Template-Type: ReDIF-Article 1.0
Author-Name: Mary O. Borg 
Author-X-Name-First: Mary O. 
Author-X-Name-Last: Borg 
Author-Name: Stephen L. Shapiro 
Author-X-Name-First: Stephen L. 
Author-X-Name-Last: Shapiro 
Title: Personality Type and Student Performance in Principles of Economics 
Abstract:
				 The relationship between students'
 personality types, as measured by the Myers-Briggs Personality Type
 Indicator, and their performance in introductory economics is explored. In
 addition to comparing a student's learning style with a professor's
 teaching style, options are suggested for improving instruction by
 offering a variety of different teaching and grading strategies that
 better accommodate student personality types and learning styles.	    
Journal: The Journal of Economic Education 
Pages: 3-25 
Issue: 1 
Volume: 27 
Year: 1996 
Month: 1 
X-DOI: 10.1080/00220485.1996.10844890 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844890 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:1:p:3-25




Template-Type: ReDIF-Article 1.0
Author-Name: Maureen J. Lage 
Author-X-Name-First: Maureen J. 
Author-X-Name-Last: Lage 
Author-Name: Michael Treglia 
Author-X-Name-First: Michael 
Author-X-Name-Last: Treglia 
Title: The Impact of Integrating Scholarship on Women into Introductory Economics: Evidence from One Institution 
Abstract:
				 Integrating the latest scholarship on
 women into the principles of microeconomics course calls for modifying the
 content and exams to cover economic issues in a gender-inclusive fashion.
 The empirical evidence that is provided suggests that all students do
 significantly better in such a gender-inclusive economics course.	    
Journal: The Journal of Economic Education 
Pages: 26-36 
Issue: 1 
Volume: 27 
Year: 1996 
Month: 1 
X-DOI: 10.1080/00220485.1996.10844891 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844891 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:1:p:26-36




Template-Type: ReDIF-Article 1.0
Author-Name: Michael J. Haupert 
Author-X-Name-First: Michael J. 
Author-X-Name-Last: Haupert 
Title: An Experiment in Comparative Advantage 
Abstract:
				 An interactive learning experiment engages
 students in the production and exchange of goods to illustrate the
 concepts of comparative advantage and opportunity cost.		   
Journal: The Journal of Economic Education 
Pages: 37-44 
Issue: 1 
Volume: 27 
Year: 1996 
Month: 1 
X-DOI: 10.1080/00220485.1996.10844892 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844892 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:1:p:37-44




Template-Type: ReDIF-Article 1.0
Author-Name: Thomas E. Merz 
Author-X-Name-First: Thomas E. 
Author-X-Name-Last: Merz 
Title: Willie Mays: Meet John Nash 
Abstract:
				 An alleged strategy by Willie Mays is
 presented to introduce some basic ideas of game theory to students.	    
Journal: The Journal of Economic Education 
Pages: 45-48 
Issue: 1 
Volume: 27 
Year: 1996 
Month: 1 
X-DOI: 10.1080/00220485.1996.10844893 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844893 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:1:p:45-48




Template-Type: ReDIF-Article 1.0
Author-Name: Dennis Coates 
Author-X-Name-First: Dennis 
Author-X-Name-Last: Coates 
Title: A Diagrammatic Demonstration of Public Crowding-Out of Private Contributions to Public Goods 
Abstract:
				 A diagrammatic device is presented for
 teaching crowding-out in the provision of poor relief and public goods. It
 builds on the notiOn of Pareto-optimal income redistribution. The diagram
 shows how governmental attempts to redistribute income, or provide public
 services, crowd-out voluntary private efforts on a dollar-for-dollar
 basis. 		      
Journal: The Journal of Economic Education 
Pages: 49-58 
Issue: 1 
Volume: 27 
Year: 1996 
Month: 1 
X-DOI: 10.1080/00220485.1996.10844894 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844894 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:1:p:49-58




