Search

This paper is a review of the literature in economics on the effect on earnings of human capital investment from Adam Smith to the early 1980s. It discusses the use of the net present value (NPV) technique by Walsh and Friedman and Kuznets, and Becker's use of the NPV to estimate the internal rate of return to schooling. The first regression-based approach was the Becker and Chiswick 'schooling-earnings function', which was expanded by Mincer to the 'human capital earnings function' (HCEF) by incorporating on-the-job training. Extensions of the HCEF in the 1970s and early 1980s are discussed. [ABSTRACT FROM AUTHOR]

Understanding graphs in the dynamics of market (DM) is a challenge to learners; its teaching demands a specific kind of teacher’s knowledge. This study aims to examine the topic-specific pedagogical content knowledge (TSPCK) of experienced economics teachers in teaching graphs in DM to enhance learners’ understanding of the topic. It reports using a qualitative approach underpinned by the TSPCK framework for teaching specific topics developed by Mavhunga. Data were collected through classroom observations and analyzed thematically using a case study of two economics teachers. The study revealed that adopting a step-by-step approach and the use of worked graphical examples promote an understanding of graphs in DM. It also established that active learning is preferable to the predominant chalk-and-talk (lecture) method of teaching graphs in DM. The study proposed a Dynamics of Market Graphical Framework (DMG-Framework) to enable teachers, particularly pre-service teachers in lesson delivery, to enhance learners’ understanding of graphs in DM. The result of this study will broaden the international view in the teaching of graphs in DM. [ABSTRACT FROM AUTHOR]

This paper focuses on didactic challenges related to food diversity teaching in Home Economics Education in Danish secondary school, based on a recently concluded Home Economics Education research project in Denmark (Wistoft et al., 2022). The methodology is a mixed methods design, including a survey among Home Economics teachers (N=380) as well as personal teacher interviews, geographically dispersed (N=24). The theoretical framework for the analysis presented includes theory of teacher profiles (Carlsen, 2017), systems theory (Luhmann, 1995), learning expectations relating to achievement (Hattie, 2009), and taste didactics and competencies (Wistoft & Qvortrup, 2019, 2021). There are four main findings: A) The empirical research shows that food diversity is included by some teachers but rejected by others, who believe that the national food culture is the right approach to teaching food knowledge. B) It is necessary to focus on teaching food diversity in Home Economics cooking classes in relation to the increasing diversification of food, taste, and meals in society, because, in a Danish context, and probably in many other countries, food diversity perspectives are often neglected or only treated implicitly by the teachers. C) Food diversity teaching in Home Economics cooking classes needs to include the processes of making sense of food. D) Food diversity teaching includes learning processes concerning cultural, religious, and ideological or attitudinal differences in taste and meal communities. The paper concludes with some general didactic recommendations for teaching and learning about cultural food diversity in Home Economics Education in school. [ABSTRACT FROM AUTHOR]

This research note discusses the potential of Massive Open Online Courses (MOOCs) in developing the digital competencies of economics teachers. The study involved 16 teachers and 16 students who participated in workshops to identify their needs in terms of digital competencies. The research found that most teachers believed tailor-made MOOCs would enhance their digital competencies and appreciated the flexibility and accessibility of online courses. However, there is limited research on the effectiveness of MOOC-based learning for teacher training in digital competencies, particularly in the Czech Republic. The study aims to address this gap through a combination of quantitative and qualitative methods to assess the effectiveness of MOOCs and explore factors influencing course completion rates. [Extracted from the article]

In the present study, we recorded the eye movements of 20 criterion-based selected trainee teachers in economics while they responded to 25 single choice (SC) items in an economic content knowledge (CK) test and rated their confidence for each response in a digital assessment. By using a multilevel modeling approach with crossed random effects, we confirmed prior findings from eye-tracking research on SC tests, which showed longer dwell time on the correct response options (attractor) and shorter dwell time on the distractors are positively linked to correct options. Furthermore, we identified an additional effect on dwell time on the attractor in a moderator model with participants who highly rated their confidence for correct response options. Thus, we identified a specific role of students' confidence in their CK on the gaze bias effect. We interpret these results in terms of students' actual understanding of test contents from assessments of their professional knowledge and draw implications for further research and teacher education. [ABSTRACT FROM AUTHOR]

