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Battling the Forces of Darkness: How Can Economic Freedom Be Effectively Taught in the Pre-College Curriculum?

Author

Listed:
  • Ashley S. Harrison

    (University of Tennessee, Chattanooga)

  • Mark C. Schug

    (University of Wisconsin - Milwaukee)

  • J. R. Clark

    (University of Tennessee at Chattanooga and Free Market Institute at Texas Tech University)

Abstract

No abstract is available for this item.

Suggested Citation

  • Ashley S. Harrison & Mark C. Schug & J. R. Clark, 2013. "Battling the Forces of Darkness: How Can Economic Freedom Be Effectively Taught in the Pre-College Curriculum?," Journal of Private Enterprise, The Association of Private Enterprise Education, vol. 29(Fall 2013), pages 87-100.
    • Handle: RePEc:jpe:journl:1048
    as

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    References listed on IDEAS

    as
    1. William B. Walstad & Ken Rebeck, 2001. "Assessing the Economic Understanding of U.S. High School Students," American Economic Review, American Economic Association, vol. 91(2), pages 452-457, May.
    2. Mark C. Schug & Eric Hagedorn, 2004. "Can Charter Schools Improve Financial and Economic Education? The Case of Milwaukee Urban League Academy of Business and Economics," Journal of Private Enterprise, The Association of Private Enterprise Education, vol. 20(Fall 2004), pages 100-111.
    3. John R Swinton & Benjamin Scafidi & Howard C Woodard, 2012. "The Impact of the Teaching High School Economics Workshop for Teachers on Student Achievement," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 38(3), pages 401-416.
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    Keywords

    Economic Education;

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