The purpose of this generic qualitative study was to explore the instructional techniques of high school economics teachers in Shenzhen, China and the state of Georgia in the United States. Ten personal interviews were conducted with senior high school economics teachers in Shenzhen and videoconferencing interviews were conducted with ten high school economics teachers in Georgia. Four research questions examined the similarities and differences between the two regions' teachers regarding how teachers covered the curriculum by implementing various instructional strategies, resources, and assessments. Eight themes emerged from the data discovering how teachers relate economics to daily life, use both student and teacher-centered instructional strategies, assign homework as practice, use the textbook to follow the curriculum, use various technological resources for instruction and planning, follow their government related curriculum, and assess to prepare for a government mandated examination. Conclusions of the study include the importance of economics education, requiring U.S. high school students to complete an economics course for graduation, and improved strategies and resources provided to Chinese teachers.
|Commitee:||Grunwald, Cristie, Kuo-Newhouse, Amy|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 73/01, Dissertation Abstracts International|
|Subjects:||Economics, Secondary education, Social studies education|
|Keywords:||China, Economics education, Georgia, Instructional strategies, Shenzhen, Skype|
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