Template-Type: ReDIF-Article 1.0
Author-Name: Ann Helwege 
Author-X-Name-First: Ann 
Author-X-Name-Last: Helwege 
Title: Preventive versus Curative Medicine: A Policy Exercise for the Classroom 
Abstract:
				 This classroom example shows students that
 neither a health insurer (which bears only the hospitalization costs of
 acute care) nor the patient (who incurs lost earnings and psychic costs)
 has an adequate incentive to pay for preventive care, even though the
 total benefits of such care exceed its cost. The activity offers an
 application of concepts of efficiency, equity, present value, and moral
 hazard.		   
Journal: The Journal of Economic Education 
Pages: 59-71 
Issue: 1 
Volume: 27 
Year: 1996 
Month: 1 
X-DOI: 10.1080/00220485.1996.10844895 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844895 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:1:p:59-71




Template-Type: ReDIF-Article 1.0
Author-Name: Asatoshi Maeshiro 
Author-X-Name-First: Asatoshi 
Author-X-Name-Last: Maeshiro 
Title: Teaching Regressions with a Lagged Dependent Variable and Autocorrelated Disturbances 
Abstract:
				 The author attempts to rectify the
 unsatisfactory textbook treatment of the finite-sample properties of
 estimators of regression models with a lagged dependent variable and
 autocorrelated disturbances. He contends that the bias of the OLS
 estimator of a regression model with a lagged dependent variable and
 autocorrelated disturbances is determined by two effects, the dynamic
 effect and the correlation effect, which may be reinforcing or offsetting.
 The implications of these two effects are explored within a theoretical
 and a Monte Carlo framework.			    
Journal: The Journal of Economic Education 
Pages: 72-84 
Issue: 1 
Volume: 27 
Year: 1996 
Month: 1 
X-DOI: 10.1080/00220485.1996.10844896 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844896 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:1:p:72-84




Template-Type: ReDIF-Article 1.0
Author-Name: Julie Lee 
Author-X-Name-First: Julie 
Author-X-Name-Last: Lee 
Author-Name: John Burgess 
Author-X-Name-First: John 
Author-X-Name-Last: Burgess 
Author-Name: Paul Kniest 
Author-X-Name-First: Paul 
Author-X-Name-Last: Kniest 
Title: Teaching Australian First-Year Economics Courses-In Search of a Better Way 
Abstract:
				 The results of a survey of first-year
 economics courses offered at Australian universities are summarized and
 compared with those obtained for undergraduate economics courses offered
 in the United States. The main differences are that in Australia lecture
 classes are much larger and small tutorial sections are nearly universal.  
Journal: The Journal of Economic Education 
Pages: 85-90 
Issue: 1 
Volume: 27 
Year: 1996 
Month: 1 
X-DOI: 10.1080/00220485.1996.10844897 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844897 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:1:p:85-90




Template-Type: ReDIF-Article 1.0
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Title: Preface 
Journal: The Journal of Economic Education 
Pages: 99-99 
Issue: 2 
Volume: 27 
Year: 1996 
Month: 4 
X-DOI: 10.1080/00220485.1996.10844898 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844898 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:2:p:99-99




Template-Type: ReDIF-Article 1.0
Author-Name: O. Homer Erekson 
Author-X-Name-First: O. Homer 
Author-X-Name-Last: Erekson 
Author-Name: Prosper Raynold 
Author-X-Name-First: Prosper 
Author-X-Name-Last: Raynold 
Author-Name: Michael K. Salemi 
Author-X-Name-First: Michael K. 
Author-X-Name-Last: Salemi 
Title: Pedagogical Issues in Teaching Macroeconomics 
Abstract:
				 Six themes for teaching macroeconomics at
 the intermediate college level are presented with recommendations for
 improvement that are based on a conference held at Miami University of
 Ohio in the fall of 1994.			  
Journal: The Journal of Economic Education 
Pages: 100-107 
Issue: 2 
Volume: 27 
Year: 1996 
Month: 4 
X-DOI: 10.1080/00220485.1996.10844899 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844899 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:2:p:100-107




Template-Type: ReDIF-Article 1.0
Author-Name: Richard T. Froyen 
Author-X-Name-First: Richard T. 
Author-X-Name-Last: Froyen 
Title: The Evolution of Macroeconomic Theory and Implications for Teaching Intermediate Macroeconomics 
Abstract:
				 The evolution of macroeconomic theory from
 Keynes to modern endogenous growth theory is reviewed, with
 recommendations for narrowing the gap between what is taught in graduate
 school and what is taught to undergraduates.			 
Journal: The Journal of Economic Education 
Pages: 108-115 
Issue: 2 
Volume: 27 
Year: 1996 
Month: 4 
X-DOI: 10.1080/00220485.1996.10844900 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844900 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:2:p:108-115




