| Journal Article |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| 50 years of economic instruction in the Journal of Economic Education |
0 |
0 |
0 |
8 |
1 |
2 |
5 |
31 |
| A 'Big Think' Approach to Government Debt: Promoting Significant Learning in Introductory Macroeconomics |
0 |
0 |
0 |
0 |
1 |
1 |
8 |
19 |
| A Guide for Submissions to the Journal of Economic Education Instruction Section |
0 |
0 |
0 |
11 |
0 |
1 |
2 |
45 |
| A symposium on crisis-related teaching |
0 |
0 |
0 |
1 |
1 |
2 |
9 |
11 |
| An investigation of unsuccessful performance and subsequent retake behavior in principles of economics |
0 |
0 |
1 |
2 |
0 |
0 |
4 |
10 |
| Big Think: A Model for Critical Inquiry in Economics Courses |
0 |
0 |
1 |
11 |
0 |
0 |
8 |
75 |
| Challenge quizzes: A unique tool for motivation and assessment |
0 |
0 |
0 |
9 |
0 |
1 |
3 |
30 |
| Cooperative learning and personality types |
0 |
0 |
3 |
27 |
0 |
1 |
18 |
121 |
| Decomposing a pre- post-test outcome to measure the effect of cooperative learning on student achievement |
1 |
1 |
2 |
10 |
1 |
1 |
12 |
32 |
| Developing Critical Thinking by Using the Web in a Principles of Macroeconomics Course |
0 |
0 |
0 |
9 |
0 |
0 |
6 |
86 |
| Doing Economics: Enhancing Skills through a Process-Oriented Senior Research Course |
0 |
0 |
0 |
76 |
1 |
1 |
8 |
227 |
| Editorial statistics |
0 |
0 |
0 |
0 |
1 |
1 |
5 |
5 |
| Editorial statistics |
0 |
0 |
0 |
1 |
1 |
2 |
6 |
10 |
| Evaluating the Cooperative Component in Cooperative Learning: A Quasi-Experimental Study |
0 |
0 |
0 |
12 |
0 |
1 |
7 |
73 |
| Expanding diversity (in) undergraduate classes with advancements in (the) teaching (of) economics: A symposium |
0 |
0 |
0 |
2 |
1 |
1 |
9 |
16 |
| Failure, withdrawals, and retakes in intermediate microeconomics |
0 |
0 |
3 |
4 |
1 |
2 |
12 |
20 |
| Frontier estimation of changes in Workers' labor market information |
0 |
0 |
0 |
8 |
1 |
1 |
7 |
48 |
| Gender Differences in Overeducation: A Test of the Theory of Differential Overqualification |
0 |
0 |
2 |
241 |
0 |
0 |
9 |
600 |
| How Do Students at Median Graduate Economic Programs Differ from Students at Top-ranked Programs&quest |
0 |
0 |
0 |
16 |
0 |
0 |
6 |
109 |
| How can economists use the cognitive challenges framework to enhance economic education? |
0 |
0 |
2 |
7 |
0 |
1 |
13 |
36 |
| In Memory of Michael Watts (November 3, 1950-December 5, 2014) |
0 |
0 |
0 |
1 |
0 |
0 |
19 |
37 |
| Income variability, uncertainty and housing tenure choice1 |
0 |
0 |
0 |
64 |
0 |
0 |
11 |
203 |
| Instructor Gender and Student Registration: An Analysis of Preferences |
0 |
0 |
1 |
35 |
0 |
0 |
7 |
168 |
| Introduction: In Memory of David Colander (November 16, 1947–December 4, 2023) |
0 |
0 |
0 |
0 |
0 |
0 |
20 |
20 |
| Models of undergraduate research in economics: Advice from eight exemplary programs |
0 |
0 |
0 |
10 |
0 |
0 |
5 |
34 |
| Moving Beyond the Masculine Neoclassical Classroom |
0 |
0 |
1 |
12 |
0 |
1 |
8 |
139 |
| Pluralism and Economic Education: a Learning Theory Approach |
0 |
0 |
0 |
21 |
0 |
0 |
8 |
191 |
| Promoting Undergraduate Research in Economics |
0 |
1 |
1 |
42 |
0 |
3 |
7 |
192 |
| Public Scholarship and Economics: Engaging Students in the Democratic Process |
0 |
0 |
0 |
4 |
0 |
0 |
4 |
19 |
| Public Scholarship and Economics: Engaging Students in the Democratic Process |
0 |
0 |
0 |
8 |
0 |
0 |
6 |
60 |
| Report of the Committee on Economic Education |
0 |
0 |
0 |
0 |
0 |
1 |
11 |
11 |
| Report of the Committee on Economic Education |
0 |
