International Review of Economics Education
2017, Volume 25, Issue C
- 1-7 Patreonomics: Public goods pedagogy for economics principles
by Mixon Jr., Franklin G. & Asarta, Carlos J. & Caudill, Steven B.
- 8-14 How to integrate economic analysis into classroom discussions of diversity?
by Weisman, Dennis L.
- 15-24 The source and impact of student preconceptions in economics principles classes
by Parsons, Richard & Mamo, Michael
- 25-34 The power of a simple verbal explanation: Evaluating the efficacy of narrated feedback
by Chiang, Eric P. & Vazquez, Jose J.
- 35-40 Humanities as technology in teaching economics
by Wagner, Jeffrey
2017, Volume 24, Issue C
- 1-17 Financial literacy among Mexican high school teenagers
by Arceo-Gómez, Eva O. & Villagómez, F. Alejandro
- 18-27 Students’ preferences for attributes of postgraduate economics modules: Evidence from a multi-profile best-worst scaling survey
by Meginnis, Keila & Campbell, Danny
- 28-35 A model to teach non-rival and excludable goods in undergraduate microeconomics
by Wood, Aaron D.
- 36-49 An introductory microeconomics in-class experiment to reinforce the marginal utility/price maximization rule and the integration of modern theory
by Raboy, David G.
- 50-64 Learning by doing: Do economics students self-evaluation skills improve?
by Guest, Jon & Riegler, Robert
2016, Volume 23, Issue C
- 1-9 Economics: An elite subject soon only available in elite universities?
by Lodewijks, John & Stokes, Anthony & Wright, Sarah
- 10-27 Teaching quality and academic research
by Rodríguez, Rosa & Rubio, Gonzalo
- 28-33 A case study on using instructor-recorded videos in an upper level economics course
by Gulley, O. David & Jackson, Aaron L.
- 34-39 Periscoping economics through someone else’s eyes: A real world (Twitter) app
by Dowell, Chelsea T. & Duncan, Daniel F.
- 40-46 Debilitating and facilitating test anxiety and student motivation and achievement in principles of microeconomics
by Kader, Ahmad A.
- 47-64 The perception-reality gap in financial literacy: Evidence from the most literate state in India
by Kiliyanni, Abdul Latheef & Sivaraman, Sunitha
- 65-81 A simple climate-Solow model for introducing the economics of climate change to undergraduate students
by Tsigaris, Panagiotis & Wood, Joel
2016, Volume 22, Issue C
- 1-7 Student-crafted experiments “from the ground up”
by Bosley, Stacie
- 8-15 A role-play to explain cartel behavior: Discussing the oligopolistic market
by Correa, Manuel & García-Quero, Fernando & Ortega-Ortega, Marta
- 16-22 Putting yourself in the picture with an ‘ECONSelfie’: Using student-generated photos to enhance introductory economics courses
by Al-Bahrani, Abdullah & Holder, Kim & Moryl, Rebecca L. & Ryan Murphy, Patrick & Patel, Darshak
- 23-33 Teaching comparative economic systems 25 years after the collapse of the Soviet Union
by Johnson, Marianne & Kovzik, Alexander
- 34-47 Understanding strategic competition using numerical simulations and dynamic diagrams in Mathematica
by Pezzino, Mario
- 48-58 The value of a redesigned program and capstone course in economics
by Li, Ishuan & Simonson, Robert D.
2016, Volume 21, Issue C
- 1-11 The better blend? Flipping the principles of microeconomics classroom
by Olitsky, Neal H. & Cosgrove, Sarah B.
- 12-20 Taking higher order thinking seriously: Using Marzano’s taxonomy in the economics classroom
by Dubas, Justin M. & Toledo, Santiago A.
- 21-29 Cooperative learning and personality types
by Emerson, Tisha L.N. & English, Linda & McGoldrick, KimMarie
- 30-40 Salary and job satisfaction among economics and business graduates: The effect of match between degree field and job
by Robst, John & VanGilder, Jennifer
- 41-47 A lottery on the first day of classes! An innovative structured steps assignment on a partially randomly selected topic
by Helmy, Heba E.
- 48-60 Second-order accelerator of investment: The case of discrete time
by Dalla, Eleni & Varelas, Erotokritos
2015, Volume 20, Issue C
- 1-12 Reflections on the one-minute paper
by Whittard, Damian
- 13-28 Flipping out about the flip: All hype or is there hope?
by Calimeris, Lauren & Sauer, Katherine M.
- 29-36 Teaching economic principles with analogies
by Burdina, Mariya & Sauer, Katherine M.
