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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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