Template-Type: ReDIF-Article 1.0
Author-Name: Michael K. Salemi 
Author-X-Name-First: Michael K. 
Author-X-Name-Last: Salemi 
Title: Microeconomic Concepts Students Should Learn Before Intermediate Macroeconomics 
Abstract:
				 Before entering into the study of
 intermediate macroeconomics, students should have mastered four
 microeconomic concepts: relative prices, general versus partial
 equilibrium, constrained optimization, and the nature of production
 inputs.		   
Journal: The Journal of Economic Education 
Pages: 116-125 
Issue: 2 
Volume: 27 
Year: 1996 
Month: 4 
X-DOI: 10.1080/00220485.1996.10844901 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844901 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:2:p:116-125




Template-Type: ReDIF-Article 1.0
Author-Name: George Davis 
Author-X-Name-First: George 
Author-X-Name-Last: Davis 
Title: The Macroeconomics Curriculum: A Proposal for Change 
Abstract:
				 Intermediate macroeconomics should be
 taught as a two-part sequence, with the first component based on a
 benchmark model that reflects accepted theory and applications to policy,
 with electives introduced in subsequent courses.		      
Journal: The Journal of Economic Education 
Pages: 126-138 
Issue: 2 
Volume: 27 
Year: 1996 
Month: 4 
X-DOI: 10.1080/00220485.1996.10844902 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844902 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:2:p:126-138




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen G. Marks 
Author-X-Name-First: Stephen G. 
Author-X-Name-Last: Marks 
Author-Name: Michael G. Rukstad 
Author-X-Name-First: Michael G. 
Author-X-Name-Last: Rukstad 
Title: Teaching Macroeconomics by the Case Method 
Abstract:
				 In contrast to teaching only theory,
 instructors can use cases to get students to appreciate the tradeoffs in
 alternative policy recommendations.			   
Journal: The Journal of Economic Education 
Pages: 139-147 
Issue: 2 
Volume: 27 
Year: 1996 
Month: 4 
X-DOI: 10.1080/00220485.1996.10844903 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844903 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:2:p:139-147




Template-Type: ReDIF-Article 1.0
Author-Name: Steven M. Sheffrin 
Author-X-Name-First: Steven M. 
Author-X-Name-Last: Sheffrin 
Title: Bringing Insights from Research into the Teaching of Intermediate Macroeconomics 
Abstract:
				 We must remember that not all of the
 questions in macroeconomics have been answered. Students can learn how
 research contributes to answering questions by professors' bringing
 exploratory work into the teaching of macroeconomics.			 
Journal: The Journal of Economic Education 
Pages: 148-155 
Issue: 2 
Volume: 27 
Year: 1996 
Month: 4 
X-DOI: 10.1080/00220485.1996.10844904 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844904 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:2:p:148-155




Template-Type: ReDIF-Article 1.0
Author-Name: John M. Barron 
Author-X-Name-First: John M. 
Author-X-Name-Last: Barron 
Author-Name: Mark A. Loewenstein 
Author-X-Name-First: Mark A. 
Author-X-Name-Last: Loewenstein 
Title: Textbook Treatments of the Financial Market in the IS-LM Model 
Abstract:
				 Intermediate macroeconomics textbooks
 introduce financial markets into the IS-LM analysis but typically as a
 beginning-of-period consideration. Here the financial market is introduced
 in an end-of-period model.			 
Journal: The Journal of Economic Education 
Pages: 156-169 
Issue: 2 
Volume: 27 
Year: 1996 
Month: 4 
X-DOI: 10.1080/00220485.1996.10844905 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844905 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:2:p:156-169




