High School Economics Teachers Research Articles

A Response of High School Teachers to the Adoption of State Economics Standards

This paper addresses the recent adoption of economics standards in the state of Indiana. The analysis is based on responses to a survey instrument that was designed to obtain information about the demographic profile of high school economics teachers, their coverage of the topic areas included in the economics standards, and the critical challenges they face as high school economics teachers. We find that while virtually all teachers in our sample deviate from the standards, the magnitude of the deviation is small, and occurs in a predictable way. Most teachers appear to spend slightly less time on microeconomics (43.2% versus the mandated 50%) and international economics concepts (9.1% versus the mandated 12%) in favor of additional personal finance topics (19% versus 10%). As a result, the standards appear to be moderately successful in achieving its intended goal of creating convergence in content coverage in high school economics curricula.

Teachers' Rationales for High School Economics

One widely held rationale for economic education is that it helps develop students who possess an economic way of thinking that can produce better economic problem solvers and citizens. Little has been written about whether classroom teachers of economics hold similar goals and/or rationales for their economics courses. This preliminary study was designed to gather data on two broad questions: (a) what reasons do teachers give for teaching high school economics and (b) what are the major goals these teachers hold for their economics courses and students in those courses? Eight high school economics teachers were interviewed, their responses transcribed and the transcripts analyzed to determine if any patterns emerged. Results suggested that teachers held a range of goals and rationales, some that were incompatible with widely held rationales. Following analysis, three broad ‘themes’; emerged: high school economics as preparation for college economics, economics as life skills or economics as good citizenship.

Conservation of Resources and the Common Pool Problem A Classroom Exercise for High-School Economics Teachers

Conservation of Resources and the Common Pool Problem A Classroom Exercise for High-School Economics Teachers

Some Teaching Techniques for High School Economics

In this article two high school economics teachers describe several teaching techniques that have proven successful in their school. The use of a team approach is briefly explained, and the importance of student motivation is stressed. Among the methods included are skits, plays, the use of video tapes, simulations and games, and the analysis of important economic problems. The means by which the instructors are evaluating their course are set forth, with evidence that the experience helps to destroy commonly held myths about economics and greatly improves student understanding of basic principles.