The Journal of Economic Education

1996 - 2026

Current editor(s): William Walstad

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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 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 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 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 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 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

Volume 52, issue 4, 2021

Using readings beyond the textbook: A survey pp. 269-273

Sam Allgood and KimMarie McGoldrick

Leveraging outside readings and low-stakes writing assignments to promote student engagement in an economic development course pp. 274-285

Emily Beam

Teaching controversial and contemporary topics in economics using a jigsaw literature review activity pp. 286-295

Patrick Button, LaPorchia Collins, Augustine Denteh, Mónica García-Pérez, Ben Harrell, Elliott Isaac and Engy Ziedan

Prepping for a proposal—Using journal articles in a labor economics course pp. 296-307

Laurie Miller

Teaching students to read journal articles critically pp. 308-315

George Orlov

“Provide a complete, concise economic analysis of the following article…”: Using outside readings to train students to answer a single question pp. 316-325

Thomas P. Andrews

Laying the groundwork for in-class groupwork with readings beyond the textbook pp. 326-333

Phil Ruder

Promoting economic literacy: Combining news articles and clicker questions in a large introductory microeconomics course pp. 334-342

Laura Ahlstrom

Economics ripped from the headlines: The Economist ascourse text pp. 343-352

Rebecca L. Moryl

Teaching economics of climate change and sustainability as an introductory interdisciplinary elective using critical reading of supplementary sources pp. 353-362

Suchandra Basu

Using outside readings to help students understand what economists do pp. 363-371

Patricia Higino Schneider

Dynamic macroeconomic models with Excel pp. 372-372

Anelí Bongers, Trinidad Gómez and Jose Torres

Editorial statistics pp. 373-373

The Editors

Volume 52, issue 3, 2021

Broadening perceptions of economics in a new introductory economics sequence pp. 175-191

Ann Owen and Paul Hagstrom

Money growing on trees: A classroom game about payments for ecosystem services and tropical deforestation pp. 192-217

Sahan Dissanayake and Sarah Jacobson

Team-based learning in economics: A symposium pp. 218-219

Sam Allgood and KimMarie McGoldrick

Getting started with team-based learning (TBL): An introduction pp. 220-230

Phil Ruder, Mark Maier and Scott Simkins

Team-based learning (TBL): Putting learning sciences research to work in the economics classroom pp. 231-240

Scott Simkins, Mark Maier and Phil Ruder

Challenges and lessons: Design and implementation of a multi-site evaluation of team-based learning pp. 241-248

Katherine Carson, Hiuko Adams, Jimena Gonzalez-Ramirez, Craig Heinicke, James Michael Latham, Mark Maier, C. Lucy Malakar, Phil Ruder and Scott Simkins

Transitioning to a team-based learning principles course pp. 249-256

Marcelo Clerici-Arias

TBL Fridays: Using team-based learning to engage in policy debates in an introductory class pp. 257-263

Alan Green

Trends in undergraduate economics degrees, 2001–2020 pp. 264-267

John Siegfried

Volume 52, issue 2, 2021

Chair the Fed: Insights from game usage data pp. 89-101

Evgeniya Duzhak, K. Jody Hoff and Jane S. Lopus

Teaching an economics capstone course with a policy focus pp. 102-113

Joseph C. Morreale and Anna Shostya

Don’t just read the news, write the news! — A course about writing economics for the media pp. 114-127

Julien Picault

Learning by Giving in an introductory economics of altruism course pp. 128-140

Julia Paxton

Learning by Giving applied in an upper-level course on the Economics of Altruism, Philanthropy, and Nonprofit Organizations pp. 141-155

Gail M. Hoyt

What do economic education scholars study? Insights from machine learning pp. 156-172

Jose Fernandez, Erin Yetter and Kim Holder

Options strategies pp. 173-173

Andrew McKenzie, Billy Ellis, James Smartt and Wei Yang

Looking for innovative pedagogy? An online economics instructor’s toolbox pp. 174-174

Julien Picault

Volume 52, issue 1, 2020

A meta-analysis of technology: Interventions in collegiate economics classes pp. 1-16

Marianne Johnson and Martin E. Meder

The cognitive challenges of effective teaching pp. 17-40

Stephen L. Chew and William J. Cerbin

How can economists use the cognitive challenges framework to enhance economic education? pp. 41-52

Sam Allgood and KimMarie McGoldrick

Does graduate economics education address the cognitive challenges of effective teaching? pp. 53-63

Wendy A. Stock

Designing and communicating new pedagogy ideas in economics pp. 64-72

William Bosshardt

The cognitive challenges of effective teaching and contribution opportunities to the Features and Information section of the Journal of Economic Education pp. 73-81

Gail M. Hoyt and Roisin O’Sullivan

Online implementation of portions of “the cognitive challenges of effective teaching” pp. 82-88

William Goffe