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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Pluralism at work: Alumni assess an economics education pp. 63-72: Brian Cooper and Elizabeth A. Ramey
How should economics curricula be evaluated? pp. 73-86: Andrew Mearman
The case for the traditional classroom pp. 87-99: Alan Green
Reinterpreting the economics textbook: A student assignment pp. 100-110: Eleanor Denny
Students’ overreliance on linearity in economic thinking: An exploratory study at the tertiary level pp. 111-121: Dirk De Bock, Daam Van Reeth, Janne Minne and Wim Van Dooren
Teaching economics with a bag of chocolate: A classroom experiment for elementary school students pp. 122-128: Nicholas Rupp
Using MS Excel to solve and simulate the Life-Cycle/Permanent-Income Model of Consumption and Saving pp. 129-146: T. Scott Findley
Teaching the multiplier: The value of a quantitative approach pp. 147-155: Paul Turner and Justine Wood
Evaluating the impact of a web-based resource on student learning pp. 156-169: Matthew Olczak

Construct validity of financial literacy pp. 1-11: Michael Schuhen and Susanne Schürkmann
Factors associated with financial literacy among high school students in New Zealand pp. 12-21: Michael Cameron, Richard Calderwood, Ashleigh Cox, Steven Lim and Michio Yamaoka
Comparison of financial literacy between Korean and U.S. high school students pp. 22-38: Kyungho Jang, Jinsoo Hahn and Hyung Joon Park
The features and effectiveness of the Keys to Financial Success curriculum pp. 39-50: Carlos Asarta, Andrew Hill and Bonnie T. Meszaros
Financial literacy education in the curriculum: Making the grade or missing the mark? pp. 51-62: Levon Blue, Peter Grootenboer and Mark Brimble

Does lecture attendance affect academic performance? Panel data evidence for introductory macroeconomics pp. 1-16: Vincenzo Andrietti
The effect of blended courses on student learning: Evidence from introductory economics courses pp. 17-31: Neal H. Olitsky and Sarah Cosgrove
An active-learning exercise on learning negotiation as a way to mitigate the gender wage gap for introductory microeconomics pp. 32-42: Kristen Roche Carioti
Finding mixed strategy Nash equilibria with decision trees pp. 43-50: Barry R. Cobb and Tinni Sen
The tradable pollution permit exercise: Three additional tools pp. 51-59: Michael A. McPherson and Michael Nieswiadomy
Earth-economics: A closed economy approach with real world data pp. 60-70: Peter Bergeijk

Is distance learning really a substitute for on-site learning? Perceptions of faculty who teach undergraduate economics using both formats pp. 4-15: Timothy Wunder, Dawn Richards Elliott and Scott England
Iclickers and student performance pp. 16-23: Tanga McDaniel Mohr
The impact of analyzing economic events on the learning of undergraduate economic theory pp. 24-35: J. Dean Craig and Samuel R. Raisanen
Utilizing online tools to measure effort: Does it really improve student outcome? pp. 36-45: Sharmistha Self
Teacher training and economics understanding of Albanian high school students pp. 46-56: Dolore B. Bushati and Barbara Phipps
Of mice and pens: A discrete choice experiment on student preferences for assignment systems in economics pp. 57-70: Darragh Flannery, Brendan Kennelly, Edel Doherty, Stephen Hynes and John Considine
Using box office revenues in the economics classroom pp. 71-85: David M. Lang
Teaching macroeconomics through flowcharts pp. 86-93: Yaniv Reingewertz
A note on teaching externalities: Distinguishing between consumption and production externalities pp. 94-99: Helen Naughton

The distribution and utilization of class time: How long should class be, and should students even attend? pp. 1-9: Robert Tatum and Keisha L. Childers
Making economics real—The Economics Internship pp. 10-25: Craig Cameron, Brett Freudenberg and Mark Brimble
Employment and student performance in Principles of Economics pp. 26-30: Jae-Kwang Hwang
Paper and online assignments in economics: A comparison with panel data pp. 31-43: Darragh Flannery, Brendan Kennelly and John Considine
Inequality and growth: Understanding the link through a simulation pp. 44-49: Michael Hanlon
Housing prices and balance sheets effects: A classroom demonstration pp. 50-66: Olena Mykhaylova, Shakun Mago and Staveley-O’Carroll, James
T-shirts, moonshine, and autopsies: Using podcasts to engage undergraduate microeconomics students pp. 67-74: Rebecca Moryl

Health economics in the UK: Capacity, constraints and comparisons to US health economists pp. 1-11: Billingsley Kaambwa and Emma Frew
Bridging the gap between elementary and advanced approaches to teaching adverse selection pp. 12-19: Ricard Rigall-I-Torrent
Sweat the small stuff: The effect of small incentive changes on participation in service-learning pp. 20-32: Timothy Diette and Sara E. Helms
Using rubrics in economics pp. 33-47: KimMarie McGoldrick and Brian Peterson
An exploration of Robert Frank's ‘The Economic Naturalist’ in the classroom pp. 48-59: Wayne Geerling
Teaching basic econometric concepts using Monte Carlo simulations in Excel pp. 60-79: Genevieve Briand and Carter Hill
The occupy wall street movement and the principles of economics pp. 80-83: David Colander
Comment on David Colander article pp. 84-85: Diane Coyle
Response to David Colander pp. 86-87: John Quiggin
A response to “Occupy Wall Street and the principles of economics”, by David Colander pp. 88-89: John Sloman