All We Know that May Be So in Economic Education

Social Studies Research and Practice, Vol. 7, No. 1, Spring 2012

Posted: 18 Apr 2016

See all articles by Ashley Harrison

Ashley Harrison

Center for Economic Education

Mark Schug

Independent

J. R. Clark

The University of Tennessee at Chattanooga

Date Written: April 1, 2012

Abstract

The teaching of economics at the Kindergarten-12 level has been highly researched and reported upon since the 1970’s and has primarily concentrated on curriculum, materials, enrollments, and effectiveness of teaching techniques. Previous studies have focused on how well students are learning economics, how teachers are trained, and other outcomes associated with improved understanding of economics. Several major survey articles have reported upon the current status of economic education and noted several trends. This paper will provide an overview of recent reviews of research in economic education and the results of the recent National Assessment of Educational Progress in economics. It will also highlight the results of recent, national surveys regarding the status of economic education nationally and economics teachers’ thinking about the subject.

Keywords: Curriculum, curriculum standards, economic education, financial education, NAEP, research, teacher preparation

Suggested Citation

Harrison, Ashley and Schug, Mark and Clark, Jeff R., All We Know that May Be So in Economic Education (April 1, 2012). Social Studies Research and Practice, Vol. 7, No. 1, Spring 2012. Available at SSRN: https://ssrn.com/abstract=2765444

Ashley Harrison (Contact Author)

Center for Economic Education ( email )

TN
United States

Mark Schug

Independent ( email )

No Address Available

Jeff R. Clark

The University of Tennessee at Chattanooga ( email )

Department of Economics
Suite 313 Fletcher Hall
Chattanooga, TN 37403-2598
United States

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