The study intends to measure the effect of using fintech and lifestyle on consumptive behavior. This study uses a survey method design with a quantitative technique to conduct correlation research. 78 high-school economics teachers participated in this study, and the population and the number of samples were determined using purposive sampling. The data were obtained using a questionnaire given directly. The data analysis technique uses IBM Statistics version 25 software. The T-test shows that the usage of fintech partially has a positive and significant impact on consumer behavior. Partially, lifestyle has no significant effect on consumptive behavior. Simultaneous testing explains that the use of fintech and lifestyle has a significant influence on consumptive behavior as evidenced by the F-test. The R-Square value for the F-test results was 0.128. [ABSTRACT FROM AUTHOR]

This study sought to establish the effectiveness of school teaching practices for Mufulira College Home Economics students that were aligned with early exposure to the real school environment before the actual practical application of teaching practice skills. A qualitative case study was conducted to gather experiences from 50 participants who were selected using a purposive and stratified sampling method. The sampled students were divided into two groups based on their school experience. The first group of 25 were sent straight into their actual school experience without any prior exposure to a real-world school setting. In contrast, the second group of 25 students underwent real-school familiarization before embarking on their teaching practice. Data was collected using a focus group discussion guide, an interview guide and direct student observational follow-ups. A thematic approach was used to analyse the data. Results showed that students aligned with early school familiarization performed far better in their teaching practice than students not exposed. The conclusion was that early exposure of home economics student teachers to real school environment familiarization yielded better results in their practical application of teaching skills than those not exposed. It is therefore highly recommended that student teachers be exposed to real school environments to get them acquainted with real school activities before they are sent for actual teaching practice. [ABSTRACT FROM AUTHOR]

Introduction: Food poses a significant and complex sustainability challenge. As food-literate children are critical to Sustainable Development Goal (SDG) achievement, this study explored Queensland (Australia) home economics teacher perspectives of school leaders' privileging, or otherwise, of home economics food literacy education. Method: A fixed convergent mixed methods study utilising an online survey collecting Likert scale and free text responses was implemented in February-March 2021. The study participants included N = 69 Queensland Home Economics teachers. Inductive thematic analysis using Leximancer software and statistical analysis with SPSS was undertaken, followed by integrated data interpretation. Findings: Home economics food literacy education was not privileged by all school leadership teams in Queensland (Australia). Respondents rated heads of department as placing a higher status or priority on home economics food literacy education than Administration (p < .001, d = .747). Respondents reported challenges, including inadequate timetabling, planning time, resources, budgets, support, and subject value and priority, alongside unqualified leaders, which limit the effectiveness of food literacy programs. Conclusion: To empower children to address food-related sustainability challenges and achieve SDG 4: Quality Education, transformative leadership actions in the areas of education, support, planning and proactive culture are critical to privilege home economics food literacy education. [ABSTRACT FROM AUTHOR]

Which lessons are actually competency-orientated? There are obviously very different ideas about this in everyday life. This article promotes a pragmatic understanding of the concept of competence and presents specific ways in which prospective teachers of Economy-Technology-Home Economics/Social Affaires can internalise effective didactic patterns for competence-oriented teaching. [ABSTRACT FROM AUTHOR]

Instructional videos are a popular teaching and learning tool. Teachers use already existing videos and develop their own videos, in which they explain important domain concepts. The effectiveness of these videos depends on their instructional quality. To support future teachers in creating high-quality videos, we developed a training and compared the instructional quality of videos developed by pre-service economics teachers (N = 24) before and after the training period. The quality is assessed based on a theoretically funded framework. We identify small improvements regarding the overall instructional quality and provide an overview of the most common changes made by the preservice teachers. Overall, the study contributes to a better understanding of how future teachers can be supported in creating high-quality digital media. [ABSTRACT FROM AUTHOR]

This paper describes the processes of embedding Sustainability Justice in secondary education curricula for economic courses in Greece applying the DeCoRe plus methodology and participatory action research. These processes resulted in a reconstructed curriculum that was implemented by nine teachers teaching courses in economics. Sustainability justice emphasizes the ethics and praxis of education for sustainability and requires an understanding of the curriculum as a process and praxis and teaching as an ethical and political praxis. The implementation of the diagnostic evaluation of DeCoRe plus showed that economics teachers in Greece select more behavioral than constructive-emancipatory teaching approaches. On the other hand, the implementation of the reconstructed curriculum units in their courses using the DeCoRe plus methodology revealed a shift from instructive to constructivist and emancipatory teaching and learning approaches. Teachers by the great majority declared the political and ethical perspective of teaching and seeing curriculum as a living text that can always be under the process of deconstruction, construction, and reconstruction. [ABSTRACT FROM AUTHOR]

