The Journal of Economic Education
1996 - 2023
Current editor(s): William Walstad From Taylor & Francis Journals Bibliographic data for series maintained by Chris Longhurst (). Access Statistics for this journal.
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Volume 54, issue 2, 2023
- Price discrimination: Teaching new results with simple exercises pp. 103-112

- Joaquín Coleff and Camilo Rubbini
- Classroom experiments on technology licensing: Royalty stacking, cross-licensing, and patent pools pp. 113-125

- Atle Haugen and Steffen Juranek
- Games in the classroom: A symposium pp. 126-127

- Sarah Jacobson and Allison Oldham Luedtke
- Climate change mitigation under uncertainty and inequality: A classroom experiment pp. 128-144

- Juana Castro Santa
- Renewable resource dynamics: A Web-based classroom experiment pp. 145-157

- Darwin Cortés, César Mantilla and Laura Prada
- Ore money ore problems: A resource extraction game pp. 158-176

- Sarah Jacobson
- Teaching Nash equilibrium with Python pp. 177-183

- Allison Oldham Luedtke
- Teaching before and during COVID-19: A survey pp. 184-190

- Sam Allgood and KimMarie McGoldrick
- COVID-19 as a trigger of persistent innovations: Evidence from an economics elective at Claremont McKenna College pp. 191-197

- Darren Filson
- Writing-to-learn: Strategies to promote engagement, peer-to-peer learning, and active listening in economics courses pp. 198-204

- M. Femi Ayadi and Grace Onodipe
- Reshaping a course for COVID along 5 dimensions: Lessons from “behavioral economics” at Swarthmore College pp. 205-213

- Syon Bhanot
- Asynchronous learning design—Lessons for the post-pandemic world of higher education pp. 214-223

- Parama Chaudhury
Volume 54, issue 1, 2023
- Cutting our losses: The effects of a loss-aversion strategy on student learning gains pp. 1-16

- Neal H. Olitsky and Sarah B. Cosgrove
- Required or voluntary financial education and saving behaviors pp. 17-37

- William B. Walstad and Jamie Wagner
- Teaching the COVID-19 lockdown using the Keynesian Cross pp. 38-59

- Florian Sniekers
- Teaching development economics from a gender perspective pp. 60-75

- Günseli Berik and Yana van der Meulen Rodgers
- Teaching an undergraduate elective on the Great Recession (and the COVID-19 recession too) pp. 76-93

- Emily Marshall and Paul Shea
- An alternative approach for introducing instrumental variables based on ordinary least squares omitted variable bias pp. 94-101

- Quinn A. W. Keefer
Volume 53, issue 4, 2022
- Online proctored assessment during COVID-19: Has cheating increased? pp. 277-295

- Ivo J. M. Arnold
- Repeated quizzing of basic mathematics concepts to improve grades in economics classes pp. 296-306

- Jack Leggett, Bryan Morgan and Kam Ki Tang
- The link between financial education and financial literacy: A cross-national analysis pp. 307-324

- John Jerrim, Luis Alejandro Lopez-Agudo and Oscar David Marcenaro-Gutierrez
- Economics PhD programs in Europe: Completion times and job placement pp. 325-339

- Árpád Ábrahám, Benedikt Dengler and Vinzenz Ziesemer
- Alternatives to the scarcity principle pp. 340-347

- William Darity
- Teaching post-intermediate macroeconomics with a dynamic 3-equation model pp. 348-367

- Leila E. Davis and Leopoldo Gómez-Ramírez
- Editorial statistics pp. 368-368

- The Editors
Volume 53, issue 3, 2022
- Helping some and harming others: Homework frequency and tradeoffs in student performance pp. 197-209

- Abdullah Al-Bahrani, Maria Apostolova-Mihaylova and Emily Marshall
- Examining modern money creation: An institution-centered explanation and visualization of the “credit theory” of money and some reflections on its significance pp. 210-231

- Andrew Hook
- Let’s close the gap: Updating the textbook treatment of monetary policy pp. 232-249

- Jane Ihrig and Scott Wolla
- Is economics STEM? Process of (re)classification, requirements, and quantitative rigor pp. 250-258

- Emily Marshall and Anthony Underwood
- Classroom management and student interaction interventions: Fostering diversity, inclusion, and belonging in the undergraduate economics classroom pp. 259-272

- Abdullah Al-Bahrani
- Trends in undergraduate economics degrees, 2001–2021 pp. 273-276

- John J. Siegfried
Volume 53, issue 2, 2022
- The effects of game-based financial education: New survey evidence from lower-secondary school students in Finland pp. 109-125

- Panu Kalmi and Jaana Rahko
- A Python-based undergraduate course in computational macroeconomics pp. 126-140

- Brian C. Jenkins
- Lessons from the fields pp. 141-142

- Allen C. Goodman
- Teaching public policy analysis: Lessons from the field pp. 143-149

- Christine Piette Durrance
- Teaching the economics of sports pp. 150-158

- Michael Leeds
- Integrating economics into professional studies: Criminal justice, health, and public policy education pp. 159-164

- Juliette Roddy
- The rich palette of the economic history curriculum pp. 165-173

- Price Fishback and Michael Haupert
- Introduction to symposium on teaching innovative classes in economics pp. 174-175

- Wendy A. Stock
- The economics of social entrepreneurship pp. 176-180

- Andrew Samwick
- An undergraduate economics course on belief formation and influence pp. 181-187

- Daniel F. Stone
- Economics of artificial intelligence and innovation pp. 188-191

- Evangelia Chalioti
- Economics of Star Wars pp. 192-193

- Matthew Rousu, Ben Smith and Bailey Hackenberry
- Assessment disaggregation: A new tool to calculate learning types from nearly any exam platform, including online systems pp. 194-195

- Ben O. Smith
- Teaching with Superstore pp. 196-196

- Jadrian Wooten and Brian Lynch
Volume 53, issue 1, 2022
- Gender and peer evaluations pp. 1-10

- Molly Espey
- Team-based learning in economics: Promoting group collaboration, diversity and inclusion pp. 11-30

- Gabriella Cagliesi and Mahkameh Ghanei
- International trade with heterogeneous firms: An interactive classroom simulation pp. 31-42

- Nathaniel Cook and Angie Pantuosco
- Wikipedagogy: Enhancing student motivation and collaboration in an economics class with Wikipedia pp. 43-51

- Stefan Humer and Matthias Schnetzer
- Springsteen-omics: contemplative pedagogy and Springsteen in undergraduate economics courses pp. 52-68

- Melissa H. Mahoney, Leah G. Mathews and Audrey E. Thomas
- Critical thinking and economic instruction: One approach and six points of view pp. 69-70

- Gail M. Hoyt
- What does critical thinking mean in teaching economics?: The big and the little of it pp. 71-84

- John Siegfried and David Colander
- What does critical thinking mean in teaching economics? pp. 85-87

- Melissa S. Kearney
- The instructor as ambassador pp. 88-90

- N. Gregory Mankiw
- Critical thinking on the Samuelsonian Gospel according to John and David pp. 91-94

- Deirdre Nansen McCloskey
- Sparking Student Curiosity pp. 95-99

- Betsey Stevenson
- Enhancing critical thinking skill formation: Getting fast thinkers to slow down pp. 100-108

- John List
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