- 37-45 An argument for the use of the square-root functional form in teaching undergraduate microeconomics
by Sproule, Robert
- 46-58 The impact of classroom demonstrations and online discussions on student achievement
by Staveley-O’Carroll, James
2015, Volume 19, Issue C
- 1-12 Bringing imagination back to the classroom: A model for creative arts in economics
by Davis, Mary E.
- 13-21 Teaching the economic way of thinking through Op-eds
by Hall, Joshua C. & Podemska-Mikluch, Marta
- 22-35 Virtual Learning Environments: Linking participation to evaluation
by Moffat, John & Robinson, Catherine
- 36-50 Engaging students using social media: The students’ perspective
by Al-Bahrani, Abdullah & Patel, Darshak & Sheridan, Brandon
2015, Volume 18, Issue C
- 1-10 Exploring Easter Island economics with Excel
by Dalton, Thomas R. & Coats, R. Morris & Luccasen, R. Andrew
- 11-24 Student evaluation based indicators of teaching excellence from a highly selective liberal arts college
by Fenn, Aju Jacob
- 25-36 A practical guide to incorporating service learning into development economics classes
by Paxton, Julia
- 37-48 Empirical assessment of e-learning on performance in principles of economics
by Aljamal, Ali & Cader, Hanas & Chiemeke, Charles & Speece, Mark
- 49-61 Numerical simulations of competition in quantities
by Gorry, Devon & Gilbert, John
- 62-82 A model to assess students’ social responsibility behavior within a classroom experiment
by Rodrigo-González, Amalia & Caballer-Tarazona, María
2014, Volume 17, Issue C
- 1-16 Factors influencing the performance of non-economics majors in an introductory economics course
by Denny, Eleanor
- 17-29 Watching the watchmen: A statistical analysis of mark consistency across taught modules
by Ercolani, Marco G. & Ercolani, Joanne S.
- 30-38 Non-response bias in student evaluations of teaching
by Nowell, Clifford & Gale, Lewis R. & Kerkvliet, Joe
- 39-54 What determines students’ choices of elective modules?
by Hedges, Mary R. & Pacheco, Gail A. & Webber, Don J.
- 55-65 Instructor attire and student performance: Evidence from an undergraduate industrial organization experiment
by Craig, J. Dean & Savage, Scott J.
- 66-73 Do student responses parallel theory? Evidence from an oligopoly experiment
by Ryan, Michael P. & Doyle-Portillo, Susann M.
- 74-84 Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics
by Roach, Travis
- 85-97 The happiness of economists: Estimating the causal effect of studying economics on subjective well-being
by Haucap, Justus & Heimeshoff, Ulrich
- 98-108 Does Supplemental Instruction for Principles of Economics improve outcomes for traditionally underrepresented minorities?
by Wilson, Beth & Rossig, Sarah
- 109-119 A picture is worth a thousand words (at least): The effective use of visuals in the economics classroom
by Vazquez, Jose J. & Chiang, Eric P.
- 120-136 Understanding student attendance in business schools: An exploratory study
by Mearman, Andrew & Pacheco, Gail & Webber, Don & Ivlevs, Artjoms & Rahman, Tanzila
2014, Volume 16, Issue PB
- 63-72 Pluralism at work: Alumni assess an economics education
by Cooper, Brian & Ramey, Elizabeth A.
- 73-86 How should economics curricula be evaluated?
by Mearman, Andrew
- 87-99 The case for the traditional classroom
by Green, Alan
- 100-110 Reinterpreting the economics textbook: A student assignment
by Denny, Eleanor
- 111-121 Students’ overreliance on linearity in economic thinking: An exploratory study at the tertiary level
by De Bock, Dirk & Van Reeth, Daam & Minne, Janne & Van Dooren, Wim
- 122-128 Teaching economics with a bag of chocolate: A classroom experiment for elementary school students
by Rupp, Nicholas G.
- 129-146 Using MS Excel to solve and simulate the Life-Cycle/Permanent-Income Model of Consumption and Saving
by Findley, T. Scott
- 147-155 Teaching the multiplier: The value of a quantitative approach
by Turner, Paul & Wood, Justine A.
- 156-169 Evaluating the impact of a web-based resource on student learning
by Olczak, Matthew
2014, Volume 16, Issue PA
- 1-11 Construct validity of financial literacy
by Schuhen, Michael & Schürkmann, Susanne
- 12-21 Factors associated with financial literacy among high school students in New Zealand
by Cameron, Michael P. & Calderwood, Richard & Cox, Ashleigh & Lim, Steven & Yamaoka, Michio
- 22-38 Comparison of financial literacy between Korean and U.S. high school students
by Jang, Kyungho & Hahn, Jinsoo & Park, Hyung Joon
- 39-50 The features and effectiveness of the Keys to Financial Success curriculum
by Asarta, Carlos J. & Hill, Andrew T. & Meszaros, Bonnie T.
