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 content have a less favorable attitude toward economic education. 6. There is a significant positive correlation between teachers' understanding of economic concepts and their attitudes toward economic education.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc331584 |
| Date | 08 1900 |
| Creators | Vines, Carolyn Wadkins |
| Contributors | Tanner, Fred W. |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | viii, 144 leaves, Text |
| Coverage | United States - Texas |
| Rights | Public, Vines, Carolyn Wadkins, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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