The Journal of Economic Education

1996 - 2026

Current editor(s): William Walstad

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Volume 51, issue 3-4, 2020

Immediate feedback assessment technique (IF-AT) quizzes and student performance in microeconomic principles courses pp. 211-226

Lauren Calimeris and Edward Kosack

Measuring economic competence of secondary school students in Germany pp. 227-242

Tim Kaiser, Luis Oberrauch and Günther Seeber

Who benefits from regular class participation? pp. 243-256

Lei Tang, Shanshan Li, Emma Auden and Elizabeth Dhuey

Assessing the impact of research capstone preparation in the economics curriculum pp. 257-270

Priscilla Cooke St. Clair, Lynn Hunnicutt and Karen Travis

A mixed methods approach to uncover common error patterns in student reasoning of supply and demand pp. 271-286

Aaron J. Staples, Hillary M. Sackett-Taylor, Jason Forgue, Stephanie B. Brewer and Supriya Sarnikar

Using the movie Joy to teach innovation and entrepreneurship pp. 287-296

John Dalton and Andrew J. Logan

Reimagining the introductory material in teaching money creation and monetary policy pp. 297-316

Andre Neveu

Learning Tableau: A data visualization tool pp. 317-328

Steven Batt, Tara Grealis, Oskar Harmon and Paul Tomolonis

“Tackling the federal debt problem fairly”: Context for the introductory class pp. 329-331

Sam Allgood and KimMarie McGoldrick

Tackling the federal debt problem fairly pp. 332-358

William Gale

Trends in undergraduate economics degrees, 2001–2019 pp. 359-363

John Siegfried

Expanding and diversifying the pool of undergraduates who study economics: Insights from a new introductory course at Harvard pp. 364-379

Amanda Bayer, Gregory Bruich, Raj Chetty and Andrew Housiaux

Economics is a Kahoot! pp. 380-380

Jadrian Wooten, Charity-Joy Acchiardo and G. Dirk Mateer

Editorial statistics pp. 381-381

The Editors

Volume 51, issue 2, 2020

Taking notes in the digital age: Evidence from classroom random control trials pp. 103-115

Benjamin Artz, Marianne Johnson, Denise Robson and Sarinda Taengnoi

Using the process approach to teach writing in economics pp. 116-129

Jill Caviglia-Harris

Student loan debt: A problem-based learning activity for introductory economics students pp. 130-142

Kristen Roche Carioti

Teaching modules for estimating climate change impacts in economics courses using computational guided inquiry pp. 143-158

Lea Fortmann, Justin Beaudoin, Isha Rajbhandari, Aedin Wright, Steven Neshyba and Penny Rowe

The Alchian Maze pp. 159-166

Michael J. Clark

Is economics STEM? Trends in the discipline from 1997 to 2018 pp. 167-174

Emily Marshall and Anthony Underwood

Admission into economic PhD programs: Results of a recent study and advice from directors of graduate studies at six exemplary U.S. economics PhD programs pp. 175-176

Gail M. Hoyt

So you want to go to graduate school? Factors that influence admissions to economics PhD programs pp. 177-190

Adam Jones, Peter Schuhmann, Daniel Soques and Allison Witman

Comments on Jones et al. and advice for the graduate school application process pp. 191-193

Gautam Gowrisankaran

Comments on “So you want to go to graduate school? Factors that influence admissions to economics PhD programs” by Jones et al pp. 194-198

M. Daniele Paserman

Comments for JEE based on ASSA panel discussion “Preparing undergraduates for application to graduate school” pp. 199-200

Navin Kartik

Admissions to economics PhD program: Perspectives from a large public university pp. 201-202

Martin Boileau

Preparing undergraduates for application to graduate school pp. 203-205

Wojciech Olszewski

Preparing undergraduates for application to graduate school: Comments on Jones et al (2020) pp. 206-208

Marcus Berliant

Kiviq.us: A free double auction Internet classroom experiment that runs on any student device pp. 209-209

Kyle Hampton and Paul Johnson

Economics within ABC’s Modern Family pp. 210-210

Jadrian Wooten, Kalina Staub and Susan Reilly

Volume 51, issue 1, 2020

Learning effects of the flipped classroom in a principles of microeconomics course pp. 1-18

Erik Craft and Maia Linask

An exchange rate risk experiment with multiple currencies pp. 19-30

Paul Johnson and James Staveley-O’Carroll

A classroom experiment on the causes and forms of bounded rationality in individual choice pp. 31-41

Anna Rita Bennato, Adrian Gourlay and Chris M. Wilson

A demand and supply game exploring global supply chains pp. 42-51

Bei Hong

For want of a chair: Teaching price formation using a cap and trade game pp. 52-66

Stefano Carattini, Eli P. Fenichel, Zander Gordan and Patrick Gourley

The Federal Reserve Board and economic education pp. 67-67

Sam Allgood and KimMarie McGoldrick

A survey of Federal Reserve economic education programs and resources1 pp. 68-79

Andrew Hill and Scott Wolla

The Economics Scholars Program: Creating a professional economics research conference for undergraduate students pp. 80-86