- 51-62 Financial literacy education in the curriculum: Making the grade or missing the mark?
by Blue, Levon & Grootenboer, Peter & Brimble, Mark
2014, Volume 15, Issue C
- 1-16 Does lecture attendance affect academic performance? Panel data evidence for introductory macroeconomics
by Andrietti, Vincenzo
- 17-31 The effect of blended courses on student learning: Evidence from introductory economics courses
by Olitsky, Neal H. & Cosgrove, Sarah B.
- 32-42 An active-learning exercise on learning negotiation as a way to mitigate the gender wage gap for introductory microeconomics
by Roche, Kristen
- 43-50 Finding mixed strategy Nash equilibria with decision trees
by Cobb, Barry R. & Sen, Tinni
- 51-59 The tradable pollution permit exercise: Three additional tools
by McPherson, Michael A. & Nieswiadomy, Michael L.
- 60-70 Earth-economics: A closed economy approach with real world data
by van Bergeijk, Peter A.G.
2013, Volume 14, Issue C
- 4-15 Is distance learning really a substitute for on-site learning? Perceptions of faculty who teach undergraduate economics using both formats
by Wunder, Timothy & Elliott, Dawn Richards & England, Scott
- 16-23 Iclickers and student performance
by McDaniel Mohr, Tanga
- 24-35 The impact of analyzing economic events on the learning of undergraduate economic theory
by Dean Craig, J. & Raisanen, Samuel R.
- 36-45 Utilizing online tools to measure effort: Does it really improve student outcome?
by Self, Sharmistha
- 46-56 Teacher training and economics understanding of Albanian high school students
by Bushati, Dolore B. & Phipps, Barbara
- 57-70 Of mice and pens: A discrete choice experiment on student preferences for assignment systems in economics
by Flannery, Darragh & Kennelly, Brendan & Doherty, Edel & Hynes, Stephen & Considine, John
- 71-85 Using box office revenues in the economics classroom
by Lang, David M.
- 86-93 Teaching macroeconomics through flowcharts
by Reingewertz, Yaniv
- 94-99 A note on teaching externalities: Distinguishing between consumption and production externalities
by Naughton, Helen
2013, Volume 13, Issue C
- 1-9 The distribution and utilization of class time: How long should class be, and should students even attend?
by Tatum, Robert C. & Childers, Keisha L.
- 10-25 Making economics real—The Economics Internship
by Cameron, Craig & Freudenberg, Brett & Brimble, Mark
- 26-30 Employment and student performance in Principles of Economics
by Hwang, Jae-Kwang
- 31-43 Paper and online assignments in economics: A comparison with panel data
by Flannery, Darragh & Kennelly, Brendan & Considine, John
- 44-49 Inequality and growth: Understanding the link through a simulation
by Hanlon, Michael
- 50-66 Housing prices and balance sheets effects: A classroom demonstration
by Mykhaylova, Olena & Mago, Shakun & Staveley-O’Carroll, James
- 67-74 T-shirts, moonshine, and autopsies: Using podcasts to engage undergraduate microeconomics students
by Moryl, Rebecca
2013, Volume 12, Issue C
- 1-11 Health economics in the UK: Capacity, constraints and comparisons to US health economists
by Kaambwa, Billingsley & Frew, Emma
- 12-19 Bridging the gap between elementary and advanced approaches to teaching adverse selection
by Rigall-I-Torrent, Ricard
- 20-32 Sweat the small stuff: The effect of small incentive changes on participation in service-learning
by Diette, Timothy M. & Helms, Sara E.
- 33-47 Using rubrics in economics
by McGoldrick, KimMarie & Peterson, Brian
- 48-59 An exploration of Robert Frank's ‘The Economic Naturalist’ in the classroom
by Geerling, Wayne
- 60-79 Teaching basic econometric concepts using Monte Carlo simulations in Excel
by Briand, Genevieve & Hill, R. Carter
- 80-83 The occupy wall street movement and the principles of economics
by Colander, David
- 84-85 Comment on David Colander article
by Coyle, Diane
- 86-87 Response to David Colander
by Quiggin, John
- 88-89 A response to “Occupy Wall Street and the principles of economics”, by David Colander
by Sloman, John