AbstractThis study explored Economics teachers’ efficacy beliefs in the teaching of Economics. The quantitative research approach was adopted for the study with focus on the descriptive cross-sectional survey design. In total, 125 Senior High School Economics teachers were selected for the study. The Teacher Sense of Efficacy Scale was adapted as the data collection instrument for the study. Both descriptive statistics (e.g. means and standard deviations) and inferential statistics (MANOVA) were used to analyse the data. The study revealed that Economics teachers were more efficacious in instructional strategies (M = 4.14, SD = .94) compared to classroom management (M = 4.04, SD = .97) and student engagement (M = 4.03, SD = .98). Also, it was found out that there was a statistically significant difference in Economics teachers’ efficacy in the teaching of Economics based on their teaching experience. However, the study revealed that there was no statistically significant difference in the Economics teachers’ efficacy based on school proprietorship and school location. Therefore, it was recommended that Ghana Education Service, Ministry of Education and Non-Governmental Organisations should continue to organise professional development programmes for teachers to ensure a continuous, progressive and consistent high efficacy level of Economics teachers. Also, private and public SHS headmasters should organise in-service training and professional development programmes for SHS teachers to further enrich their efficacy level. In the organisation of professional development programmes and seminars for teachers, equal attention should be given to rural and urban teachers.

Students from Dzondo Circuit in Limpopo Province have had poor Economics results for some years. The objective of this study was to determine factors for students' performance in Grade 12 Economics, in six (6) purposively-selected secondary schools in Dzondo Circuit. The study is built upon Goal, Attribution and Production Function theories and adopted a descriptive research design. There were one hundred and fifty-nine participants: six principals, three heads of departments, two head teachers, nine teachers, and one hundred and thirty-nine students. Three-structured questionnaires, for students, teachers and authorities were used to collect the data. Data were analyzed using means, frequencies, and descriptive statistics. The results isolated the determinants of students' performance as: students' interest, qualification and competence of teachers, availability of relevant textbooks, examinations practices and levels of enlightenment about benefits of studying Economics. The study's recommendations are: teachers should motivate and enlighten students about the benefits of Economics and school authorities should appoint only qualified and competent teachers to teach Economics. The study could help all stakeholders in designing and implementing policies that would improve students' performance in Economics. Students would profit from the findings, since better results in Economics will allow them to enroll in higher education's commerce-related courses. [ABSTRACT FROM AUTHOR]

Digital teaching interventions allow for tailor-made university teaching. This is especially relevant for teacher education, where applicable professional teaching knowledge needs to be promoted for later professional success. Digital teaching tools have been shown to be a promising supplement for this purpose. Even though the corresponding demands in teacher education have been increasing in recent years, the need to develop digital learning tools usable in instruction is still urgent. The TWIND project develops digital learning tools for teacher education and evaluates them in a quasi-experimental design. The present work investigates the usability and application of these newly developed tools. Sixty-three trainee teachers worked independently over four weeks with one of two digital learning tools, focusing on either 'Multilingualism in Classrooms' or 'Professional Communication in Classrooms.' This study includes a pre-post-test of pedagogical knowledge facets as well as student and instructor ratings on the digital tools. The digital learning tools led to a positive change in the respective target facets of pedagogical knowledge. The student and instructor feedback reflected positively on the usability and usefulness of the new digital tools. Based on these findings, the limitations of the study as well as implications for further research and teacher education practice have been outlined. [ABSTRACT FROM AUTHOR]