Stephen Clayton and Daniel Nuckols

Active learning with FRED data pp. 87-94

Diego Mendez-Carbajo

Flipping the classroom with econlowdown.org pp. 95-102

Diego Mendez-Carbajo and Lucy C. Malakar

Volume 50, issue 4, 2019

Introduction to symposium on teaching undergraduate econometrics pp. 337-342

David Colander

Is precise econometrics an illusion? pp. 343-355

G. M. Peter Swann

What quantitative methods should we teach to graduate students? A comment on Swann’s “Is precise econometrics an illusion?” pp. 356-361

Deirdre Nansen McCloskey and Stephen T. Ziliak

Teaching the art of pulling truths from economic data: Comment on “Is precise econometrics an illusion?” pp. 362-366

Edward Leamer

Theory vs. practice: Teaching undergraduate econometrics pp. 367-370

Alice Louise Kassens

Scalable, scaffolded writing assignments with online peer review in a large introductory economics course pp. 371-387

Avi Cohen and Andrea L. Williams

HeadsUp! Econ: Making exam review sessions fun and effective pp. 388-397

Rebecca L. Moryl, Florencia Gabriele and Jannet Desvira

The psychology of sunk cost: A classroom experiment pp. 398-409

Louis-Philippe Sirois

The undergraduate economics coursework of elementary and secondary school teachers pp. 410-417

William B. Bosshardt and William Walstad

Reviewers for Volume 50 pp. 418-420

The Editors

Volume 50, issue 3, 2019

The effects of a financial literacy intervention on the financial and economic knowledge of high school students pp. 215-229

Andrew Gill and Radha Bhattacharya

Teaching students to extend economic models using in-class scaffolding assignments pp. 230-241

Tamara Lynn Trafton

Efficient empiricism: Streamlining teaching, research, and learning in empirical courses pp. 242-257

Tomas Dvorak, Simon D. Halliday, Michael O’Hara and Aaron Swoboda

Six guidelines for teaching intermediate macroeconomics pp. 258-260

N. Gregory Mankiw

What should students learn in intermediate microeconomics? To think conceptually from the fundamentals of the discipline pp. 261-264

Thomas J. Nechyba

What should we teach in intermediate macroeconomics? pp. 265-268

Dean Croushore

What should we teach in intermediate microeconomics? pp. 269-272

Austan Goolsbee

50 years of teaching introductory economics pp. 273-283

Daniel Hamermesh

Data literacy in economic development pp. 284-298

Simon D. Halliday

The unequal distribution of economic education: A report on the race, ethnicity, and gender of economics majors at U.S. colleges and universities pp. 299-320

Amanda Bayer and David W. Wilcox

Switching majors – into and out of economics pp. 321-332

Tisha L. N. Emerson and KimMarie McGoldrick

Trends in undergraduate economics degrees, 2001–2018 pp. 333-336

John Siegfried

Volume 50, issue 2, 2019

A classroom experiment in monetary policy pp. 89-107

John Duffy and Brian C. Jenkins

Teaching courses in macroeconomics and monetary policy with Bloomberg analytics pp. 108-128

Dean Croushore and Hossein S. Kazemi

Equilibrium with capacity-constrained firms: A classroom experiment pp. 129-141

Gayane Barseghyan and Aram Grigoryan

Learning to do: Facilitating practice in a large introductory macroeconomics class pp. 142-156

Anna Josephson, Larry DeBoer, Dave Nelson and Angelika Zissimopoulos

Continuity and change in the Journal of Economic Education over 50 years pp. 157-167

William B. Walstad

50 years of economic instruction in the Journal of Economic Education pp. 168-195

Gail M. Hoyt and KimMarie McGoldrick

50 years of research in the Journal of Economic Education pp. 196-206

Sam Allgood and Georg Schaur

Setting an agenda for the future pp. 207-212

Sam Allgood and KimMarie McGoldrick

A geometric approach to multicollinearity pp. 213-213

Stephen Erfle

Volume 50, issue 1, 2019

Are your students absent, not absent, or present? Mindfulness and student performance pp. 1-16

Eric P. Chiang and Albert J. Sumell

Writing in the discipline and reproducible methods: A process-oriented approach to teaching empirical undergraduate economics research pp. 17-32

Emily Marshall and Anthony Underwood

One size doesn’t fit all: A project designing small-scale economic development projects pp. 33-43

Sara Gundersen and Allison Shwachman Kaminaga

A video game to supplement a hybrid principles of microeconomics course pp. 44-56

Chen Feng Ng

An endogenous equilibrium game on traffic congestion externalities pp. 57-69

Leah H. Palm-Forster and Joshua Duke

A dynamic semester-long social dilemma game for economic and interdisciplinary courses pp. 70-85

Silvia Secchi and Simanti Banerjee

Indexing of the JEE online section pp. 86-86

Howard Cochran, Brad Childs, Lakisha Simmons and Marieta Velikova

Teaching economics using NBC’s Parks and Recreation pp. 87-88

Jadrian Wooten and Kalina Staub