International Review of Economics Education

2013 - 2025

Current editor(s): Guest, Ross

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

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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

Volume 27, issue C, 2018

Teaching economics using ‘Cases’ – Going beyond the ‘Chalk-And-Talk’ method pp. 1-9

Mona Ray

From Solow to Romer: Teaching endogenous technological change in undergraduate economics pp. 10-15

Angus Chu

Teaching economics to the masses: The effects of student help centers on academic outcomes pp. 16-23

Steven L. Cobb, Michael A. McPherson, David J. Molina, John Quintanilla, Elizabeth Rasmussen and Jeffrey J. Rous

A new video-based tool to enhance teaching economics pp. 24-33

Christiane Kuhn, Olga Zlatkin-Troitschanskaia, Sebastian Brückner and Hannes Saas

Monetary incentives and self-chosen goals in academic performance: An experimental study pp. 34-44

Noemí Herranz-Zarzoso and Gerardo Sabater-Grande

Volume 26, issue C, 2017

Will this be on the test? How exam structure affects perceptions of innovative assignments in a masters of science microeconomics course pp. 1-8

Kelly A. Grogan

Failures in adopting green technology under perfect pollution pricing and monopoly pp. 9-13

Andrew Davis

Using twitter for economics business case discussions in large lectures pp. 14-18

Michael Jones and Max Baltzersen

Introducing economics to millennials pp. 19-29

José Carrasco-Gallego

Volume 25, issue C, 2017

Patreonomics: Public goods pedagogy for economics principles pp. 1-7

Franklin Mixon, Carlos Asarta and Steven B Caudill

How to integrate economic analysis into classroom discussions of diversity? pp. 8-14

Dennis L. Weisman

The source and impact of student preconceptions in economics principles classes pp. 15-24

Richard Parsons and Michael Mamo

The power of a simple verbal explanation: Evaluating the efficacy of narrated feedback pp. 25-34

Eric Chiang and Jose J. Vazquez

Humanities as technology in teaching economics pp. 35-40

Jeffrey Wagner