Understanding economics, what some people call "economic literacy," is becoming essential for citizens in our national and increasingly interconnected world economy. Increasingly, productive members of society must be able to identify, analyze, and evaluate the causes and consequences of individual economic decisions and public policy including issues raised by constraints imposed by scarcity, how economies and markets work, and the benefits and costs of economic interaction and interdependence. Such literacy includes analysis, reasoning, problem solving, and decision making that helps people function as consumers, producers, savers, investors, and responsible citizens. - From the Michigan Grade Level Content Expectations

America has evolved into an ownership society. Home-buying decisions, resource allocation, debt exposure, and financial planning for the future are now left to individuals, many of whom may lack the financial understanding to evaluate and make sound decisions. Economics, with its insistence on quantifying ideas and putting specific quantitative values on all manner of phenomena, can help sort through the questions. Economics for Life: Real-World Financial Literacy is designed to help soon-to-be college graduates start their "real lives" with a better understanding of how to analyze the financial decisions that they will soon have to make. Written in an easy-to-read, conversational style, this textbook will help students learn how to make decisions on saving and investing for retirement, buying a car, buying a home, as well as how to safely navigate the use of debit and credit cards.

An Introduction to Economic Thinking for Public Policy

Short Description:
Economics for the Greater Good teaches the central concepts of economics through applications to global challenges and domestic public policy issues. The chapters introduce and apply key economic concepts such as production or supply and demand to challenges including hunger, homelessness, poverty, trade, pollution, crime, discrimination, and health care.

Long Description:
Economics for the Greater Good: An Introduction to Economic Thinking for Public Policy teaches the central concepts of economics through applications to global challenges and domestic public policy issues. Chapters tackle issues of hunger, homelessness, rent control, minimum wages, globalization and trade, crime, discrimination, poverty and anti-poverty programs, education, pollution, health care, social safety nets, and government spending. Both microeconomic and macroeconomic concepts are introduced, including production, markets, supply and demand, price controls, models of trade and trade restrictions, cost-benefit analysis, budget constraints, public goods, externalities, taxes and subsidies, and government budgets and debt. Each chapter presents evidence on a pressing social problem, introduces an economic model to help understand that problem, and discusses evidence on what programs and policies work to alleviate global challenges.

Word Count: 54058

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This class discusses the economic aspects of current issues in education, using both economic theory and econometric and institutional readings. Topics include discussion of basic human capital theory, the growing impact of education on earnings and earnings inequality, statistical issues in determining the true rate of return to education, the labor market for teachers, implications of the impact of computers on the demand for worker skills, the effectiveness of mid-career training for adult workers, the roles of school choice, charter schools, state standards and educational technology in improving K-12 education, and the issue of college financial aid.

The Economics of Food and Agricultural Markets is written for applied intermediate microeconomics courses. The book showcases the power of economic principles to explain and predict issues and current events in the food, agricultural, agribusiness, international trade, and natural resource sectors. The field of agricultural economics is relevant, important and interesting. The study of market structures, also called industrial organization, provides powerful, timely, and useful tools for any individual or group making personal choices, business decisions, or public policies in food and agriculture industries.

15.567 The Economics of Information provides an analysis of the underlying economics of information with management implications. It studies the effects of digitization and technology on industry, organizational structure, and business strategy, and examines pricing, bundling, and versioning of digital goods, including music, video, software, and communication services. In addition, the course considers the managerial implications of social networks, search, targeted advertising, personalization, privacy, network externalities, open source, and alliances.

This half-semester course studies the economics of the principal markets related to marine transportation, environment, and natural resources. Topics include structures of the markets and industries involved; competition; impacts of policies and regulations. The course analyzes the relationship among industries, markets, technologies, and national policies, and introduces the concepts of national income accounts, sustainability, and intergenerational equity and their relationship to current economic practice.

In the Information Age, media is everywhere. This course will help you make sense of it all, providing insight into the structure of media firms, the nature of their products and how they make money. Is media biased? Is consolidation of media companies bad for consumers? This course will address those questions as well as how the government affects the structure of media through policies such as net neutrality, copyright, TV regulation, and spectrum allocation. This course will provide a general background on the research from economists on media and journalism. There will be a lot of economics and not too much math.

The Economy is a course in economics. Throughout, we start with a question or a problem about the economy—why the advent of capitalism is associated with a sharp increase in average living standards, for example—and then teach the tools of economics that contribute to an answer.

As markets or production bases, China and India are becoming important and integral players in the global economy. Foreign direct investment (FDI), portfolio investments and outsourcing businesses have increased dramatically in these two economies. Despite the rising importance of these two economies on the world stage, our knowledge and analysis of these two countries in an integrated manner has remained poor. The two are often lumped together by business analysts as “emerging markets,” despite the substantial differences in their political systems, reform policies and business organizations. Academics, in contrast, have tended to treat the two countries separately, preferring to specialize in issues and questions specific to one or the other country.
The purpose of this course is to analyze these two countries within a coherent analytical framework. Our learning model is inductive, and heavily based on class discussions and participation. The group projects should aim at integrating analysis, knowledge and understanding of these two countries. We will also experiment with other forms of group projects, such as creating and working on business plans and those projects that integrate research from field trips with more traditional research, such as library research. There is no prerequisite but 15.012 (Applied Macro- and International Economics) and 15.223 (Global Markets, National Policies and the Competitive Advantage of Firms) are highly recommended.

