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 2021-09-01 to 2025-09-01.)
ArticleCitations
Is economics STEM? Process of (re)classification, requirements, and quantitative rigor30
Teaching before and during COVID-19: A survey16
The link between financial education and financial literacy: A cross-national analysis12
Enhancing critical thinking skill formation: Getting fast thinkers to slow down9
Teaching an undergraduate elective on the Great Recession (and the COVID-19 recession too)9
Significant learning in introductory macroeconomics: Addressing misconceptions about “others”9
Gender gap in university studies of economics-business area: Evidence from Spain8
Do academic honesty statements work?8
Economic literacy and public policy views7
Exploring endogenous growth through simulation6
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
The economics of social entrepreneurship5
Learning by experimenting: An introductory course on experimental economics5
Teaching democracy and capitalism: High engagement and “doing economics”5
The economics behind Jacob Lawrence’s Migration Series5
Teaching fiscal policy to undergraduates: A new paradigm for the 21st century5
Economic and financial education for investment and financing decision-making in a graduate degree: Experimental evaluation of the effectiveness of two delivery methods4
The making of an economic gadfly: David Colander and graduate economics education4
Unequal exposure: An inclusive approach to teaching environmental justice4
An undergraduate economics course on belief formation and influence4
Teaching vaccines using internal-to-the-market externalities4
What does critical thinking mean in teaching economics?4
Teaching the COVID-19 lockdown using the Keynesian Cross4
Helping some and harming others: Homework frequency and tradeoffs in student performance4
Classroom management and student interaction interventions: Fostering diversity, inclusion, and belonging in the undergraduate economics classroom4
Editorial statistics4
Two models for illustrating the economics of media bias in a policy-oriented course3
Teaching student-driven modules in macroeconomics classes3
Alternatives to the scarcity principle3
An economics walking tour: A place-based method of teaching economics3
How to belong: Inclusive pedagogical practices for beginning instructors of economics3
Teaching development economics from a gender perspective3
Teaching with Superstore3
Cooperative learning exercises in an online asynchronous economics classroom3
Asynchronous learning design—Lessons for the post-pandemic world of higher education3
Who does (and does not) take introductory economics?3
Requirements of the undergraduate economics major: An update and comparison3
Reproducing the stylized facts that motivate models of international trade with heterogeneous firms3
A classroom market experiment: Data and reflections2
Games in the classroom: A symposium2
Assessment to promote learning in a literacy-targeted (LT) economics course2
What and how the public knows about the Fed2
Expanding diversity (in) undergraduate classes with advancements in (the) teaching (of) economics: A symposium2
Teaching public policy analysis: Lessons from the field2
What does critical thinking mean in teaching economics?: The big and the little of it2
The study of economics at HBCUs and PWIs2
The economic way of thinking in a pandemic2
Explaining heterogeneity in student diversity across economics departments2
Online proctored assessment during COVID-19: Has cheating increased?2
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 instructor as ambassador2
Lessons from the fields2
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