| Evaluating the flipped classroom: A randomized controlled trial |
7 |
| Diversity, effort, and cooperation in team-based learning |
4 |
| Improved grade outcomes with an e-mailed grade nudge |
4 |
| 50 years of economic instruction in the Journal of Economic Education |
4 |
| The unequal distribution of economic education: A report on the race, ethnicity, and gender of economics majors at US colleges and universities |
3 |
| Economics media library |
3 |
| Are your students absent, not absent, or present? Mindfulness and student performance |
2 |
| Writing in the discipline and reproducible methods: A process-oriented approach to teaching empirical undergraduate economics research |
2 |
| Trends in undergraduate economics degrees, 1991-2017 |
2 |
| The effects of a financial literacy intervention on the financial and economic knowledge of high school students |
2 |
| Integrating graphing assignments into a money and banking course using FRED |
2 |
| Data literacy in economic development |
2 |
| Teacher training for PhD students and new faculty in economics |
1 |
| Continuity and change in the Journal of Economic Education over 50 years |
1 |
| Games superheroes play: Teaching game theory with comic book favorites |
1 |
| Farmer Brown v. Rancher Wyatt: Teaching the Coase Theorem |
1 |
| Let's make a deal in the classroom: Institutional solutions to the Monty Hall Dilemma |
1 |
| Does studying economics in college influence loan decisions later in life? |
1 |
| 50 years of teaching introductory economics |
1 |
| What quantitative methods should we teach to graduate students? A comment on Swann's Is precise econometrics an illusion? |
1 |
| HeadsUp! Econ: Making exam review sessions fun and effective |
1 |
| Scalable, scaffolded writing assignments with online peer review in a large introductory economics course |
1 |
| Maybe you can, but perhaps you shouldn't! saving undergraduate macroeconomics from DSGE modeling |
1 |
| Yes we can! Teaching DSGE models to undergraduate students |
1 |
| Bridging the gap between undergraduate and graduate macroeconomics |
1 |
| Leveraging the power of experiential learning to achieve higher-order proficiencies |
1 |
| Let's put demography back into economics: Population pyramids in Excel |
1 |
| The automobile industry and new trade theory: A classroom experiment |
1 |
| Efficient empiricism: Streamlining teaching, research, and learning in empirical courses |
1 |
| Gender difference in willingness to guess after a failure |
1 |
| Assessment of economic competencies using a matrix puzzle and a document analysis |
1 |
| A video game to supplement a hybrid principles of microeconomics course |
1 |
| A dynamic semester-long social dilemma game for economic and interdisciplinary courses |
0 |
| An endogenous equilibrium game on traffic congestion externalities |
0 |
| One size doesn't fit all: A project designing small-scale economic development projects |
0 |
| Exponential smoothing spreadsheets |
0 |
| Economics gone country |
0 |
| The great American health care debate: A classroom game to explore risk and insurance |
0 |
| Measuring faculty teaching effectiveness using conditional fixed effects |
0 |
| Adjusting for guessing and applying a statistical test to the disaggregation of value-added learning scores |
0 |
| Teaching students to extend economic models using in-class scaffolding assignments |
0 |
| Switching majors - into and out of economics |
0 |
| Trends in undergraduate economics degrees, 2001-2018 |
0 |
| How is development economics taught in developing countries? |
0 |
| Is precise econometrics an illusion? |
0 |
| Integrating econometrics: A modern undergraduate economics capstone experience |
0 |
| Is an economics degree good preparation for the LSAT? |
0 |
| The undergraduate economics coursework of elementary and secondary school teachers |
0 |
| Setting an agenda for the future |
0 |
| 50 years of research in the Journal of Economic Education |
0 |
