David A. Anderson
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View the printable version of Testimonials for Explorations in Economics.
I love that the graphs are not computer/math looking. They are “less intimidating” for the students! This chapter is organized in such a way that the teacher can actually use the book to prepare the students for the quizzes and test. I think the students will love all the graphics and examples. My favorite part is the “Headline Economics.” I always try to keep my students involved with economics in the real world. This is PERFECT![The Personal Finance Chapter is] 100% better than our current financial literacy material. I loved the stories, how the material was explained, and the assessment.Best circular flow diagram I have seen in a book…!YES…the simplicity will help some of the students understand the check writing process, what banks do, and the TAX section is really great!This is 100 times better than my current text. I love the examples, charts, and assessments!The topics are covered in a much more personal manner that will draw the students to enjoy them more. My current text makes macro such a boring topic that I always have to put on a circus act to get them to enjoy it. This text will be so much better for drawing them in!Melissa Marvin, James E. Taylor High School, TX
I would find this book to be very useful in my class room. It would fit well with the simulation that I do as explanation of what happened in the simulations and why.
Two things stand out as very appealing. First, the very relevant topics of the illustrations. Second, that no module seems overwhelming. The student will find both helpful.
I find the material to be of the first class and very effective.
The alignment [to Texas state standards] is good with the text—fleshing out the TEKS well and going beyond the TEKS in some areas.
The examples and the clarity of the explanations are great. [I don’t feel] like the author is talking to a fifth grader.
James McCalip, Jack E. Singley Academy, TX
This blows away my current text book in format, organization, and level of information. I would love to use this book in my class.
Francis Seery, Cordova High School, TN
[The Personal Finance Handbook is] superb! Much of this is exactly what I teach, and up to now I have had no textbook support for this material. This material is appropriate, important, and timely.
“How Much Can Poor Credit Cost You?” is excellent!
“What’s Being Upside Down” is also excellent given the attention paid to the real estate market.
Overall [the personal finance information] is EXCELLENT. My current text weaves this material into the chapter on the financial markets and provides only a cursory explanation of many important concepts. You have prepared a thorough guide for young people heading out into the world. If every HS senior read this handbook, the country would be a much better place!
[Module 22, Business Ethics] is a home-run module. I have never seen this before in a HS text. The examples are excellent and the students will really get into this.
Your Module 22, Types of Businesses is MUCH BETTER [than my current text]. The primary reason is that it seems to have a bit more focus on business and entrepreneurship. I can see some students getting excited about this material—what it takes to be an entrepreneur, how to grow a business, what are profits, etc.
David Bremer, Las Lomas High School, CA
The content [in Chapter 8, Market Structure] is excellent. I like that it covers the traditional and uses good examples. I also like that the content is robust enough to not treat students as incapable of understanding more in depth explanations.
Wisconsin has a requirement to teach cooperatives and I thought your coverage and examples were excellent on that topic.
[Your text] is much more readable and presents a coherent story. Most texts say this is GDP – this is how it’s measured…. This is much clearer on the whys.
The writing here is very crisp and clear…. I REALLY like the module approach and the potential choice it offers me.
Ken Sajdak, eAchieve Academy, WI
[Chapter 10, Taxes: The Price of a Functioning Government is] excellent, much better than the text currently used—the table on top 10 industries is outstanding!
I love Chapter 9 [Market Failure and Government Failure], the material needs to be taught, but is sometimes passed over. Nicely done.
[The content] matches well with Florida’s next generation Sunshine State Standards and the National Standards.
Mike Palfy, Poinciana High School, FL
The textbook enables economics to come alive to the students. The explanations are clear with great examples and strong graphics to complement the writing.
I would love to use the book. This book is far more appealing [than my current text] and the explanations are first-class.
Riza Laudin, Herricks High School, NY
From what I have seen [in Chapters 7-9, Business Organizations and Market Structure], the material on government failure is very exciting if only because it seems to be missing from other books.
The material is more organized and detailed than what I use now. It also appears to be more user- friendly.
The textbook compares very favorable to what I am currently using. I would prefer to use this one. I like the organization of the book. I very much like that the book is organized in modules.
Chris Murphy, Wiregrass Ranch High School, FL
The text is great quality and the material is written on a level that will help students comprehend the information. The modules are written in a way that allows for easy incorporation into lessons.
I actually am excited about everything included in this text. The text is written well and in an understandable manner. The examples and preliminary graphs are great.
This text is superior to other textbooks that I have used in the past. This textbook is paced in a more effective manner than the others. I would definitely use this textbook in my class over the others I have seen.
Michael Satcher, Horn Lake High School, MS
This text would be far superior to what we use today. It explains the significance of economic concepts rather than simply defining economic concepts. This text is written in a manner that students will find appealing. Also, the comparison of the US to other countries is always something that students are interested in and ask about. It was very perceptive of the writers to include this information in several areas.
Sally Meek, Plano West Senior High School, TX
[In Chapter 15, Fiscal Policy], I particularly like the view of “the student” being affected by government changing taxes and spending, and the fact that the student THEMSELVES can affect by their voting. This is great. Also, detailed mention of the current 2009 American Recovery and Reinvestment Act – reinforces spending or saving as good personal finance. Excellent.
I particularly like that you ended [Module 45, Deficits & National Debt] on a positive note! There are a lot of topics within and this made it an uplifting end.
I would have to rate the Krueger/Anderson text ABOVE the currently used text for my course. It is more current and I love this about the text. It is global in approach, NON political and NON biased, spot on with detail and depth and I believe students will find it most approachable. It is lightly detailed in most areas where an AP® course would have greater depth and rigor, yet detailed enough (and more so when necessary) to give a solid education. It is well organized, user/student friendly, and I find many places for the teacher to deviate to further explore topics of interest. The level is nice for modest scholars also and those interested in economics yet not wanting the AP® course. It is great for an issues-based course as well.
Leslie Wolfson, The Pingry School, NJ
This is clearly a book written with the student in mind. The writing is clear, concise and has a lively tone without being overly simple or patronizing. The examples used are topics students will find familiar, giving them a sense of ownership and understanding and drawing them in. The module concept helps to prevent burn-out and gives teachers flexibility in designing their course. The end-of-chapter assessments are quick and easy checks for understanding and give teachers a good sense of what students know. I like the way the modules break down the objectives and the “check yourself” section, which stops students and asks them to review what they just read. It is an effective model.
I teach a full personal finance unit at the end of the course, so this organization is perfectly placed. I think the idea of a job search is really great.
I really like the tone of voice and the clear examples. I think that Anderson and Krueger are trying to help high school students understand and like economics and see the relevance to it in their lives.
This aligns with the NCEE standards and as of now is a perfect fit to the NY state standards, which are an ever-moving target.
Patti Brazill, Irondequoit High School, NY