International Review of Economics Education

2013 - 2026

Current editor(s): Guest, Ross

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

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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

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

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

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

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

Financial literacy among Mexican high school teenagers pp. 1-17: Eva Arceo-Gomez and Alejandro Villagomez
Students’ preferences for attributes of postgraduate economics modules: Evidence from a multi-profile best-worst scaling survey pp. 18-27: Keila Meginnis and Danny Campbell
A model to teach non-rival and excludable goods in undergraduate microeconomics pp. 28-35: Aaron Wood
An introductory microeconomics in-class experiment to reinforce the marginal utility/price maximization rule and the integration of modern theory pp. 36-49: David G. Raboy
Learning by doing: Do economics students self-evaluation skills improve? pp. 50-64: Jon Guest and Robert Riegler

Economics: An elite subject soon only available in elite universities? pp. 1-9: John Lodewijks, Anthony Stokes and Sarah Wright
Teaching quality and academic research pp. 10-27: Rosa Rodríguez and Gonzalo Rubio
A case study on using instructor-recorded videos in an upper level economics course pp. 28-33: O Gulley and Aaron Jackson
Periscoping economics through someone else’s eyes: A real world (Twitter) app pp. 34-39: Chelsea T. Dowell and Daniel F. Duncan
Debilitating and facilitating test anxiety and student motivation and achievement in principles of microeconomics pp. 40-46: Ahmad A. Kader
The perception-reality gap in financial literacy: Evidence from the most literate state in India pp. 47-64: Abdul Latheef Kiliyanni and Sunitha Sivaraman
A simple climate-Solow model for introducing the economics of climate change to undergraduate students pp. 65-81: Panagiotis Tsigaris and Joel Wood

Student-crafted experiments “from the ground up” pp. 1-7: Stacie Bosley
A role-play to explain cartel behavior: Discussing the oligopolistic market pp. 8-15: Manuel Correa, Fernando García-Quero and Marta Ortega-Ortega
Putting yourself in the picture with an ‘ECONSelfie’: Using student-generated photos to enhance introductory economics courses pp. 16-22: Abdullah Al-Bahrani, Kim Holder, Rebecca L. Moryl, Patrick Ryan Murphy and Darshak Patel
Teaching comparative economic systems 25 years after the collapse of the Soviet Union pp. 23-33: Marianne Johnson and Alexander Kovzik
Understanding strategic competition using numerical simulations and dynamic diagrams in Mathematica pp. 34-47: Mario Pezzino
The value of a redesigned program and capstone course in economics pp. 48-58: Ishuan Li and Robert D. Simonson

The better blend? Flipping the principles of microeconomics classroom pp. 1-11: Neal H. Olitsky and Sarah Cosgrove
Taking higher order thinking seriously: Using Marzano’s taxonomy in the economics classroom pp. 12-20: Justin Dubas and Santiago A. Toledo
Cooperative learning and personality types pp. 21-29: Tisha L.N. Emerson, Linda English and KimMarie McGoldrick
Salary and job satisfaction among economics and business graduates: The effect of match between degree field and job pp. 30-40: John Robst and Jennifer VanGilder
A lottery on the first day of classes! An innovative structured steps assignment on a partially randomly selected topic pp. 41-47: Heba Helmy
Second-order accelerator of investment: The case of discrete time pp. 48-60: Eleni Dalla and Erotokritos Varelas

Reflections on the one-minute paper pp. 1-12: Damian Whittard
Flipping out about the flip: All hype or is there hope? pp. 13-28: Lauren Calimeris and Katherine M. Sauer
Teaching economic principles with analogies pp. 29-36: Mariya Burdina and Katherine M. Sauer
An argument for the use of the square-root functional form in teaching undergraduate microeconomics pp. 37-45: Robert Sproule
The impact of classroom demonstrations and online discussions on student achievement pp. 46-58: Staveley-O’Carroll, James