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The Concept of "Infusion" in Curriculum Change: A Study in Knowledge Utilization

Description: In mandating new curriculum, state legislatures frequently have opted to require school districts to "infuse" new content rather than adopt a new course. The lack of procedural guidelines in these legislative mandates leaves curriculum specialists to struggle with an "infusion dilemma," the problem of implementing the new curriculum without knowing how it should appear, once implemented. The purpose of this study was to examine interpretations of infusion held by persons responsible for operationalizing an infusion mandate. The interpretations of "infusion" held by people concerned with the implementation of the 1977 Economic Education Act in Texas were investigated. Selected legislators, state agency personnel, curriculum consultants, economics educators, and classroom teachers were interviewed about the concept and process of infusion.
Date: May 1982
Creator: Hirsh, Stephanie Abraham
Partner: UNT Libraries

The Understanding and Attitudes of Elementary Teachers Toward Economic Education

Description: The purposes of this study are to determine the understanding of economic concepts and attitudes toward economic education of selected elementary teachers, to determine which variables relate to the understanding of economic concepts and attitudes toward economic education, to determine the interaction of selected variables, and to determine if there is a positive correlation between the understanding of economic concepts and attitudes toward economic education. The analysis of data reveals the following: 1. Completion of a recent college level social studies methods course does not appear to have a significant relation to the teachers' understanding of economic concepts. The methods course does appear to have some positive significant relation to teachers' attitudes toward economic education, although not significant at the .05 level. 2. Completion of two or more college level courses in economics does not appear to have a significant relation to the teachers' understanding of economic concepts or their attitudes toward economic education. 3. Participation in a Developmental Economic Education Program (DEEP) workshop appears to have a significant relation to the teachers' understanding of economic concepts, but does not appear to have a significant relation to their attitudes toward economic education. 4. Teaching assignment (classroom organization) does not appear to have a significant relation to the teachers' understanding of economic concepts, but does appear to have a significant relation to their attitudes toward economic education with teachers in a self-contained classroom having a less favorable attitude toward economic education than do teachers in team-teaching or departmentalized classrooms. 5. The interaction of the variables grade level taught and adopted textbook series used appears to have a significant relation to the teachers' understanding of economic concepts and their attitudes toward economic education. Sixth grade teachers using textbooks with high-economic content score higher in cognition and fourth-grade teachers using textbooks with low-economic ...
Date: August 1976
Creator: Vines, Carolyn Wadkins
Partner: UNT Libraries

An Econometric Study of Arkansas Secondary School Teachers' Attitudes Toward and Understanding of Economic Education

Description: The primary purposes of this study were to assess the understanding and attitudes of teachers, to determine the interaction effects of certain variables, and to determine if there is a correlation between understanding of economic concepts and attitude toward economic education. The problem of the study was an assessment of the attitudes toward and understanding of economic concepts held by secondary school teachers in Arkansas who taught economics or economics-related subjects.
Date: August 1982
Creator: Arize, Augustine Chukwuemeka
Partner: UNT Libraries

Economics: From the Dismal Science to the Moral Science: The Moral Economics of Kendall P. Cochran

Description: Adam Smith published The Theory of Moral Sentiments in 1759 and established the ethical foundation for The Wealth of Nations (1776) as well as the important role played by custom and fashion in shaping behaviors and outcomes. Kendall P. Cochran believed in Smith’s emphasis on value-driven analysis and seeking solutions to major problems of the day. Cochran believed that economists moved too far in the direction of analysis free of words like ought and should and devoted his career to establishing that economics is a moral science. A recent study by two Harvard professors, Carmen Reinhart and Kenneth Rogoff, Growth in a Time of Debt (2010), asserted that healthy economic growth and high levels of government debt are incompatible. These conclusions are associated with the austerity movement, which calls for policymakers to reduce government spending in order to reduce the government’s debt and improve long-term growth prospects. The austerity movement has been used to justify the sharp decline in public sector employment that has restrained job growth since the recession of 2007. In 2013, a graduate student named Thomas Herndon discovered an error in the calculations of Reinhart and Rogoff, publishing his findings in a paper co-authored by his professors, called "Does High Public Debt Consistently Stifle Economic Growth? A Critique of Reinhart and Rogoff." These findings call the entire austerity movement into question, causing many to reconsider the current obsession with reducing the government debt during a time of economic stagnation. Cochran would have held a celebration to toast Herndon and his professors for their work, not only for the sake of technical accuracy, but also because the policy prescriptions associated with the austerity movement are misguided and harmful to the unemployed and underemployed during times of economic hardship. Cochran’s articles are significant at this time because he is ...
Date: January 2015
Creator: Cochran, Kendall P.
Partner: UNT Libraries