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The Economic Education Center of the College of St. Thomas conducted this survey of social studies and business education programs in the St. Paul area high schools to procure information for determining (1) the types of services needed by classroom teachers in the field of economics and (2) the nature of programs which should be offered by the center. The survey examined the academic backgrounds of the teachers, their preparation in economics, the extent and nature of course offerings in economics, and the types of programs which the teachers would like to have available in order to help them become more effective and proficient teachers of economics. The results indicated that only 5 percent of the 241 who returned the questionnaires had undergraduate majors in economics. Sixty-four percent of the teachers responding indicated that they would like to further their knowledge in economics. The measurement of the extent of high school course offerings in economics showed that economics is generally not offered as a required course. Rather it is often taught as an elective course or as part of a general social studies course. (Author/DE)

This publication marks the first volume of what is intended to be an annual showcase of outstanding research papers from the College of St. Thomas' (Minnesota) Masters of Arts in Gifted/Creative/Talented Education program. Section 1 focuses on gifted programs and teachers' perceptions, and includes "Taking Care of the Affective Needs of Gifted Students: A Survey of Twenty-seven Programs" (Joyce Kennedy); "A Gifted Program: What Difference Does It Make?" (Sara McKelvey); "Elementary Classroom Teachers' Attitudes about Programming for the Gifted, Creative, and Talented" (Carol Olson); and "Teachers' Attitudes and Practices Toward Reading Acceleration and Enrichment in the Elementary Grades" (Mary Ann Gaug). The second section discusses successful interventions in the following papers: "Which Promotes Creative Thinking: Guided Imagery or Creative Dramatics?" (Mary Jelinek); "The Future is Now: The Effects of Studying the Future on Students' Attitudes About the Future" (Shanda Waller); "The Relationship Between Perceived Perceptual Strengths and Learning Styles in Academically Talented Junior High School Students: A Case Study" (Sharen Hilliard); and "Does A Test of Creativity Predict Scores in Future Problem Solving Competiton?" (Betty Schwermann). Section 3 covers giftedness and family relationships in "Will Women Ever Get Out of the Kitchen? Changing Perceptions Among Adolescents and Their Parents on Women's Roles" (Linda Kuipers) and "The Gifted Child in School and At Home: Parents' Perspectives" (Susan Cathey). The final section returns to the study of successful interventions in "Motivational Differences Between Groups with Different Academic Potentials and Achievements" (Sonie Crockett); "Cognitive Style and Achievement : Is There a Relationship?" (Patricia Hildebrandt); and "Effects of Ability and Sex Upon Adolescent Perceptions of Self and the Future" (Beverly Mooney). (PB)