0 |
0 |
0 |
1 |
1 |
20 |
20 |
| Report of the Committee on Economic Education |
0 |
0 |
1 |
2 |
0 |
1 |
7 |
14 |
| Report: Committee on Economic Education |
0 |
0 |
1 |
3 |
1 |
1 |
6 |
19 |
| Report: Committee on Economic Education |
0 |
0 |
0 |
2 |
0 |
1 |
14 |
18 |
| Report: Committee on Economic Education |
0 |
0 |
0 |
0 |
0 |
2 |
4 |
8 |
| Report: Committee on Economic Education |
0 |
0 |
0 |
0 |
0 |
0 |
8 |
18 |
| Review of "The Handbook of Pluralist Economics Education" |
0 |
0 |
0 |
33 |
0 |
0 |
6 |
137 |
| Service-Learning and the Economics Course: Theory and Practice |
0 |
0 |
0 |
1 |
0 |
2 |
7 |
22 |
| Service-Learning in Economics: A Detailed Application |
0 |
0 |
1 |
23 |
1 |
2 |
9 |
61 |
| Setting an agenda for the future |
0 |
0 |
0 |
1 |
0 |
0 |
3 |
12 |
| Skills for the economic education researcher: A symposium |
0 |
0 |
1 |
1 |
0 |
0 |
3 |
3 |
| Starting Point: Pedagogic Resources for Teaching and Learning Economics |
0 |
0 |
0 |
12 |
0 |
0 |
4 |
88 |
| Student Quantitative Literacy: Importance, Measurement, and Correlation with Economic Literacy |
0 |
0 |
1 |
3 |
1 |
1 |
21 |
41 |
| Switching majors – into and out of economics |
0 |
0 |
1 |
2 |
1 |
1 |
8 |
23 |
| Teacher training for PhD students and new faculty in economics |
0 |
0 |
0 |
4 |
0 |
1 |
7 |
33 |
| Teaching before and during COVID-19: A survey |
0 |
0 |
0 |
8 |
0 |
1 |
7 |
22 |
| Team-based learning in economics: A symposium |
0 |
0 |
0 |
7 |
0 |
0 |
5 |
28 |
| The Economics Major as Part of a Liberal Education: The Teagle Report |
0 |
0 |
0 |
52 |
1 |
1 |
9 |
181 |
| The Federal Reserve Board and economic education |
0 |
0 |
0 |
2 |
0 |
1 |
5 |
15 |
| The Gender Gap in Economics Degrees: An Investigation of the Role Model and Quantitative Requirements Hypotheses |
0 |
0 |
0 |
8 |
0 |
1 |
13 |
47 |
| The High Costs of Large Enrollment Classes: Can Cooperative Learning Help? |
0 |
0 |
0 |
4 |
2 |
3 |
12 |
65 |
| The Impact of Challenge Quizzes on Student Knowledge |
0 |
0 |
0 |
17 |
0 |
1 |
14 |
154 |
| The Measurement of Firm Information About Product Demand |
0 |
0 |
0 |
3 |
1 |
1 |
9 |
48 |
| The Professional Development of Graduate Students for Teaching Activities: The Students’ Perspective |
0 |
0 |
0 |
4 |
0 |
0 |
10 |
51 |
| The Role of Teaching and Teacher Training in the Hiring and Promotion of Ph.D. Economists |
0 |
0 |
0 |
1 |
0 |
0 |
18 |
30 |
| The study of economics at HBCUs and PWIs |
0 |
0 |
0 |
2 |
0 |
1 |
4 |
12 |
| Toward A Feminist Pedagogy In Economics |
0 |
0 |
1 |
43 |
1 |
4 |
18 |
269 |
| Using readings beyond the textbook: A survey |
0 |
0 |
0 |
9 |
0 |
1 |
9 |
27 |
| Using rubrics in economics |
0 |
0 |
0 |
32 |
0 |
0 |
8 |
136 |
| When Service is Good for Economics: Linking the Classroom and Community through Service-Learning |
0 |
0 |
0 |
32 |
2 |
2 |
5 |
205 |
| Women and the Choice to Study Economics |
0 |
0 |
1 |
42 |
0 |
0 |
17 |
155 |
| Writing Requirements and Economic Research Opportunities in the Undergraduate Curriculum: Results from a Survey of Departmental Practices |
0 |
0 |
0 |
34 |
0 |
0 |
9 |
128 |
| “We Got Game!†|
0 |
0 |
0 |
10 |
21 |
31 |
35 |
71 |
| ‘The Game of Life’: Using a Student Developed Course Project to Create a Learning Community in the Classroom |
0 |
0 |
0 |
0 |
0 |
0 |
10 |
22 |
| “Tackling the federal debt problem fairly”: Context for the introductory class |
0 |
0 |
0 |
0 |
0 |
1 |
6 |
15 |
| Total Journal Articles |
1 |
2 |
25 |
1,049 |
43 |
86 |
613 |
4,876 |
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