Journal of Economic Education

Papers
(The TQCC of Journal of Economic Education is 2. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-06-01 to 2026-06-01.)
ArticleCitations
Teaching before and during COVID-19: A survey18
The link between financial education and financial literacy: A cross-national analysis14
Teaching an undergraduate elective on the Great Recession (and the COVID-19 recession too)10
Do academic honesty statements work?9
Ethics, Economics, and Social Issues : A new curriculum for introductory economics topics9
Economic literacy and public policy views8
Building the RBG bridge: Expanding the capacity for research into diversity and inclusion in economics classrooms8
Significant learning in introductory macroeconomics: Addressing misconceptions about “others”8
Gender gap in university studies of economics-business area: Evidence from Spain8
Adapting and enhancing an individual choice classroom experiment for remote asynchronous delivery: A practical case study7
Teaching happiness (economics) in your dismal-science courses7
ClimeHop: An interactive app for teaching cost-effective biodiversity conservation under climate change6
Ore money ore problems: A resource extraction game6
If you only had five minutes: Best advice for new instructors of economics6
Exploring endogenous growth through simulation6
U.S. teaching-track positions: Job characteristics, faculty perceptions, and differences across gender and institution type5
The use of social media to enhance student engagement and promote a research-led curriculum5
The economics behind Jacob Lawrence’s Migration Series5
Learning by experimenting: An introductory course on experimental economics5
Teaching fiscal policy to undergraduates: A new paradigm for the 21st century5
Editorial statistics5
Teaching democracy and capitalism: High engagement and “doing economics”5
The making of an economic gadfly: David Colander and graduate economics education5
Teaching vaccines using internal-to-the-market externalities5
Helping some and harming others: Homework frequency and tradeoffs in student performance4
Teaching student-driven modules in macroeconomics classes4
Teaching the COVID-19 lockdown using the Keynesian Cross4
Economic and financial education for investment and financing decision-making in a graduate degree: Experimental evaluation of the effectiveness of two delivery methods4
Unequal exposure: An inclusive approach to teaching environmental justice4
An economics walking tour: A place-based method of teaching economics3
Who does (and does not) take introductory economics?3
When is growth sustainable? A simple model for undergraduates3
Alternatives to the scarcity principle3
Asynchronous learning design—Lessons for the post-pandemic world of higher education3
Two models for illustrating the economics of media bias in a policy-oriented course3
How to belong: Inclusive pedagogical practices for beginning instructors of economics3
Assessing gains from team-based learning in microeconomics3
Assessment to promote learning in a literacy-targeted (LT) economics course2
Expanding diversity (in) undergraduate classes with advancements in (the) teaching (of) economics: A symposium2
Explaining heterogeneity in student diversity across economics departments2
Online proctored assessment during COVID-19: Has cheating increased?2
Reproducing the stylized facts that motivate models of international trade with heterogeneous firms2
Cooperative learning exercises in an online asynchronous economics classroom2
Games in the classroom: A symposium2
Elevating economic education scholarship: Best practices for academic economists in research vetting and presentation2
The study of economics at HBCUs and PWIs2
Teaching development economics from a gender perspective2
A classroom market experiment: Data and reflections2
Student engagement and interaction in the economics classroom: Essentials for the novice economic educator2
COVID-19 as a trigger of persistent innovations: Evidence from an economics elective at Claremont McKenna College2
The economic way of thinking in a pandemic2
Requirements of the undergraduate economics major: An update and comparison2
We look like economists: A first day of class lesson plan2
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