There are 13 categories for REED. The definitions and meaning of each category are defined in this section.

TITLE

The complete title listed on the publication will be given. This item can be searched by all or part of the title.

Example: Achievement Differences on Multiple-Choice and Essay Tests in Economics.

AUTHOR

The author will be listed in the following sequence--last name, first name, middle name initial. If there is more than one author, they will be listed in the order they appear on the publication. If no author is listed, the publisher will be listed as the author. This item can be searched by the last name of the single author or the last names of multiple authors.

Example: Walstad, William B.; Becker, William E.

SOURCE

The source will usually be the journal in which the study appeared. A complete source citation will be listed. This item can be searched by journal title.

Example: American Economic Review; Vol. 84; No. 2; pp. 193-196

DATE

The date of publication listed on the journal will be given. This item can be searched by year of publication. The year is given first and then the period.

Example: 1994, May

LEVEL

This item refers to the educational level at which the study was conducted. The major categories and subcategories are listed.

Example: Secondary, Senior High School

TOPICS

There are numerous topics which have been written about extensively in economic education research. Topics are broken into six major topical categories for this database. In addition these categories are broken down even further to aid in searching.

Example: Outcomes from Instruction, Measurement Instruments; Courses and Programs, Senior High Courses and Programs

DESIGN

There are many types of research designs which can be used for studies. Only the most basic designs are used here.

Example: Non-experiment

SAMPLE

Information on the following factors will be included in the sample information. Sample Size (e.g., number of students tested), Location for Study, Name of Institution/School, Unique Feature of Group Tested and approximate time the sample was taken.

Example: 3966, students who took the Advanced Placement Exam in microeconomics and 4,539 students who took the AP exam in macroeconomics in 1991.

MEASUREMENTS INSTRUMENTS

The major economics tests and attitude measures will be categorized in the bibliography. Also included will be categories for other types of achievement or aptitude tests. Major Categories

Example: Other, Standardized Test. AP Exam in Micro- and Macroeconomics

VARIABLES

The real strength of the REED database is its listing of variables. This allows users to limit their searches to specific issues being researched. The major variables used in the study will be listed in four general categories: (1) student; (2) teacher; (3) course; and, (4) environmental. If a variable cannot be categorized it will be listed in the OTHER category. This item can be searched by variable name.

Example: MJR, AGE, GPA, PROF

STATISTICAL METHODS

The most common statistical methods used in economic education research will be categorized. The study will be listed under the category or subcategory for the dominant mode of statistical analysis found in the study. This item can be searched by category or subcategory.

Example: Regression, OLS, PROBIT

PURPOSE

The basic purposes of the study will be described in a paragraph based on the abstract or introduction to the study. If possible the author's abstract is used.

CONCLUSION

The major conclusion of the study will be presented as described in the text of the study. No evaluation or review of the study will be offered.

Complete Example

TITLE	The Impact of "Trade-offs" and Teacher Training on Economic Understanding and Attitudes
AUTHOR	Walsted, William B.
SOURCE	Journal of Economic Education; vol. 12; No. 1; pp. 41-48
DATE	1980, Winter
LEVEL	Elementary, Intermediate
TOPICS	Courses and Programs, Trade-Offs, Outcomes from Instruction, Attitudes/Opinions/Interests; Research Questions and Issues, Research Techniques; Methods and Materials, Television/Video
DESIGN	Quasi-Experiment
SAMPLE	563; 5th and 6th grade students in the St. Louis area; 24 teachers
MEASURES	Economics Test, TEE; General Achievement Test, RMC; Attitude Test, Other-US
VARIABLES	TEE, ACH-E, ATT, SEX, AGE, RMC, CONTEXP, TRAINING, PRETEST
STATISTICS	Regression, 2SLS, OLS
PURPOSE	This study addresses three major questions: "First, does the "Trade-offs" series effectively improve student economic understanding and attitudes toward economics? Second, what are the marginal benefits and marginal costs of having a trained teacher in economics use "Trade-offs" rather than an untrained teacher? Third, what does a simultaneous equations model indicate about the relationship between economic achievement and attitude?"
CONCLUSIONS	The "Trade-offs" television/film series appears to have a positive impact on student achievement and attitude toward economics. Trained teachers appear to be significantly more effective in increasing economic understanding and positive attitudes toward economics in students. The 2SLS results, in contrast to the OLS results, show no significant effect of attitude on achievement. Achievement in economics does significantly affect student attitudes toward economics.