Background
BOWMAN, Mary Jean was born in 1908 in New York City, New York, United States of America.
(Give Your Middle School Students a Competitive Financial ...)
Give Your Middle School Students a Competitive Financial Advantage With this comprehensive investment education curriculum, you'll introduce your students to the ins-and-outs of long-term investing. They'll take a critical look at investment opportunities -– mutual funds, stocks, bonds, and more -– and uncover strategies for building lasting wealth. Wealth Building in Your Classroom: Activity-based Lessons Are the Secret After introducing key concepts, you'll reinforce them with engaging hands-on activities: simulations, role-playing, even a 'financial bee'. By providing a realistic connection to the market economy, your students will quickly master 4 essential themes: #1: The Basics Should your students save? What Is a Stock? Bond? Mutual Fund? How do your students buy and sell securities? #2: The Markets What is a stock market? What role do financial institutions play in the economyÂ… and your students' lives? Do your students understand the 'language' of the markets? #3: Financial Planning How do your students build long-term wealth? Should your students use credit? What are the best ways to research companies #4: The Markets & the Economy How are stock prices determined? What role does government play in the market? Can your student forecast the future? A Great Supplement to Your Stock Market Simulations These lesson plans are priceless if you're using the Stock Market Game - or Stock Market Simulation,. You'll turn to 'Learning, Earning and Investing' year-after-year to present key background material that gives your students a deeper appreciation of the Stock Market Simulations. Math Teachers: 'Learning, Earning and Investing' Is Packed With Practical Math Lessons Do you students ask you 'why do we need to know this stuff'? With these no-nonsense lessons, you'll introduce your students to the world of investing and still meet NCTM content standards. You'll give your math lessons new meaning with real world applications of simple vs. compound interest, and the Rule of 72. Your students even buy stock in 'The Economics and Mathematics Knowledge Company' and calculate dividends, of course. An Easy-to-Teach Investment Education Program That Makes You Look Good Integrating 'Learning, Earning and Investing' into your classroom is simple. You'll confidently meet content standards and discover a wealth of supporting background information inside. You'll Meet National Content Standards Chances are you're under the gun to get more done with fewer resources and even less time. That's why each lesson plan is linked to national standards in Economics (NCEE), Mathematics (NCTM) and Personal Finance. You'll integrate multiple concepts into your lessons, plus give your students the self-confidence to make wise financial decisions in the future. All Lesson Plans Are Classroom Tested and Student Approved Every lesson in this proven investment education program has been tested in the classroom, with actual high school students. You'll teach investment education with the confidence that teachers just like you have tested each lesson plan to make it easy to use, and easy to understand. Handy Glossary and Easy-to-Use Lesson Plans New to teaching personal finance or economics? Have no fear, with a detailed glossary and simple step-by-step lesson plans, you'll find more than enough resources to teach investment education with confidence. Make a Lifelong Investment in Your Students Buy today and give your high school students a foundation for building long-term wealth. These timeless concepts are an invaluable investment in your classroom. Also Available: Learning, Earning and Investing: High School - ISBN 1561835706
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('Earning and Learning is such a thorough description of i...)
'Earning and Learning is such a thorough description of implementation processes, strategies and program components that the reader feels that it would be possible to operate these programs based on the details contained in the book. Therefore, Earning and Learning can be very helpful to practitioners wishing to set up a youth employment program combining schooling, private sector employment, career awareness and job readiness training.' -- Youth Alternatives, Spring 1982
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BOWMAN, Mary Jean was born in 1908 in New York City, New York, United States of America.
Bachelor of Arts Vassar College, 1930. Master of Arts Radcliffe College, 1932. Doctor of Philosophy Harvard University, 1938.
City Supervisor, United States Bureau Labor Statistics, 1934. Instructor, Assistant Professor, Iowa State University, 1935-1943. Director, Northwest
Central Region Consumer Purchases Survey, United States Department Agriculture, 1935-1936.
Visiting Professor, University Minnesota, 1941.
Senior Economics, United States Bureau Labor Statistics, 1944-1946. Visiting Professor, University California Berkeley,
1948-1949.
Contract Research, Resources for the Future, 1957-1959. Research Association Professor, Professor Economics and Education, University Chicago, 1958-1974.
Distinguished Visiting Professor, Zagreb, Yugoslavia, 1973, Uppsala University, Sweden, 1974, London School of Economies and Political Science, London, United Kingdom, 1975.
Consultant, Brazil, 1976, World Bank, since 1978. Emeritus Professor Economics and Education, University Chicago, since 1974. Editor, Journal of Political Economy, 1959-1960, International J. Social Economics, since 1978.
Editorial Board, Economics Education Review since 1980.
('Earning and Learning is such a thorough description of i...)
(Give Your Middle School Students a Competitive Financial ...)
(Describes how and why people earn and spend money. In add...)
(Prentice Hall Economics Series.)
(NY 1950 Third Printing. Lg.8vo., 931pp., index, boards. V...)
My first contribution (1943) was the development of a text aimed at teachers of introductory economics and at students in intermediate theory in which the focus was directly on fundamental questions in resource allocation and income distribution. (I invited G. L. Bach to collaborate as the specialist on macroeconomics.) Among subsequent offshoots was an analysis of the concepts and measures of income inequality and their implications (1945).
Expectations and decision-making
under uncertainty has been a focus of my concerns in three contexts. First was the attempt to bring order out of seeming chaos in contributions to the analysis of Expectations, Uncertainty and Business Behavior (1958).
Later on I adapted Schackle’s model in a theoretical treatment of human investment decisions (1972). This and other adaptations from enterprise research were joined in a book on Educational Choice and Labor Markets in Japan (1981).
Foreign two decades I have stressed the importance of out-of-school learning. Involved are such questions as lifecycle development and cohort versus age patterns, including the processes of skill transfers within and across countries over time.
A two-pronged attack on the spread of schooling in LDCs combines elements of the ‘new home economics’ that better specify the options faced by individuals and families with an analysis that takes into account the nature of the ‘information fields’ in which they anticipate. Years ago I applied this dual approach in a study of migration in the Ivory Coast, students have carried it on, and I am doing so currently in a study of Mexican education.
With colleagues from Chile and France I have recently completed a comparative study of the political economy of public support of higher education in three countries.