Neglecting the importance of economic education, both in the family environment, social environment, and especially in the arena of formal education can have a negative impact on both the micro and macro levels of economic life. At present the position of students' knowledge of ideology is minimal or they do not understand Pancasila ideology which is fundamental in life, both social, political, legal, and economic activities, therefore the teacher's role is very important in fostering student character and instilling Pancasila ideology from an early age. many economics teachers do not understand the essence of the Pancasila economy. This causes the learning process for students related to the economic insights of Pancasila can also be ascertained to be very lacking. This community service program aims to increase teachers' understanding of Pancasila Economy so that they can apply it in economics lessons in class. The objects in this community service activity are the teachers who are members of the Malang City Economics Teachers Association (MGMP). The many questions that arose during the activity indicated the teachers' interest in the implementation of Pancasila in every economic lesson in their respective classes. From this activity, it appears that many teachers lack an understanding of what the Pancasila Economy is. This is shown by the many questions that come in regarding how to teach Pancasila Economy in schools. [ABSTRACT FROM AUTHOR]

Food literacy education is essential for acquiring the skills and knowledge required to support healthy food interactions. However, there are multiple constraints impacting curriculum enactment in schools. This study explores these constraints in Queensland (Australia), giving voice to Home Economics teacher respondents. A mixed methods survey was conducted (n = 117) in February–March 2021. Eighty percent of respondents advocated for current curriculum change to support food literacy education, including incorporating more explicit practical food education, the transition of nutrition into home economics subjects, and the insertion of food literacy‐focused terminology within the curriculum. [ABSTRACT FROM AUTHOR]

The article highlights the annual assessment by Economics and Business Education Association (EBEA) on General Certificate of Secondary Education (GCSE), Advanced, and Advanced Subsidiary level qualifications for economics and business course in 2023.

This paper assesses economics research and teaching frameworks in the United States by examining how knowledge is produced; the strengths and flaws of heterodox economic theory; and how students are trained, especially for careers in economic policy. We challenge the meaning of established terminology such as ‘heterodoxy’ and ‘mainstream.’ Three major reasons are suggested for the disappointing reality that pluralist economics among academic institutions, the broader public, and a new generation of economists has not happened: 1) neoclassical hegemony; 2) weakness in heterodox theory, and 3) rigidity of pedagogy and training in economics. [ABSTRACT FROM AUTHOR]

This study explored educators’ perceptions of the integration of Information and Communication Technology (ICT) into the teaching and learning of Economics. Guided by an interpretive paradigm this qualitative study used a case study design. The purposively selected sample comprised eight Economics teachers, selected from four public Secondary Schools, located in KwaZulu Natal (Umlazi district). Data were collected using three instruments (semi-structured interviews, observations, and document review). From the findings, it emerged that teachers had the positive perception that ICT integration positively affects the teaching and learning of Economics and it promotes the teaching of Economics. However, the findings also showed that teachers face challenges in integrating ICT when teaching Economics. Contrariwise, the findings further revealed that some teachers, due to the lack of ICT skills, perceive ICT integration as a waste of time and thus, they remain attached to the traditional teaching methods, which hinder the use of ICT in teaching Economics. Based on the findings, the study recommends that teachers should be workshopped to enhance their ICT skills, there should be school-based ICT specialists to promote ICT integration in teaching, and also the education system should make ICT subjects compulsory from grade R- to grade 12, so that both teachers and learners get used to ICT gadgets. [ABSTRACT FROM AUTHOR]

Out-Of-Field-Teaching (OOFT) is increasingly prevalent as teacher shortages reduce the availability of qualified teachers in a range of subject areas. In Australia, teacher shortages in the STEM (science, technology, engineering, mathematics) field has long been acknowledged; however, there are workforce gaps in many subject areas, including home economics and related fields, such as food and nutrition, textiles and health. Teacher shortages are not confined to the Australian context. Global shortages are a challenge identified by UNESCO as a critical factor impacting the capacity to achieve Sustainable Development Goal 4: Quality Education by 2030 (UNESCO, 2016). The demand and supply of qualified home economics teachers in Australia is not a new problem. Pendergast and colleagues (2000) highlighted more than two decades ago some challenges and implications for the home economics discipline including: OOFTs lacking expert knowledge, pedagogical content and skills; workplace health and safety concerns; a lack of identity and misunderstanding of the discipline area such as assessment processes, practices and theories--all of which may negatively impact student learning, teacher effectiveness and student access to expert role models. As the home economics field faces challenges such as a lack of specialist programs to educate in-field, OOFTs are more likely to be a feature of home economics classrooms, hence the impetus for this current investigation. In order to explore the OOFT phenomenon in home economics at a global level, a two-stage process was followed: 1) a Systematic Quantitative Literature Review (SQLR) was conducted to identify the informing literature; and 2) an online survey was administered. 470 respondents from 14 countries completed all questions in the survey, of whom 440 were teachers in schools. [ABSTRACT FROM AUTHOR]

