International Review of Economics Education

2013 - 2025

Current editor(s): Guest, Ross

From Elsevier
Bibliographic data for series maintained by Catherine Liu ().

Access Statistics for this journal.
Is something missing from the series or not right? See the RePEc data check for the archive and series.

Volume 34, issue C, 2020

Teaching econometrics with data on coworker salaries and job satisfaction

Todd Easton

Community college students’ response to a financial literacy intervention: An exploratory study

Jacob J. Popovich, Cäzilia Loibl, Christopher Zirkle and M. Susie Whittington

Evaluating the effects of mobile applications on course assessment: A quasi-experiment on a macroeconomics course

María Barreiro-Gen

Financial literacy of high school students in the Netherlands: knowledge, attitudes, self-efficacy, and behavior

Aisa Amagir, Wim Groot, Henriëtte Maassen van den Brink and Arie Wilschut

Volume 33, issue C, 2020

Research-based instructional strategies in a flipped principles of microeconomics classroom

Sarah B. Cosgrove and Neal H. Olitsky

Integrating data analysis into an introductory macroeconomics course

Marketa Wolfe

Volume 32, issue C, 2019

I’ll share with her, but not with you: A mixed methods approach to investigating children’s naïve theories about resource allocation decisions pp. -

Amanda Brooke Jennings

Can homo economicus be an altruist? A classroom experimental method pp. -

Tomasz Kopczewski and Iana Okhrimenko

Is assessing learning outcomes a trade-off in experiential learning? Integrating field visit with managerial economics course pp. -

Subramania Raju Rajasulochana and S. Senthil Ganesh

Improving financial literacy of the poor and vulnerable in Indonesia: An empirical analysis pp. -

Jane S. Lopus, Dwi Sulistyorini Amidjono and Paul Grimes

Volume 31, issue C, 2019

Using data and research to address student misconceptions pp. -

Adam Hoffer

Pedagogical pluralism in undergraduate urban economics education pp. -

Franklin Obeng-Odoom

Flipping the classroom and student learning outcomes: Evidence from an international economics course pp. -

Steven Yamarik

IQA: Qualitative research to discover how and why students learn from economic games pp. -

J.S. Davis

Collaborative learning in economics: Do group characteristics matter? pp. -

Lenis Saweda O. Liverpool-Tasie, Guigonan Serge Adjognon and Aaron J. McKim

Volume 30, issue C, 2019

Assessment of economic threshold concepts in higher education pp. -

Tommy Tang

Active financial analysis: Stimulating engagement using Bloomberg for introductory finance students pp. -

Michael McCann and Jo-Anna Russon

Models of strategic interaction in quantities vs. prices with differentiated goods pp. -

Quyen Nguyen and John Gilbert

Why does peer instruction improve student satisfaction more than student performance? A randomized experiment pp. -

Pilar Alcalde and Juan Nagel

Teaching hypothesis testing with simulated distributions pp. -

O’Hara, Michael

A two-round in-class trading game on the principle of comparative advantage and the theory of reciprocal demand pp. -

Bei Hong

Poetry and economics: Creativity, engagement and learning in the economics classroom pp. -

Mary E. Davis

Student academic performance and professional training year pp. -

Panagiotis Arsenis and Miguel Flores

The value in ‘value’: An exercise for pluralising economics instruction pp. -

Nathan Coombs and Ashley Frawley

Student preconceptions and reality: A survey exercise to teach wealth inequality pp. -

William Barnes, Todd Easton and Ross Leupp Hanig

Recounting the role of emotions in learning economics: Using the Threshold Concepts Framework to explore affective dimensions of students’ learning pp. -

Jessica Goebel and Suriamurthee Maistry

Faculty’s conceptions of teaching introductory economics in higher education: A phenomenographic study in a South African context pp. -

Emmanuel Ojo, Shirley Booth and Laurie Woollacott

The relationship between migration background and knowledge and understanding of personal finance of young adults in Germany pp. -

Roland Happ and Manuel Förster

The economics instructor’s toolbox pp. -

Julien Picault

Experiential learning in macroeconomics through FREDcast pp. -

Diego Mendez-Carbajo

Quantile regression analysis of cooperative learning effects pp. -

Amanda Deerfield

Students’ perception of the pluralism debate in economics: Evidence from a quantitative survey among German universities pp. -

Eva Schweitzer-Krah and Tim Engartner

Teaching macroeconomics with data: Materials for enhancing students’ quantitative skills pp. -

Rattaphon Wuthisatian and Namporn Thanetsunthorn

The construction of frameworks in learners’ thinking: Conceptual change and threshold concepts in economics pp. -

Peter Davies

Identifying differential benefits from a flipped-group pedagogy in introductory microeconomics pp. -

Carlena K. Cochi Ficano

The effects of using Facebook as a discussion forum in an online principles of economics course: Results of a randomized controlled trial pp. -

Oskar Harmon and Paul A. Tomolonis

Microeconomic education, strategic incentives, and gender: An oligopoly classroom experiment with social interaction pp. -

José Antonio García-Martínez, Carlos Gutiérrez-Hita and Joaquín Sánchez-Soriano

Using ‘happy’ or ‘sad’ face in a decision-making grid to motivate students to improve academic success pp. -

Mona Ray, Emmanuel Onifade and Carolyn Davis

Interest as an influencing factor on student achievement in Economics pp. -

Christina Schnell and Dirk Loerwald

Do crib sheets improve student performance on tests? Evidence from principles of economics pp. -

Colin Cannonier and Kara Smith

Volume 29, issue C, 2018

Flipping the classroom: Old ideas, new technologies pp. 1-5

Ralf Becker and Alvin Birdi

Facilitating active learning and enhancing student self-assessment skills pp. 6-13

Fabio R. Arico' and Simon J. Lancaster

The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs pp. 14-28

Chiara Lombardini, Minna Lakkala and Hanni Muukkonen

Effects of flipping the principles of microeconomics class: Does scheduling matter? pp. 29-43

Lauren Calimeris

Team-based learning and student performance: Preliminary evidence from a principles of macroeconomics classroom pp. 44-58

Kathleen E. Odell

Flipping quantitative tutorials pp. 59-73

Ralf Becker and Steven Proud

Volume 28, issue C, 2018

Evaluating the effect of online principles courses on long-term outcomes pp. 1-10

William Bosshardt and Eric Chiang

Online assessment, adaptive feedback and the importance of visual learning for students. The advantages, with a few caveats, of using MapleTA pp. 11-28

Mario Pezzino

Class attendance and academic performance: A subgroup analysis pp. 29-40

Ishita Dey

Does English proficiency affect academic performance? pp. 41-48

Doris Geide-Stevenson

You’ve got mail: The impact of online message-boards on performance in first year undergraduate mathematics and statistical methods units pp. 49-57

Steven Proud