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Political, social, economic and educational forces influencing Economics Education in the United States (1885--2007): A case study in liberal arts advocacy.

机译：影响美国经济学教育的政治，社会，经济和教育力量（1885--2007年）：以文科宣传为例。

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This historical research will provide school leaders with a broad conception of the conditions, forces and processes behind the development of Economics Education. It serves as a case study of past and current practices and approaches to advocacy in economics education. Since it began in 1885, economics education has experienced many obstacles and successes as a part of its development in to a nationally recognized and tested content area. Economics appears on the National Assessment of Educational Progress for the first time in 2007. Throughout its history the political, social economic and educational forces in the United States have influenced the development of economics education in both positive and negative ways. In response, economics education has had to develop a well-defined advocacy framework in order to justify the importance of economics education in secondary education. This research will use historical documentary analysis to illustrate the successes and failures of the advocacy framework used in economics education. The researcher will identify the specific examples of advocacy strategies used by lawmakers, professional organizations, educators, theorists, government agencies, universities and colleges in the development of economics education as a national movement. Successful advocacy strategies in economics education include (1) a clearly defined purpose, (2) advocacy by related professional organizations, (3) legislative support and funding, (4) partnerships with colleges and universities, and (5) clearly defined standards, assessment and research. The advocacy framework illustrated in this case study can be used by any of the humanities or liberal arts looking to establish the importance of their inclusion into a secondary education curriculum.

机译：这项历史研究将为学校领导者提供经济学教育发展背后的条件，力量和过程的广泛概念。它是对过去和现在的经济学教育实践和方法的案例研究。自1885年开始以来，经济学教育经历了许多障碍和成功，成为发展为全国认可和测试的内容领域的一部分。经济学在2007年首次出现在《美国国家教育进展评估》中。纵观其历史，美国的政治，社会经济和教育力量对经济教育的发展产生了积极和消极的影响。作为回应，经济学教育必须建立一个明确定义的倡导框架，以证明经济学教育在中学教育中的重要性。这项研究将使用历史文献分析来说明经济学教育中使用的倡导框架的成败。研究人员将确定立法者，专业组织，教育者，理论家，政府机构，大学和学院在国民经济发展中所采用的倡导策略的具体例子。经济学教育中成功的倡导策略包括（1）明确定义的目的，（2）相关专业组织的倡导，（3）立法支持和资金支持，（4）与高校的伙伴关系以及（5）明确定义的标准，评估和研究。希望确定将其纳入中学教育课程的重要性的任何人文学科都可以使用本案例研究中说明的倡导框架。

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作者
Wright, Sandra K.;
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作者单位

Loyola University Chicago.;

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授予单位 Loyola University Chicago.;
学科 Economics General.;Education Administration.;Education Social Sciences.
学位 Ph.D.
年度 2009
页码 302 p.
总页数 302
原文格式 PDF
正文语种 eng
中图分类经济学;社会科学教育与普及;教育;
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Political, social, economic and educational forces influencing Economics Education in the United States (1885--2007): A case study in liberal arts advocacy.

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