The Journal of Economic Education

1996 - 2025

Current editor(s): William Walstad

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Volume 48, issue 4, 2017

Evaluating Twitter and its impact on student learning in principles of economics courses pp. 243-253

Abdullah Al-Bahrani, Darshak Patel and Brandon Sheridan

Teaching writing in economics pp. 254-264

Katherine Schmeiser

Effective teaching of economics: A constrained optimization problem? pp. 265-275

Patrik T. Hultberg and David Santandreu Calonge

Teaching exchange rate risk using London's Gherkin building: How investors were in (and out of) a pickle pp. 276-287

Adam T. Jones, William H. Sackley and Ethan D. Watson

Models of undergraduate research in economics: Advice from eight exemplary programs pp. 288-289

Gail M. Hoyt and KimMarie McGoldrick

Learning by doing: The challenge of engaging undergraduates in economics research pp. 290-294

Smita Brunnermeier

Striving to involve undergraduates in economic research at Wellesley College pp. 295-300

Kristin Butcher and Akila Weerapana

Building research skills in the Macalester economics major pp. 301-305

J. Peter Ferderer and Gary Krueger

Undergraduate research in the Dartmouth Economics Department pp. 306-309

James Feyrer

Training young researchers: Successful strategies from University of Chicago college economics pp. 310-316

Victor Lima and Grace Tsiang

Forging on-campus connections to enhance undergraduate student reasoning, writing, and research skills pp. 317-326

Belinda Archibong, Harrison Dekker, Nathan Grawe, Martha Olney, Carol Rutz and David Weiman

LSAT® scores of economics majors: The 2015–16 class update and 15-year history pp. 327-332

Michael Nieswiadomy

Reviewers for Volume 48 pp. 333-336

The Editors

EOV Editorial Board pp. 337-337

The Editors

Volume 48, issue 3, 2017

Time series econometrics for the 21st century pp. 137-145

Bruce Hansen

Diversity, knowledge clusters, and job placement: Graduate economics teaching of core microeconomics pp. 146-166

Arthur Campbell, Jonathan S. Feinstein, Soonwook Hong, Sharon Qian and Trevor C. Williams

Enhancing the teaching of introductory economics with a team-based, multi-section competition pp. 167-175

Laura Beaudin, Aziz N. Berdiev, Allison Shwachman Kaminaga, Sam Mirmirani and Edinaldo Tebaldi

Using FRED data to teach price elasticity of demand pp. 176-185

Diego Mendez-Carbajo and Carlos Asarta

Index of economic freedom: Unrealized pedagogical opportunities pp. 186-192

Mark Maier and John A. Miller

Teaching macroeconomics to the visually impaired: New tactile methods, verbal precision, and small groups pp. 193-197

Michele I. Naples

Creating infographics to enhance student engagement and communication in health economics pp. 198-205

Julia VanderMolen and Christy Spivey

Performing an event study: An exercise for finance students pp. 206-215

William A. Reese and Russell P. Robins

Great ideas for making economic principles relevant and engaging: A three-paper symposium from David Cutler, Dean Karlan, and Cecilia Rouse pp. 216-217

Gail M. Hoyt

Teaching health care in introductory economics pp. 218-223

David M. Cutler

: Three principles of economics lessons as taught by a reality television show pp. 224-228

Dean Karlan

The economics of education and policy: Ideas for a principles course pp. 229-237

Cecilia Elena Rouse

Trends in undergraduate economics degrees, 1991–2016 pp. 238-242

John Siegfried

Volume 48, issue 2, 2017

Editor note on submission guidelines and financial education pp. 63-64

William Walstad

A classroom game on a negative externality correcting tax: Revenue return, regressivity, and the double dividend pp. 65-73

Joshua Duke and David M. Sassoon

Students' persistent preconceptions and learning economic principles pp. 74-92

Isabel Busom, Cristina Lopez-Mayan and Judith Panadés

Perspectives on evaluation in financial education: Landscape, issues, and studies pp. 93-112

William Walstad, Carly Urban, Carlos Asarta, Elizabeth Breitbach, William Bosshardt, Julie Heath, Barbara O'Neill, Jamie Wagner and Jing Jian Xiao

The: Development and measurement characteristics pp. 113-122

William B. Walstad and Ken Rebeck

Using the U.S. in Germany—Adaptation and validation pp. 123-135

Manuel Förster, Roland Happ and Dimitar Molerov

Volume 48, issue 1, 2017

Integrating normative issues in the principles of economics texts: Introduction to a symposium pp. 1-2

David Colander

A proposal for more sophisticated normative principles in introductory economics pp. 3-14

Stephen Schmidt

The ethics behind efficiency pp. 15-26

Jonathan Wight

On welfare economics in the principles course pp. 27-28

N. Gregory Mankiw

Market equilibria already incorporate normative preferences pp. 29-30

Sean Masaki Flynn

Bringing winners and losers into the classroom pp. 31-33

Jonathan Morduch

Cultivating the liberally educated mind through a signature program pp. 34-44

Emily Chamlee-Wright, Joshua Hall and Laura E. Grube

Have economic educators embraced social media as a teaching tool? pp. 45-50

Abdullah Al-Bahrani, Darshak Patel and Brandon Sheridan

Economics and business coursework by undergraduate students: Findings from Baccalaureate and Beyond transcripts pp. 51-60