The purpose of the study was to develop functional straight maternity skirt patters in small, medium and large sizes with different variations on drop waist lower torso using established block patterns obtained from established mean body measurements by Oluwaleyimu and Igbo (2019) The area for the study was Lagos metropolis, Nigeria. Three hypotheses were formulated to guide the study. Exploratory and descriptive designs were employed in carrying out the study. The two sets of population comprised of the users (registered pregnant women) and judges (Nurses, registered garment makers and Clothing and textile lecturers) with the total of 996 were involved in the study. Purposive, Convenience and Accidental sampling techniques were used to select 31 respondents that participated in the final evaluation of the prototype skirts. The instruments for data collection were the established mean body measurements and Maternity Skirt Assessment Questionnaire (MSAQ). Analysis of Variance (ANOVA) was employed to test the hypotheses at 0.05 level of significance. The following variations of maternity skirts were produced in small, medium and large sizes (Straight functional maternity skirt with yoke on drop waist lower torso; skirt with an inverted draw string for roominess and skirt with detachable godet on the waist region. Findings also revealed that there was no significance difference (P>0.05) among the mean response of the judges on the fit, comfort and aesthetic attributes of the maternity skirts constructed from the patterns, they were rated very satisfactory by the users and judges. Among others, it is recommended that; the patterns constructed in this study should be published for teaching and learning for students and teachers of Home Economics; it should also be used for tailors, fashion designers and the apparel industries for mass production of functional maternity skirts for local use and exportation since the mean body measurements used did not significantly differ from the standardized body measurement [ABSTRACT FROM AUTHOR]

This article is the text of a presidential address given to the Society for the Development of Austrian Economics in November 2021. As economists, we are first and foremost teachers of the economic way of thinking. Great teachers have come before us and we stand on the shoulders of giants this year as we honor some of the best, thoughtful, passionate, and articulate teachers of economics: Walter Williams, Jerry Ellig, and Steve Horwitz. The true role of the economist is to provide students with the framework by which they can understand the puzzles and problems of human action. It is not to train up the next technocrats who can save us, but rather instill both intellectual humility and curiosity. Only then can the student and citizen see the future with hope and optimism. There is a substantial and unique opportunity for teachers in the Austrian tradition to change the way our students see the world. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Metodología de las Ciencias Sociales is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since 1994, there have been numerous curricular changes in South Africa's education system, which have had an impact on the topics covered, taught, and examined in the country's further education and training (FET) phase. The aim of this paper is to assess how changing the curriculum has affected how much environmental content is covered in the subject Economics. The documents used by South African Economics teachers were analysed utilizing a qualitative research methodology and an interpretive paradigm. Realist Social Theory by Margaret Archer served as the theoretical basis for the study data analysis and interpretation. The only technique employed to evaluate the effectiveness of policy texts and test questions was document analysis. The findings show that the variable coverage of environmental impact topics in the examinations may have a negative effect on the way teachers address the topics in Economics. The study also finds that the shifts of the curriculum from RNCS to CAPS improved coverage of environmental content in Economics. This resulted in an emergence of structural and cultural morphogenesis in the teaching of environmental content in Economics from teachers. The study also reveals that environmental content in Economics was better covered after the curriculum changed from RNCS to CAPS. This led to the formation of structural and cultural morphogenesis in the teaching of environmental content in Economics. [ABSTRACT FROM AUTHOR]

Teachers' instructional practices are important for student learning. However, there are few tools for evaluating instructional practices in social studies. To this end, we present a video-based instrument with teacher-student interactions for assessing teaching practices in a high school economics course. We investigate, using an iterative design-based methodology, the adaptation and validation of a test originally developed in Germany for use in the United States. We found that experienced economics teachers and those with more content knowledge demonstrated higher-level instructional skills, and were more flexibile with their thinking. Inexperienced economics teachers and those with low content knowledge not only struggled with the test items, but also with the test format, the content, inter-cultural understanding, and with feeling overwhelmed. The test provides an opportunity for economics teachers to obtain feedback, practice, reflection, and improvement of their instruction in a way that has not previously been available. It also illustrates the possibilities and drawbacks of video-based testing in teacher training. [ABSTRACT FROM AUTHOR]