Template-Type: ReDIF-Article 1.0
Author-Name: Ian M. McDonald 
Author-X-Name-First: Ian M. 
Author-X-Name-Last: McDonald 
Title: The Optimal Level and Disposition of Saving and the Mix of Monetary and Fiscal Policy in Intermediate Macroeconomics 
Abstract:
				 The optimal level of saving and its
 optimal disposition between investment in the domestic capital stock and
 the accumulation of overseas assets should be an important topic in
 intermediate macroeconomics courses. This article shows how the analysis
 of this topic can be presented to students.		       
Journal: The Journal of Economic Education 
Pages: 170-192 
Issue: 2 
Volume: 27 
Year: 1996 
Month: 4 
X-DOI: 10.1080/00220485.1996.10844906 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844906 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:2:p:170-192




Template-Type: ReDIF-Article 1.0
Author-Name: Franklin G. Mixon 
Author-X-Name-First: Franklin G. 
Author-X-Name-Last: Mixon 
Title: Crime in the Classroom: An Extension 
Abstract:
				 Classroom cheating is found to be
 negatively related to GPA and positively related to observing others
 cheat. The effect of student expectations of penalties may be sensitive to
 the model specification.		       
Journal: The Journal of Economic Education 
Pages: 195-200 
Issue: 3 
Volume: 27 
Year: 1996 
Month: 7 
X-DOI: 10.1080/00220485.1996.10844907 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844907 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:3:p:195-200




Template-Type: ReDIF-Article 1.0
Author-Name: Linda M. Manning 
Author-X-Name-First: Linda M. 
Author-X-Name-Last: Manning 
Title: Economics on the Internet: Electronic Mail in the Classroom 
Abstract:
				 E-mail enables instructors to reach out to
 students privately. Shy students use it to ask questions and participate
 in discussion groups. The barriers created by time and distance are
 minimized with e-mail. Students respond warmly to the medium.		    
Journal: The Journal of Economic Education 
Pages: 201-204 
Issue: 3 
Volume: 27 
Year: 1996 
Month: 7 
X-DOI: 10.1080/00220485.1996.10844908 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844908 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:3:p:201-204




Template-Type: ReDIF-Article 1.0
Author-Name: Dennis J. Palmini 
Author-X-Name-First: Dennis J. 
Author-X-Name-Last: Palmini 
Title: Using Rhetorical Cases to Teach Writing Skills and Enhance Economic Learning 
Abstract:
				 Several principles of writing in different
 contexts are explained. Although the effect of writing on learning
 economics is yet to be established, students appreciate writing
 assignments because they see professional value in them.		   
Journal: The Journal of Economic Education 
Pages: 205-216 
Issue: 3 
Volume: 27 
Year: 1996 
Month: 7 
X-DOI: 10.1080/00220485.1996.10844909 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844909 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:3:p:205-216




Template-Type: ReDIF-Article 1.0
Author-Name: Yana van der Meulen Rodgers 
Author-X-Name-First: Yana van der Meulen 
Author-X-Name-Last: Rodgers 
Title: A Role-Playing Exercise for Development and International Economics Courses 
Abstract:
				 A role-playing exercise is described in
 which students play the roles of various ministers advising the president
 in the resolution of the macroeconomic problems that arise with a natural
 resource boom. A framework for role playing is presented that has
 applications beyond this single issue. 		   
Journal: The Journal of Economic Education 
Pages: 217-223 
Issue: 3 
Volume: 27 
Year: 1996 
Month: 7 
X-DOI: 10.1080/00220485.1996.10844910 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844910 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:3:p:217-223




Template-Type: ReDIF-Article 1.0
Author-Name: Penny Kugler 
Author-X-Name-First: Penny 
Author-X-Name-Last: Kugler 
Author-Name: Kim Andrews 
Author-X-Name-First: Kim 
Author-X-Name-Last: Andrews 
Title: Graphical Analysis and the Visually Impaired in Undergraduate Economics Courses 
Abstract:
				 Shifting perceptions and legal mandates
 increase the probability that postsecondary instructors will have blind
 and visually impaired students in their classrooms. The graphical and
 symbolic notations used in economics present special problems in
 communication. 		  
Journal: The Journal of Economic Education 
Pages: 224-228 
Issue: 3 
Volume: 27 
Year: 1996 
Month: 7 
X-DOI: 10.1080/00220485.1996.10844911 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844911 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:3:p:224-228