William Bosshardt and William B. Walstad

Volume 47, issue 4, 2016

A quantitative evaluation of the flipped classroom in a large lecture principles of economics course pp. 269-287

Rita A. Balaban, Donna Gilleskie and Uyen Tran

Classroom experiments: Teaching specific topics or promoting the economic way of thinking? pp. 288-299

Tisha L. N. Emerson and Linda K. English

An analysis of economic learning among undergraduates in introductory economics courses in Germany pp. 300-310

Roland Happ, Olga Zlatkin-Troitschanskaia and Susanne Schmidt

Motivating the study of international trade: A classroom activity pp. 311-316

Sherry Jensen

A classroom experiment with bank equity, deposit insurance, and bailouts pp. 317-323

Denise Hazlett

A classroom market for extra credit: A semester-long experiment pp. 324-337

James Staveley-O'Carroll

What's in a grade? Grading policies and practices in principles of economics pp. 338-350

William B. Walstad and Laurie A. Miller

Trends in undergraduate economics degrees: 1991–2015 pp. 351-356

John Siegfried

EconEdReviews: Economics and personal finance lessons and reviews pp. 357-357

Carlos Asarta and Jamie F. Wagner

Reviewers for Volume 47 pp. 358-360

The Editors

EOV Editorial Board pp. 361-361

The Editors

Volume 47, issue 3, 2016

Assessing financial education methods: Principles vs. rules-of-thumb approaches pp. 193-210

William Skimmyhorn, Evan R. Davies, David Mun and Brian Mitchell

Randomized controlled trial of teaching methods: Do classroom experiments improve economic education in high schools? pp. 211-225

Gerald Eisenkopf and Pascal Sulser

When do first-movers have an advantage? A Stackelberg classroom experiment pp. 226-240

Robert Rebelein and Evsen Turkay

Growing by getting their hands dirty: Meaningful research transforms students pp. 241-257

Amy Henderson

Are MS in economics programs in departments that also have a PhD program in economics different from their counterparts? pp. 258-267

Martin I. Milkman, Riza Marjadi and James P. McCoy

Broadway economics pp. 268-268

Matthew C. Rousu

Volume 47, issue 2, 2016

Financial literacy of high school students: Evidence from Germany pp. 95-105

Carsten Erner, Michael Goedde-Menke and Michael Oberste

Using online compound interest tools to improve financial literacy pp. 106-120

Edward Hubbard, Percival Matthews and Anya Samek

The disaggregation of value-added test scores to assess learning outcomes in economics courses pp. 121-131

William B. Walstad and Jamie Wagner

Price discrimination: A classroom experiment pp. 132-139

Paula Aguiló, Maria Sard and Maria Tugores

Estimating gender wage gaps: A data update pp. 140-141

Judith A. McDonald and Robert Thornton

Policies with varying costs and benefits: A land conservation classroom game pp. 142-160

Sahan Dissanayake and Sarah Jacobson

Capstone senior research course in economics pp. 161-167

Ishuan Li and Robert Simonson

Comparative economics systems in the undergraduate curriculum: An update pp. 168-173

Alexander Kovzik and Marianne Johnson

Mass attrition: An analysis of drop out from principles of microeconomics MOOC pp. 174-186

Gloria Allione and Rebecca M. Stein

Is economics a good major for future lawyers? Evidence from earnings data pp. 187-191

John Winters

Bazinganomics: Economics of The Big Bang Theory pp. 192-192

James Tierney, G. Dirk Mateer, Ben Smith, Jadrian Wooten and Wayne Geerling

Volume 47, issue 1, 2016

Significant returns in engagement and performance with a free teaching app pp. 1-10

Alan Green

Introduction to symposium on opportunity cost pp. 11-11

David Colander

Opportunity cost: A reexamination pp. 12-22

Michael Parkin

Opportunity cost and the intelligence of economists: A comment pp. 23-25

Daniel Arce

Complexities in the examination of opportunity cost pp. 26-31

Rod O’Donnell

Comments on “Opportunity cost: A reexamination”: A case in point of no free lunch pp. 32-34

Daniel Stone

Opportunity cost: A reply pp. 35-39

Michael Parkin

Using STELLA simulation models to teach natural resource economics pp. 40-48

Sahan Dissanayake

Product bundling and shared information goods: A pricing exercise pp. 49-63

William Morrison

Pod learning: Student groups create podcasts to achieve economics learning goals pp. 64-70

Rebecca L. Moryl

Resources for economic educators from the Federal Reserve Bank of St. Louis pp. 71-75

Mary Suiter and Keith G. Taylor

The opinions of economics majors before and after learning economics pp. 76-83

Michael R. Hammock, P. Wesley Routon and Jay Walker

Community college economics instruction: Results from a National Science Foundation Project pp. 84-88

Mark Maier and W. Edward Chi

Trends in undergraduate economics degrees, 1991--2014 pp. 89-93

John Siegfried