The efforts to have home economics recognised as an area of study in tertiary education has been an ongoing struggle. Throughout the twentieth century there were concerted efforts to have departments of home economics in Western university settings. However, the closure of those departments has been a feature of university restructuring since the 1980s. At the same time, home economics education in schools continues but with a reduced capacity to graduate home economics teachers, schools are increasingly facing shortages of specialist teachers (see Smith & de Zwart, 2010). This paper provides insight into the experiences of undergraduate students who are specialising in home economics education in British Columbia, Canada. It explores their ideas about how their undergraduate studies have prepared them for this specialisation, the insights that they gained from their experiences and then what retrospect they would have preferred to do differently. The insights offered by these pre-service teachers also highlight the importance of not just being focused on skill development around cooking and sewing but to also consider ways to induct these young professionals into the home economics field. [ABSTRACT FROM AUTHOR]

Copyright of Papeles: Revista de la Facultad de Educación Universidad Antonio Nariño is the property of Universidad Antonio Narino and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The dynamically evolving societal and corporate environment evokes new needs for knowledge and skills. It is not a surprise that the interest in university education in the Czech Republic is still significant, as proven by the numbers of full-time students and distance students, despite the demographic development of society. Students have a wide range of expectations, assuming that the system and content of education will correlate with market dynamics and the acquired knowledge will be maximally usable in practice. These expectations may remain unfulfilled from the student's point of view. The aim of this article is to determine the perception of teaching the economics subjects by students and university graduates and to present recommendations on how to positively stimulate the perception of teaching economics, based on identified factors that are crucial in the perception of teaching economics subjects from the point of view of students and university graduates. The aim of the work will be achieved through a quantitative survey among students and university graduates, whose studies also included the study of economics subjects. Based on the analysis of a research sample of 315 respondents was found that the key person for acquiring knowledge of economics is the teacher, especially the teacher in the exercise. It was also found out that although the subject of economics itself is often perceived rather negatively by students at first, respondents themselves see added value in teaching economics. The presented findings are beneficial for representatives of universities in the Czech Republic as well as abroad [ABSTRACT FROM AUTHOR]

Copyright of Perspektiven der Wirtschaftspolitik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses common misconceptions and confusion in economics education, focusing on topics such as barriers to entry, vague definitions, inaccurate terms, examination mark schemes, and the importance of simplicity and precision in answering questions.

The article explores the concept of learning outside the classroom (LOTC) in business and economics education, highlighting the importance of students critically exploring their localities to understand real-world business and economic concepts.

The 21st century poses environmental, social, economic and political challenges, all of them projection of the individual crisis that affects the human being as a social being. The educational field is the expression of these needs and at the same time a space for their transformation. The present work was carried out at the University of Pinar del Río, Cuba, the objective of which was to develop a schedule of activities that stimulates spirituality in teachers of the Pedagogy-Psychology and Economics careers at the ¨Hermanos Saíz Montes de Oca ¨ university. In the investigation, theoretical and empirical methods were used that facilitated the verification of the problem situation and the solution from a schedule of activities. The research contributed important elements in the definition of key and novel concepts from the educational-spiritual aspect and the modeling of creative workshops as a proposed solution to the identified problem. [ABSTRACT FROM AUTHOR]

The use of Gardner's multiple intelligences (MI) theory is touted as one of the ideal ways of teaching students with diverse intelligences. However, there appears to be paucity of research in this area of knowledge. This study, therefore, explored the application of multiple intelligences approach in the teaching of Economics. The study was a quantitative research that adopted the descriptive cross-sectional survey design. In total, 100 senior high school teachers were selected for the study. Data were collected by the use of a 5-point Likert scale questionnaire, ranging from "never" to "very frequently." Descriptive (mean and standard deviation) and inferential statistics (MANOVA) were used to analyse the data. The study revealed that Economics teachers frequently used interpersonal intelligences in teaching Economics. Additionally, it was found out that there was a statistically significant difference in the application of bodily-kinesthetic intelligence approach in the teaching of Economics based on Economics teachers' teaching experience. However, the findings of the study showed no statistically significant difference in the Economics teachers' application of MI approach in the teaching of Economics based on their gender. It was, thus, recommended that Ghana Education Service, Ministry of Education, and Non-Governmental Organisations should organise seminars and conferences for teachers to deepen their understanding of the application of the MI approach in the teaching of Economics. In addition, heads of senior high schools should organise professional development programmes and conferences to enable teachers acquire information on the following domains of MI: logical-mathematical, spatial, bodily-kinesthetic, musical, and naturalistic intelligences. [ABSTRACT FROM AUTHOR]

