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10 results on '"Miller, Steven L."'

1. European Unification: A Conceptual Guide for Educators.

Author

Ohio State Univ., Columbus. Mershon Center., ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN., and Miller, Steven L.

Abstract

This book is intended to provide educators with the means to observe and teach about the unification process in Europe. The book contains a collection of essays about different aspects of unification. The Preface, by Dagmar Kraemer and Manfred Stassen, presents a brief historic overview of the development of the European Union. Chapter 1 is the "History of European Integration" (Wayne C. Thompson). Chapter 2 provides "Historical Perspectives on European Unification" (Michael D. Gordon). Chapter 3 presents "The European Union: Geographic Perspectives on Unification" (Howell C. Lloyd). Chapter 4 describes "The Political Institutions of the European Union" (Richard Gunther). Chapter 5 details "Economic Evolution of the European Union" (Moore McDowell). Chapter 6 depicts "European Political Transformation and the Future of Europe" (Leon Hurwitz). Chapter 7 provides "The Single European Market and Its Effect on the World" (George M. Vredeveld). Chapter 8 presents "Documents in ERIC on European Unification" (Vickie J. Schlene). Chapter 9 provides "Journal Articles in ERIC on European Unification" (Vickie J. Schlene). Appendices include a "European Unification Glossary"; "World Wide Web Sites of Information on European Unification"; and information about the contributors. (EH)

Published
1995

2. The Nature and Constructs of Relative Expertise in Economic Problem Solving: Preliminary Findings.

Author

VanFossen, Phillip J. and Miller, Steven L.

Abstract

This paper reports preliminary research into the nature of relative expertise in economic problem solving. The first section briefly describes why such research is needed in the context of research on expert and novice problem solving. It also presents the problem explored in this study in the context of the existing research. Subsequent sections present the methods, results, and conclusions of the study. The researchers examined literal transcripts generated from the "talk-aloud" protocols of 28 participants responding to three economic problems. Each sub-group contained four participants: (1) high school students who had taken economics and those who had not taken economics; (2) undergraduate economics majors and non-majors; (3) graduate students in economics; and (4) Ph.D. economists employed in public and private forecasting and academic Ph.D. economists. The study employed a causal-comparative design with members of the seven sub-sample groups identified by the researcher. Three economics problems were employed in the study with several phases of data gathering involved in the analysis of data. Extensive charts and graphs accompany the text. Contains 32 references. (EH)

Published
1994

3. Economics and National Security. Supplementary Lessons for High School Courses.

Author

Ohio State Univ., Columbus. Mershon Center. and Miller, Steven L.

Abstract

The goal of this book is to help teachers deal more effectively with national security topics in their economics courses. The lessons are designed to introduce national security ideas and concepts into the classroom by filling gaps in textbook coverage and enriching current textbook treatment of national security topics. The lessons are grouped into six sections corresponding to major divisions of subject matter in a high school economics course. Section 1 contains eight lessons dealing with fundamental economic concepts. Section 2 has five lessons on topics illustrating microeconomic concepts related to markets, supply, and demand. Section 3 contains six lessons on microeconomic concepts related to market structure and market failure. Section 4 presents six lessons on various macroeconomic concepts. Section 5 includes five lessons dealing with international economic concepts. Section 6 contains four lessons relevant to economic decision making and measurement concepts. Each lesson includes (1) a description of the main points, (2) economic concepts to be taught, (3) instructional objectives, (4) suggested teaching procedures, (5) ways to integrate lessons with the textbook, (6) exercises and application activities on reproducible handouts for student, and (7) suggested readings. (SM)

Published
1987

4. Economic Education for Citizenship.

Author

Social Studies Development Center, Bloomington, IN., Foundation for Teaching Economics, San Francisco, CA., ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN., Miller, Steven L., Miller, Steven L., Social Studies Development Center, Bloomington, IN., Foundation for Teaching Economics, San Francisco, CA., and ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN.

Abstract

Economics is an important part of the U.S. social studies core curriculum, and this book considers the role of economics education in the development of citizenship skills. Chapter 1 describes: (1) citizenship and economic literacy; (2) the amount of economics education to offer; (3) economics in relation to economic education; and (4) decision-making in terms of economics and values. Chapter 2 considers the status of economics education in schools and argues for a combination of economics education infusion into existing grades K-12 courses, along with a required high school course. Chapter 3 discusses economics instruction in terms of a model that centers on economic reasoning for effective citizenship and suggests teaching economics based on learning theory research and on established teaching practices. Chapter 4 examines: (1) evaluative materials selection techniques for teachers; (2) the economics content of social studies textbooks; (3) reviews of economics textbooks; and (4) other classroom materials, such as videocassettes and teacher's guides. Figures are included, and a bibliography of teaching materials and Educational Resources Information Center (ERIC) resources contains 288 references. (JHP)

Published
1988

5. Economic Analysis and Assumptions in Global Education.

Author

Miller, Steven L.

Abstract

Economic educators recognize the importance of a global perspective, at least in part because the international sector has become more important over the past few decades. The application of economic principles calls into question some assumptions that appear to be common among members of the global education movement. That these assumptions might be erroneous raises questions about the instructional strategies and materials used in some social studies classes. Explored in this paper are three assumptions that are often made by global educators and that are erroneous. First, consideration is given to the apparent emphasis on what is referred to as the "zero-sum" assumption. Second, the implicit assumption of the weakness of incentives is examined. Finally, the paper challenges the assumptions leading to the persistent use of trend lines as a device for forecasting the future. (BZ)

Published
1986

6. Assessing Expertise in Economic Problem Solving: A Model.

Author

Miller, Steven L. and VanFossen, Phillip J.

Abstract

Examines research literature and schematic models associated with the expert-novice model in cognitive psychology. Describes a model for rendering expertise in problem solving within economics. Reports that a preliminary study indicates that this model effectively rendered both expert and novice problem solving in economics. (CFR)

Published
1994

7. Conceptualizing Global Economic Education.

Author

Miller, Steven L.

Abstract

Asserts that the world has become more economically interdependent but that economics instruction does not adequately provide students with this knowledge or its significance. Provides a rationale for global economic education and a set of economic concepts and generalizations that would enhance understanding of global issues. (CFR)

Published
1994

8. Numbers at Work in the Social Studies Classroom.

Author

Miller, Steven L. and Rose, Stephen A.

Abstract

Suggests a practical strategy for teachers to use in high school social studies courses to involve their students with quantitative data and to counter students' commonly held fear of statistics. (Author/DB)

Published
1979

9. The Great Depression: A Textbook Case of Problems with American History Textbooks.

Author

Miller, Steven L. and Rose, Stephen A.

Abstract

The 16 US history textbooks reviewed failed to incorporate economists' research on the causes of the Great Depression and consistently presented information that the economics profession has rejected. Strategies that social studies educators might adopt to improve the quality of economic analysis in textbooks is suggested. (Author/RM)

Published
1983

10. Social Studies Fail on Protectionism.

Author

Miller, Steven L.

Abstract

Examines the costs of protectionism and the benefits of specialization and trade and concludes that current popular support for protectionist policies suggests a poor performance by social studies educators. (GEA)

Published
1988

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