Template-Type: ReDIF-Article 1.0
Author-Name: Philip E. Graves 
Author-X-Name-First: Philip E. 
Author-X-Name-Last: Graves 
Author-Name: Robert L. Sexton 
Author-X-Name-First: Robert L. 
Author-X-Name-Last: Sexton 
Author-Name: Dwight R. Lee 
Author-X-Name-First: Dwight R. 
Author-X-Name-Last: Lee 
Title: Slope Versus Elasticity and the Burden of Taxation 
Abstract:
				 The incidence of the burden of a tax is
 usually presented as an application of elasticity in introductory
 economics. A more useful exposition of tax incidence results if slope is
 used rather than elasticity.			      
Journal: The Journal of Economic Education 
Pages: 229-232 
Issue: 3 
Volume: 27 
Year: 1996 
Month: 7 
X-DOI: 10.1080/00220485.1996.10844912 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844912 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:3:p:229-232




Template-Type: ReDIF-Article 1.0
Author-Name: Sarapage McCorkle 
Author-X-Name-First: Sarapage 
Author-X-Name-Last: McCorkle 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: Free Riding Indexes for Ukrainian Economics Teachers 
Abstract:
				 In an experimental economics simulation,
 Ukrainian teachers of economics chose free riding responses at a rate
 similar to those found by Leuthold in an undergraduate class on public
 economics at the University of Illinois. The authors speculate that those
 who become academic economists may do so because they have certain
 insights in deductive logic.			      
Journal: The Journal of Economic Education 
Pages: 233-237 
Issue: 3 
Volume: 27 
Year: 1996 
Month: 7 
X-DOI: 10.1080/00220485.1996.10844913 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844913 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:3:p:233-237




Template-Type: ReDIF-Article 1.0
Author-Name: Ephraim Kleiman 
Author-X-Name-First: Ephraim 
Author-X-Name-Last: Kleiman 
Author-Name: Yona Rubinstein 
Author-X-Name-First: Yona 
Author-X-Name-Last: Rubinstein 
Title: Sex and the Leuthold Free Rider Experiment: Some Results from an Israeli Sample 
Abstract:
				 The authors conducted the Leuthold free
 rider experiment in Israeli classrooms and found more significant free
 riding than that found by Leuthold. The authors address classroom
 differences that may account for these results.			
Journal: The Journal of Economic Education 
Pages: 238-257 
Issue: 3 
Volume: 27 
Year: 1996 
Month: 7 
X-DOI: 10.1080/00220485.1996.10844914 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844914 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:3:p:238-257




Template-Type: ReDIF-Article 1.0
Author-Name: Gregory M. Gelles 
Author-X-Name-First: Gregory M. 
Author-X-Name-Last: Gelles 
Author-Name: Douglas W. Mitchell 
Author-X-Name-First: Douglas W. 
Author-X-Name-Last: Mitchell 
Title: Returns to Scale and Economies of Scale: Further Observations 
Abstract:
				 Despite discussions about the relationship
 between returns to scale and economies of scale under assumptions of
 constant and nonconstant input prices, mistakes continue to be made in
 textbooks on these issues. This article demonstrates the pointwise
 relation between returns to scale and economies of scale, with an adaption
 to a calculus-based intermediate microeconomics class. 		    
Journal: The Journal of Economic Education 
Pages: 259-261 
Issue: 3 
Volume: 27 
Year: 1996 
Month: 7 
X-DOI: 10.1080/00220485.1996.10844915 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844915 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:3:p:259-261




Template-Type: ReDIF-Article 1.0
Author-Name: Alireza Tahai 
Author-X-Name-First: Alireza 
Author-X-Name-Last: Tahai 
Author-Name: G. Wayne Kelly 
Author-X-Name-First: G. Wayne 
Author-X-Name-Last: Kelly 
Title: An Alternative View of Citation Patterns of Quantitative Literature Cited by Business and Economic Researchers 
Abstract:
				 The authors examine the distribution of
 elapsed time between published research papers and the literature they
 reference in quantitative business-oriented journals indexed by the
 <italic>Journal of Economic Literature</italic>. This distribution is
 better approximated by the generalized gamma distribution than by the
 exponential distribution. A ranking of journals based upon actual
 frequencies of article citations is also provided.			
Journal: The Journal of Economic Education 
Pages: 263-275 
Issue: 3 
Volume: 27 
Year: 1996 
Month: 7 
X-DOI: 10.1080/00220485.1996.10844916 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844916 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:3:p:263-275