This study presents findings from a statewide standardized economics assessment of K-12 teachers prior to the implementation of new social studies standards. The objective is to provide evidence-based recommendations for instructors and economic education providers that can increase teacher knowledge in preparation for teaching the economics content in the new standards. The new standards aim to combine content knowledge and discipline-specific skills to produce high school graduates who are civically engaged and culturally aware. The standards integrate history, civics, economics, and geography for each grade and include an inquiry arc that requires teachers to provide opportunities for students to practice social studies skills of questioning, investigating using discipline-specific content, using evidence, and communicating evidence-based conclusions. The intention is to integrate content and skills by teaching students how to investigate the subject matter and also help students discover the importance and relevance of social studies as they become engaged citizens. The newly adopted standards include more specificity and increased rigor in economics content which suggests a need for more college-level economics instruction for current and future teachers. Using descriptive analyses, our results show that instruction in economics for K-8 teachers and for teachers in rural areas, in particular, should focus on concepts beyond fundamentals such as opportunity cost and specialization and include practice with comprehension skills as defined in Bloom's taxonomy. Targeted opportunities for postgraduate education for teachers in rural areas and inclusive practices could also increase achievement in economics and better prepare teachers to teach the new standards. [ABSTRACT FROM AUTHOR]

The article details the relationship between the late London School of Economics (LSE) and Political Science professor Sir Karl Popper and Hungarian-American philanthropist and investor George Soros. Topics include the letter sent by Soros, then an economics student at the LSE, to Popper on April 29, 1952, the author's experience of attending Popper's lectures in 1968 and 1969, the correspondece sent by Popper to Soros on January 19, 1982 and the continued admiration of Popper by Soros.

Home economics (HE) teachers are obligated to develop their education so that the subject is current and promotes the well-being of the individual, family and larger community. This qualitative study provides insight into the student competencies and skills that Finnish HE teachers perceive to be important in the future and also how HE teaching should evolve to meet these needs. Data about future competencies and teaching practices among Finnish HE teachers were collected during an inservice training session that was organised after recent curriculum changes and updates. An interactive online discussion was used consisting of written reflections of 14 upper-secondary Finnish HE teachers that taught 21st century HE competencies (e.g., housing, textile care, food preparation and consumer skills). They said that this combination of skills promoted pupils’ reflective thinking, which they will need at home, work and in the wider society. Teachers also said that personal development skills help build students’ self-confidence and facilitate the joy of learning, which promotes wellbeing. Teachers valued HE literacy skills including housing and textile care, consumer knowledge and recipe literacy. Teachers also highlighted digital technology skills as important HE skills. Concerning the future of HE teaching, the teachers aimed to reduce teacher-directed lecturing and reduce contents and cooking in their lessons. Instead, they aimed to increase studentcentred learning through the use of suggested pedagogical tools. [ABSTRACT FROM AUTHOR]

The social and economic development of a country is dependent on the efficient use, conservation, and protection of natural resources. Today, we are in a globalised era, and India is one of the fastest-growing economies across the globe, so there is more utilisation of natural resources. It is a matter of sustainability of natural resources in the country; therefore, accountability of utilisation of natural resources by both private and government enterprises is to be efficiently done. For this purpose, there is a need to have an accounting framework, which is possible through Natural Resources Accounting (NRA). The present paper attempted to evaluate the current status of NRA from the Indian perspective, valuation approaches used in NRA, and to analyse the perception of academicians in the stream of accounting and economics. To analyse the data, descriptive statistics and Levene's independent t-test are used. It can be concluded that the academicians of both the streams are aware of NRA practices and its importance on various aspects of the economy of a particular country, and the globe at large. Further, it is found that there is some level of awareness, and perceived impact of NRA is observed by both accounting and economics teachers in the Indian context. [ABSTRACT FROM AUTHOR]

The article explores Business and economics A level entries have both continued to rise and now jointly account for almost 9% of total entries, compared to just over 7% in 2017. Males make up almost 60% of entries in business, a very similar proportion to 2017 but a very slight fall from 2020. There are more than twice the number of entries for males than females in A level economics.

