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 24, issue C, 2017

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

Volume 23, issue C, 2016

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

Volume 22, issue C, 2016

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

Volume 21, issue C, 2016

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

Volume 20, issue C, 2015

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

Volume 19, issue C, 2015

Bringing imagination back to the classroom: A model for creative arts in economics pp. 1-12

Mary E. Davis

Teaching the economic way of thinking through Op-eds pp. 13-21

Joshua Hall and Marta Podemska-Mikluch

Virtual Learning Environments: Linking participation to evaluation pp. 22-35

John Moffat and Catherine Robinson

Engaging students using social media: The students’ perspective pp. 36-50

Abdullah Al-Bahrani, Darshak Patel and Brandon Sheridan

Volume 18, issue C, 2015

Exploring Easter Island economics with Excel pp. 1-10

Thomas R. Dalton, R. Morris Coats and R. Andrew Luccasen

Student evaluation based indicators of teaching excellence from a highly selective liberal arts college pp. 11-24

Aju Fenn

A practical guide to incorporating service learning into development economics classes pp. 25-36

Julia Paxton

Empirical assessment of e-learning on performance in principles of economics pp. 37-48

Ali Aljamal, Hanas Cader, Charles Chiemeke and Mark Speece

Numerical simulations of competition in quantities pp. 49-61

Devon Gorry and John Gilbert

A model to assess students’ social responsibility behavior within a classroom experiment pp. 62-82

Amalia Rodrigo-González and María Caballer-Tarazona

Volume 17, issue C, 2014

Factors influencing the performance of non-economics majors in an introductory economics course pp. 1-16

Eleanor Denny

Watching the watchmen: A statistical analysis of mark consistency across taught modules pp. 17-29

Marco Ercolani and Joanne S. Ercolani

Non-response bias in student evaluations of teaching pp. 30-38

Clifford Nowell, Lewis Gale and Joe Kerkvliet

What determines students’ choices of elective modules? pp. 39-54

Mary R. Hedges, Gail Pacheco and Don Webber

Instructor attire and student performance: Evidence from an undergraduate industrial organization experiment pp. 55-65

J. Dean Craig and Scott Savage

Do student responses parallel theory? Evidence from an oligopoly experiment pp. 66-73

Michael P. Ryan and Susann M. Doyle-Portillo

Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics pp. 74-84

Travis Roach

The happiness of economists: Estimating the causal effect of studying economics on subjective well-being pp. 85-97

Justus Haucap and Ulrich Heimeshoff

Does Supplemental Instruction for Principles of Economics improve outcomes for traditionally underrepresented minorities? pp. 98-108

Beth Wilson and Sarah Rossig

A picture is worth a thousand words (at least): The effective use of visuals in the economics classroom pp. 109-119

Jose J. Vazquez and Eric Chiang

Understanding student attendance in business schools: An exploratory study pp. 120-136

Andrew Mearman, Gail Pacheco, Don Webber, Artjoms Ivlevs and Tanzila Rahman