate is "how best to teach economic principles." Discusses the importance of…

Examines the suitability of the traditional arc elasticity measure as a component of the economics curriculum. Demonstrates that the midpoint measure is subject to shortcomings as it invariably approaches one when price changes become large. Discusses point elasticity of demand as an alternative to the midpoint measure in the principles course.…

Reports the results of a experimental study designed to determine the impact of alternative sequences, macro followed by micro, or vice versa, on students' learning and attitudes in economics. Results showed a micro/macro sequence produced higher economic understanding, but did not influence students' attitudes. (Author/JDH)

Suggests that economics textbooks are often misleading in their discussions of the shape of the long-run average cost curve. Clarifies and amplifies the importance of the concept of return to scale and the concept of economies of scale. Identifies illustrations provided in textbooks as the greatest source of confusion. (KO)

College faculty may be able to improve their teaching effectiveness by a reallocation of the inputs devoted to teaching (e.g., using student evaluations early in the course), by increasing the level of the resources used in teaching, or by changing the characteristics of the inputs (teaching practicums, seminars, or sabbaticals). (Author/RM)

Asserting that elementary teachers are going to become increasingly involved with economic concepts, and that economic education at the elementary level is at an important developmental stage,'' the author explains how economics can be included in the curriculum without taking other subject matter out, and suggests approaches to the training of…

Needed is a rigorous identification of what high school economics ought to be. Conceptual structures of economics will be given greater emphasis in economic curricula. (DB)

Discusses the Committee on Economic Education's efforts to enhance college economics instruction and facilitate research on instruction in economics. Examines its affiliation with groups such as the Joint Council on Economic Education in promoting economics education at all levels and initiating new research programs. Summarizes important progress…

Study results suggest that student achievement and attitudes toward economics at the college level might be improved by a better match between the teaching style of instructors and the learning style of students. (Author/RM)

Practical guidelines for implementing course evaluation systems are suggested. A model to conceptualize course evaluations in the context of the professor's decision-making framework is developed with focus centering upon the allocation of time between teaching and research. Costs and benefits associated with collecting evaluations are considered.…