This is a project to assist in the design, drawing, modeling and hopefully constructing of a small Community Children’s Center near Guayaquil, Ecuador. For the last year, Nicki Lehrer, from MIT’s Aero/Astro Department, has been organizing efforts to build the project. The goal of the workshop is to provide her with a full fleshed out design for the community center so it can be built in the summer of 2007.

This course is designed to help students understand the aspects of linguistic principles and processes that underlie oral and written language proficiency, and how this knowledge is relevant K-12 instruction. Emphasis is on a thorough, research-based understanding of phonology, morphology, orthography, semantics, syntax, and pragmatics. Students learn ways to use this information to support literacy and oral language development for elementary and secondary school students. Issues of linguistic diversity and second language learning are addressed.

A web-based textbook/course created by Lumen Learning. Part 1 concerns Educational History and Policy, covering common educational policies from 1770's to the present; Part 2 is Educational Psychology, covering topics such as human brain, language and physical development, Nature v. Nurture, and theories and practices for working with K-12 youth.

Short Description:
An examination of the economics of higher education created by students in the Spring 2022 Eco 409 class at SUNY-Oswego.

Long Description:
This book examines the economics of higher education. The first chapter of this book examines trends in global and U.S. higher education enrollments. The authors of the second chapter use data from the National Longitudinal Survey of Youth (1997) to examine the impact of demographic and ability factors on the decision to attend college. The third chapter uses data from the American Community Survey to investigates the rate of return to alternative levels of educational attainment. Estimates of the return to specific college majors is also estimated, conditional on the completion of a bachelor’s degree. The final chapter examines the determinants of the successful completion of a bachelor’s degree.

Word Count: 27871

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This books lays the foundation for prospective teachers to learn about various teaching methodologies and covers material typically found in many teacher training programs. Chapters in the text can be assigned either from beginning to end, as with a conventional printed book, or they can be selected in some other sequence to meet the needs of particular students or classes. In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate. Chapter 2 is about learning theory, and Chapter 3 is about development; but as we point out, these topics overlap with each other as well as with the concerns of daily teaching. Chapter 4 is about several forms of student diversity (what might be called individual differences in another context), and Chapter 5 is about one form of diversity that has become prominent in schools recently—students with disabilities. Chapter 6 is about motivation, a topic that is heavily studied by psychological researchers, but that also poses perennial challenges to classroom teachers.

An Introduction to Searching the UofA Library Sources of Information

Short Description:
The manual’s purpose is to give students the foundational knowledge necessary to start searching for information in Educational Psychology using the University of Alberta Library’s catalog and databases. The manual contains step by step instructions, videos, and examples. The successful completion of the learning objectives will depend on spending sufficient time reading through the manual, answering the exercise questions, and reviewing the examples whenever necessary, which should take at least one hour and a half of uninterrupted time.

Word Count: 4730

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Chapters in the text can be assigned either from beginning to end, as with a conventional printed book, or they can be selected in some other sequence to meet the needs of particular students or classes. In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate. Chapter 2 is about learning theory, and Chapter 3 is about development; but as we point out, these topics overlap with each other as well as with the concerns of daily teaching. Chapter 4 is about several forms of student diversity (what might be called individual differences in another context), and Chapter 5 is about one form of diversity that has become prominent in schools recently—students with disabilities. Chapter 6 is about motivation, a topic that is heavily studied by psychological researchers, but that also poses perennial challenges to classroom teachers. Following these somewhat more basic psychological chapters, we turn to several lasting challenges of classroom life—challenges that seem to be an intrinsic part of the job. Chapter 7 offers ideas about classroom management; Chapter 8, ideas about communicating with students; Chapter 9, about ways to assist students' complex forms of thinking; and Chapter 10, about planning instruction systematically. The book closes with two chapters about assessment of learning: Chapter 11 focuses on teachers' own efforts to assess students, and Chapter 12 focuses on standardized measures of assessment. We have organized material and features in ways that we hope will allow for a variety of students, instructors, and institutions to use the book. For instructors and courses that seek a strong focus on research and the research process, for example, we have included an extra “chapter” on research methods—Appendix C, “The Reflective Practitioner”—that discusses the nature of research and the research process. We have also included a set of research-related case studies in Appendix B, “Deciding for yourself about the research”, that describe a number of particular educational research programs or topics in detail and that invite students to reflect on the quality and implications of the research. Whether or not a strong focus on research is a priority in your particular course, there are additional features of the book that are intended to help students in learning about educational psychology. In particular, each chapter ends with a “Chapter summary”, a list of “Key terms”, and links to Internet sites (called “Further resources”) relevant to the themes of the chapter. One of the sites that is cited frequently and that may be particularly helpful to instructors is the teachingedpsych wiki (http://teachingedpsych.wikispaces.com/), an archive of hundreds of teaching and learning materials that supports the teaching of introductory educational psychology. Teachingedpsych is a project of the Special Interest Group on the Teaching of Educational Psychology (TEP SIG), affiliated with the American Educational Research Association. All in all, we hope that you find Educational Psychology a useful and accessible part of your education. If you are preparing to be a teacher, good luck with your studies and your future! If you are an instructor, good luck with helping your students learn about this subject!

This style guide is an introductory wikibook for beginners who want to produce political messages in various media formats. It is not a rule book; rather, it is a set of guidelines to facilitate effective political communication. Its purpose is to bridge the gap between two distinct styles to create pragmatic, clear, and useful information to establish a consistent tone, style, and format between all of the messages you or your organization produces.

It is meant as a practical guide for anyone, regardless of political affiliation, and it is organized in such a way that a person new to political communication can learn to create convincing and thought-provoking op-eds, letters to the editor, press releases, social media posts, website content, and spoken messages.