Advances in Economics Education

2022 - 2024

Current editor(s): Peter Docherty

From Edward Elgar Publishing
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Economic pluralism and the Disney princesses pp. 107-123: Junaid B. Jahangir
Firm decisions under uncertainty in a two-sided market: a â€˜film industryâ€™ classroom game pp. 124-147: Sofia Izquierdo Sanchez
Teaching time use in economics classes: introducing students to time poverty and inequality in unpaid work pp. 148-163: Sarah F. Small and Laura Beltran Figueroa
The right tool for the job: matching active learning techniques to learning objectives pp. 164-187: Sarah Jacobson, Luyao Zhang and Jiasheng Zhu
Making microeconomics less ideological pp. 188-203: Michael Cauvel, Aaron Pacitti and Jon D. Wisman
Do review sessions improve exam performance? Evidence from the UK pp. 204-218: Petar Stankov

Introduction to the Symposium: Does Ethics Have a Place in Economics Education? pp. 1-7: Peter Docherty and Rod Oâ€™Donnell
Economics needs ethics to be relevant for the real world we live in! pp. 8-23: Charles K. Wilber
Why my doctor is a Kantian and my car mechanic is an Aristotelian: bringing marketplace ethics into the classroom pp. 24-42: Jonathan Wight
Call of duty: rethinking the relationship between economics and ethics in teaching â€“ walking in the footsteps of Albion Small pp. 43-59: Guillaume Vallet
Structuring ethics education in undergraduate business programs: a proposal pp. 60-75: Gerhard Van de Venter
Teaching IS-LM macroeconomics through material balance diagrams pp. 76-105: Indrajit Thakurata and Susmi Thomas

Introduction to the Symposium: CORE Econ â€“ A viable alternative curriculum? pp. 109-113: Daniela Tavasci and Eileen Tipoe
Rethinking the economics curriculum: strengths and weaknesses of the CORE Econ project pp. 114-126: Carlos Cortinhas
The COherence and RElevance of CORE Econâ€™s new benchmark model pp. 127-144: Samuel Bowles and Wendy Carlin
CORE Econ: a Neoclassical Synthesis for the twenty-first century? pp. 145-162: Jo Michell
Choosing an economics principles textbook: a perspective on the CORE project pp. 163-178: Paul Crosby and David Orsmond
Does a rose by any other name smell as sweet? Assessing student evaluation of teaching ratings pre- and during the COVID-19 lockdown: an Australian study pp. 179-194: Temesgen Kifle and Parvinder Kler
Book review pp. 195-202: Joachim ThÃ¶nnessen

Introduction to the Symposium: Gender and Economics Education pp. 1-3: Peter Docherty
Understanding sex differences when majoring in economics: what little we know, reasons for knowledge gaps, and a research agenda of unanswered questions pp. 4-25: Peter Docherty
Integrating gender into a labour economics class pp. 26-44: Jacqueline Strenio and Yana Rodgers
Key authors in business and management education (BME) with a bibliometric analysis of economic education scholarship by gender pp. 45-68: Carlos Asarta, Regina F. Bento, Zachary Ferrara, Charles J. Fornaciari, Alvin Hwang, Kathy Lund Dean and Diego Mendez-Carbajo
Improving long-term retention: promoting distributed practice in an introductory economics course pp. 69-82: Daniel Diaz Vidal
The tradeoff between economic freedom and economic performance: a classroom exercise pp. 83-89: Franklin Mixon and Rand W. Ressler
Easy expectations and racial bias in economics instructor ratings pp. 90-107: Junaid B. Jahangir

Editorial pp. 1-10: Peter Docherty
The long tail of the pandemic and its ongoing effect on teaching and learning economics pp. 11-29: Brian Gockley and Geoffrey Schneider
Eight lessons for teaching macroeconomic policy after COVID-19: a heterodox perspective pp. 30-47: Louis-Philippe Rochon and Sergio Rossi
A short-run Keynesian model of the COVID-19 recession for Econ 101 pp. 48-65: Peter N. Hess
Simple games for teaching economics online pp. 66-86: Bei Hong
Using the COVID-19 vaccine to teach constrained optimization in Econ 101 pp. 87-94: Sreenivasan Subramanian
Seminar attendance, lecture capture, and disability adjustments: intuition and evidence* pp. 95-115: Marc E. Betton and J. Robert Branston
This paper presents, with pedagogical aims, the Godleyâ€“Lavoie approach to building a Post-Keynesian stock-flow-consistent model, finding its solution, and performing simulations using E-views software. By doing so, we seek to contribute to the literature in three ways: first, presenting to the reader an accessible description of the procedures adopted by the experts; second, spreading among students and researchers a heterodox macroeconomic approach; third, showing that the accounting models are more precise to analyze the economic reality and represent an alternative to simulate the interaction between real and financial markets pp. 135-157: Christian De la Luz-Tovar