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Content
December 2024, Volume 3, Issue 2
- 107-123 Economic pluralism and the Disney princesses
by Junaid B. Jahangir - 124-147 Firm decisions under uncertainty in a two-sided market: a ‘film industry’ classroom game
by Sofia Izquierdo Sanchez - 148-163 Teaching time use in economics classes: introducing students to time poverty and inequality in unpaid work
by Sarah F. Small & Laura Beltran Figueroa - 164-187 The right tool for the job: matching active learning techniques to learning objectives
by Sarah A. Jacobson & Luyao Zhang & Jiasheng Zhu - 188-203 Making microeconomics less ideological
by Michael Cauvel & Aaron Pacitti & Jon D. Wisman - 204-218 Do review sessions improve exam performance? Evidence from the UK
by Petar Stankov
July 2024, Volume 3, Issue 1
- 1-7 Introduction to the Symposium: Does Ethics Have a Place in Economics Education?
by Peter Docherty & Rod O’Donnell - 8-23 Economics needs ethics to be relevant for the real world we live in!
by Charles K. Wilber - 24-42 Why my doctor is a Kantian and my car mechanic is an Aristotelian: bringing marketplace ethics into the classroom
by Jonathan B. Wight - 43-59 Call of duty: rethinking the relationship between economics and ethics in teaching – walking in the footsteps of Albion Small
by Guillaume Vallet - 60-75 Structuring ethics education in undergraduate business programs: a proposal
by Gerhard Van de Venter - 76-105 Teaching IS-LM macroeconomics through material balance diagrams
by Indrajit Thakurata & Susmi Thomas
December 2023, Volume 2, Issue 2
- 109-113 Introduction to the Symposium: CORE Econ – A viable alternative curriculum?
by Daniela Tavasci & Eileen Tipoe - 114-126 Rethinking the economics curriculum: strengths and weaknesses of the CORE Econ project
by Carlos Cortinhas - 127-144 The COherence and RElevance of CORE Econ’s new benchmark model
by Samuel Bowles & Wendy Carlin - 145-162 CORE Econ: a Neoclassical Synthesis for the twenty-first century?
by Jo Michell - 163-178 Choosing an economics principles textbook: a perspective on the CORE project
by Paul Crosby & David Orsmond - 179-194 Does a rose by any other name smell as sweet? Assessing student evaluation of teaching ratings pre- and during the COVID-19 lockdown: an Australian study
by Temesgen Kifle & Parvinder Kler - 195-202 Book review
by Joachim Thönnessen
June 2023, Volume 2, Issue 1
- 1-3 Introduction to the Symposium: Gender and Economics Education
by Peter Docherty - 4-25 Understanding sex differences when majoring in economics: what little we know, reasons for knowledge gaps, and a research agenda of unanswered questions
by Peter Docherty - 26-44 Integrating gender into a labour economics class
by Jacqueline Strenio & Yana van der Meulen Rodgers - 45-68 Key authors in business and management education (BME) with a bibliometric analysis of economic education scholarship by gender
by Carlos J. Asarta & Regina F. Bento & Zachary Ferrara & Charles J. Fornaciari & Alvin Hwang & Kathy Lund Dean & Diego Mendez-Carbajo - 69-82 Improving long-term retention: promoting distributed practice in an introductory economics course
by Daniel Diaz Vidal - 83-89 The tradeoff between economic freedom and economic performance: a classroom exercise
by Franklin G. Mixon Jr. & Rand W. Ressler - 90-107 Easy expectations and racial bias in economics instructor ratings
by Junaid B. Jahangir
November 2022, Volume 1, Issue 1
- 1-10 Editorial
by Peter Docherty - 11-29 The long tail of the pandemic and its ongoing effect on teaching and learning economics
by Brian Gockley & Geoff Schneider - 30-47 Eight lessons for teaching macroeconomic policy after COVID-19: a heterodox perspective
by Louis-Philippe Rochon & Sergio Rossi - 48-65 A short-run Keynesian model of the COVID-19 recession for Econ 101
by Peter N. Hess - 66-86 Simple games for teaching economics online
by Bei Hong - 87-94 Using the COVID-19 vaccine to teach constrained optimization in Econ 101
by Sreenivasan Subramanian - 95-115 Seminar attendance, lecture capture, and disability adjustments: intuition and evidence
by Marc E. Betton & J. Robert Branston - 135-157 This paper presents, with pedagogical aims, the Godley–Lavoie approach to building a Post-Keynesian stock-flow-consistent model, finding its solution, and performing simulations using E-views software. By doing so, we seek to contribute to the literature in three ways: first, presenting to the reader an accessible description of the procedures adopted by the experts; second, spreading among students and researchers a heterodox macroeconomic approach; third, showing that the accounting models are more precise to analyze the economic reality and represent an alternative to simulate the interaction between real and financial markets
by Christian De la Luz-Tovar