In this dissertation I defend the thesis that consumer education should be an essential component of public education on the basis of civic, economic, and environmental ethical frameworks. The first task of the dissertation is to define what is meant by the concept of consumer education in the context of the American educational system. I use a…

This document is a revised version of the National Consumer and Financial Literacy Framework (the Framework) originally developed in 2005. It articulates a rationale for consumer and financial education in Australian schools; describes essential consumer and financial capabilities that will support lifelong learning; and provides guidance on how…

Discusses educational needs in vocational home economics and suggests changes in curriculum and instruction to provide essential competencies needed by homemakers: changing program emphasis, changing curriculum structure, changing focus in instruction, and rewriting not only the curriculum but also performance objectives. (MF)

This guide for program planners and curriculum developers identifies and describes the basic concepts in consumer education. Consumer education is defined as the process of gaining the knowledge and skills needed in managing consumer resources and taking actions to influence the factors which affect consumer decisions. The primary focus of…

A two part experimental introductory college economics course is described. Data on the combination macroeconomics and microeconomics course have been collected over eight consecutive terms and are presented in nine chapters. Chapter I describes course goals as stimulation of student interest, teaching a few basic economic principles, helping…

Suggestions are given for the development of a college course in consumer health. The goals of such a course are: (1) to present information which will aid students in consumer decision-making skills; and (2) to assist students in developing effective strategies in consumer health education. (JN)

Chapter 1 of this document contains sets of statements adopted by either the Minnesota State Board of Education or the Minnesota State Legislature. They represent the hierarchy used by Department of Education staff as they develop model learner outcomes for each subject area. Contents include learner values, education system values, philosophy for…

Designed for use in Michigan junior high schools in conjunction with the publication "Essential Performance Objectives for the Social Studies," this handbook contains over 175 social studies learning activities. Material is divided into three sections. (1) An extensive introduction considers methods for improving classroom teaching. Topics…

As an interdisciplinary educational program, consumer education is an ongoing process and must not be limited to one grade level nor to one or two disciplines. When implementing a consumer education program, consideration of necessary administrative adjustments and a delineation of the steps to be followed in curriculum development should be made.…

A course, titled New Approaches to Consumer Homemaking Education'', was designed to help teachers improve their teaching effectiveness, make their classes more consumer oriented, and more relevant to low income students. (Author/RK)

This publication suggests consumer education learning activities for grades five through eight. It is intended as a guideline for developing local curriculum and for designing instructional strategies. Students are taught to learn to manage, to buy wisely, to save and invest, to protect themselves from unscrupulous practice, and to understand the…

The consumer education for adults guide, part of a consumer and homemaking education unit, was developed in a curriculum workshop at Winthrop College in June 1972. It was written in reference to a norm grouping. The concepts presented are: family life cycle, life style, the consumer in the economy, spending plan, consumer credit, financing…

Explores whether Kentucky high schools have increased the opportunity for economic education and understanding during the period 1966-1975. Discusses course enrollment, teacher preparation, and textbooks. Concludes that the goal of economic education should be more aggressively pursued. Available from: School of Education, University of…

Stating that the classroom teacher has primary responsibility for curriculum development in consumer education at the course or unit level, the author presents a framework for teachers in consumer education beliefs, learner needs and activities, unit objectives and content, and learner evaluation. (MF)