After presenting a rationale for the interest in economic attitudes and opinions, this article clarifies distinctions among attitudes, opinions, beliefs, and values and then discusses the measurement of these affective constructs and classroom applications. (CB)

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)

This article presents a framework for use in applying supply and demand analysis to everyday economic problems. The five step procedure is presented and demonstrated on fictitious government proposals to place a tax on glue sales and fix a maximum legal price for bread. (JDH)

Identifies three fallacies common to many widely used undergraduate textbooks, shows why they are wrong, and offers correct alternatives. (JDH)

Maintains that intermediate level undergraduate microeconomic theory texts mislead by their treatment of the effect of an excise tax on a monopolist's price and output. Offers a simple demonstration of the correct approach. (Author/JDH)

The economics content of the General Certificate of Secondary Education (GCSE) examination, which replaces the current level "O" exams in 1988, is described in five versions being proposed by different regions of the United Kingdom. The make-up of the items, a full listing of assessment objectives, brief syllabi, and addresses of the…

Reviews of 10 recent books and one new journal ("Catalyst: A Journal of Policy Debate") are provided. Topics of the books reviewed include: economics in modern Britain, world economics, the mixed economy, Milton Friedman's thought, British industry, economic issues, and London as a financial center. (JDH)

Teaching an evening course in economics at an Adult Education Institute can be challenging. But it is very different from teaching economics in a college. Discusses adults' motives for studying economics, what economics should be taught, teaching methods, and ways to facilitate classroom discussion. (RM)

Institutional economics remains a viable alternative approach to economics. It stresses power, technology, and a holistic and evolutionary approach while critiquing the neoclassical approach. General features of institutional economics are examined, and the work of institutionalists in specific areas is discussed. (RM)

This study examines the relationships among the students' achievement or knowledge, the students' gender, and the students' attitude toward economics as a subject or discipline. (JOW)

States the relationship between the general philosophy of home economics and the specialization of merchandising. (JOW)

Intended to give college economics students insights into the problems of demand management, this game involves students in manipulating government expenditure, with incomes policy and devaluation options, to try to secure the objectives of full employment, low inflation, and an acceptable balance of payments position. (RM)

A brief description of a computerized economics simulation model which provides students with an opportunity to apply microeconomic principles along with elementary accounting and statistical techniques.'' (Author/AK)