The aim of this research is to identify the effectiveness of a proposed perception based on E-learning competencies to develop the teaching proficiency and Mindfulness of female students, teachers of home economics at the Faculty of Specific Education - Alexandria University, and to achieve the objectives of the research, the two researchers used the descriptive and analytical method, in relation to collecting data and information about Elearning competencies teaching proficiency and Mindfulness, in order to develop the proposed visualization, and design research tools, as well as the curriculum semi - experimental in connection with the application of the experience of research procedures, which are in the tribal and dimensionality measurements and procedures for the proposed visualization application. The formed sample search of (24) students from the students Fourth Division of Home Economics Department, and was Tqsimhn evenly into two groups the first officer reached the number of her (1 2) student, and the second trial and reached number also (1 2) student, used a researcher Tan group of tools to measure the amount of change incident in performance for students parameters sample search, and represented these tools to test the proficiency of teaching and measure Mindfulness. The results of the research revealed several results, the most important of which is the existence of statistically significant differences at the level of significance (0.01) between the mean scores of the experimental and control groups of students in the post-measurement of the dimensions of teaching proficiency and their total in favor of The students of the experimental group, as well as, and c and d, statistically significant differences at the level of significance (0.01) between the mean scores of the students of the experimental and control groups in the post-measurement of the dimensions of Mindfulness and their total for the benefit of the experimental group students. [ABSTRACT FROM AUTHOR]

This study assessed the implementation specifically of the Home Economics among Grades 7 to 10 teachers of the Division of Northern Samar. The descriptive undertaking qualitative determined the problems met by the teachers and administrators, the students, and the parents in the implementation of the K to 12 program. Issues and concerns were documented and analyzed; solutions to the problems met were forwarded. All were perceptual as interviews with/to the identified sets of stakeholders were conducted. It surfaced that the lack of IM's and subject references was the most observed problem. Basic Home Economics theoretical underpinnings and activities were not given more focus rather entrepreneurship was given more focus. Insufficient structures and lack of equipment and the lack of teachers' skills and training were the identified issues and concerns of the Home Economics Teachers. Solutions forwarded which the government agencies may consider were the allotment of enough funds solely for Home Economics and the proper assignment of teachers according to their field of specializations. This hoped to improve the learners' competencies along with Home Economics. [ABSTRACT FROM AUTHOR]

This study examines personal and emotional metaphors of prospective economics teachers about the roles they themselves as teachers and their pupils would play by analysing their drawings and responses to open questions. This is a longitudinal study that analyses the evolution of future instructors using two periods: before and after their teaching practicum. Metaphors are categorised into four classes: behaviourist/transmissive, cognitivist/constructivist, situative/socio-historical, and self-referential. The categories for emotions are primary or social and positive, negative, or neutral. The results show that the highest percentage of metaphors for the teacher's role in both questionnaires were cognitivist/constructivist. Comparison of the findings before and after the teaching practicum revealed no changes in most of the participants' metaphors and associated models. The analysis also reveals that among those who change, the tendency is to evolve towards more pupil-centred metaphors and associated models. The most common pupil metaphors are behaviourist and cognitivist, increasing after the practicum. Finally, most of the emotions expressed are positive and social, also increasing after the practicum. [ABSTRACT FROM AUTHOR]

The article examines the possibilities that offers the Flipped Clarssroom to students and teachers in Geography and economics subject. The approach of the inverted classroom changes the places of the homework and the class lessons when gaining new knowledge. First, the students receive information on the curriculum independently, and then the teacher, stepping on the laid foundation, clarifies concepts and structures the respective volume of teaching material. Through this approach the student steps in an active position. There is increase of learning motivation. New models of communication between teachers and students are being formed. Individual and group forms of work are combined. Applying the inverted classroom method in Geography and economics subject, the teacher turns his role into a mentor who helps students consolidate what they have learned through discussions, games, teamwork and making mind maps. [ABSTRACT FROM AUTHOR]

In the article, the author discusses the shortage of business and economic teachers in Great Britain amidst the sustained increase of students taking business, management or economics degree, as well as the possible solutions to address the issue.