Template-Type: ReDIF-Article 1.0
Author-Name: Margaret A. Ray 
Author-X-Name-First: Margaret A. 
Author-X-Name-Last: Ray 
Title: Total Quality Management in Economic Education: Defining the Market 
Abstract:
				 This article contains an overview of
 criticisms of the use of TQM in teaching and proposes an alternative for
 economic education. The alternative TQM model is demonstrated in classroom
 use of quality circles, one-minute papers, and quality check sheets.	    
Journal: The Journal of Economic Education 
Pages: 276-283 
Issue: 3 
Volume: 27 
Year: 1996 
Month: 7 
X-DOI: 10.1080/00220485.1996.10844917 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844917 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:3:p:276-283




Template-Type: ReDIF-Article 1.0
Author-Name: Phillip Saunders 
Author-X-Name-First: Phillip 
Author-X-Name-Last: Saunders 
Title:  					<italic>The Structure of a Modern Economy: The United States, 1929-1989</italic>. by Kenneth E. Boulding 
Journal: The Journal of Economic Education 
Pages: 284-286 
Issue: 3 
Volume: 27 
Year: 1996 
Month: 7 
X-DOI: 10.1080/00220485.1996.10844918 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844918 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:3:p:284-286




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title:  					<italic>The Economist's Handbook: A Research and Writing Guide</italic>. by Thomas L. Wyrick 
Journal: The Journal of Economic Education 
Pages: 286-288 
Issue: 3 
Volume: 27 
Year: 1996 
Month: 7 
X-DOI: 10.1080/00220485.1996.10844919 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844919 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:3:p:286-288




Template-Type: ReDIF-Article 1.0
Author-Name: Tod S. Porter 
Author-X-Name-First: Tod S. 
Author-X-Name-Last: Porter 
Author-Name: Teresa M. Riley 
Author-X-Name-First: Teresa M. 
Author-X-Name-Last: Riley 
Title: The Effectiveness of Computer Exercises in Introductory Statistics 
Abstract:
				 One introductory statistics class was
 given homework involving exercises generated by computer software, and a
 second class was assigned problems from the textbook. The software
 provided an explanation if students' answers were incorrect, but those
 using textbook problems had no such feedback. The class using the software
 typically completed the assigments in less time and had higher scores on
 homework-related exam questions.		    
Journal: The Journal of Economic Education 
Pages: 291-299 
Issue: 4 
Volume: 27 
Year: 1996 
Month: 10 
X-DOI: 10.1080/00220485.1996.10844920 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844920 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:4:p:291-299




Template-Type: ReDIF-Article 1.0
Author-Name: Michael J. Haupert 
Author-X-Name-First: Michael J. 
Author-X-Name-Last: Haupert 
Title: Labor Market Experiment 
Abstract:
				 This experiment involves having students
 search in a hypothetical job market for jobs paying wages in a known range
 but an unknown wage distribution. Different trials change variables to
 allow for search costs, unemployment insurance, recessions, and investment
 in human capital.			   
Journal: The Journal of Economic Education 
Pages: 300-308 
Issue: 4 
Volume: 27 
Year: 1996 
Month: 10 
X-DOI: 10.1080/00220485.1996.10844921 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844921 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:4:p:300-308




Template-Type: ReDIF-Article 1.0
Author-Name: Roger W. Spencer 
Author-X-Name-First: Roger W. 
Author-X-Name-Last: Spencer 
Title: Monetary Policy at Work: Lessons from the FOMC Transcripts 
Abstract:
				 The Federal Reserve FOMC meeting
 transcripts are used to show students how the Fed shapes monetary policy.
 The dialogue reveals much about the Fed as well as the concerns, views,
 and roles of the FOMC committee members.		      
Journal: The Journal of Economic Education 
Pages: 309-322 
Issue: 4 
Volume: 27 
Year: 1996 
Month: 10 
X-DOI: 10.1080/00220485.1996.10844922 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844922 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:4:p:309-322




Template-Type: ReDIF-Article 1.0
Author-Name: Michael K. Salemi 
Author-X-Name-First: Michael K. 
Author-X-Name-Last: Salemi 
Title: Where Have All the Majors Gone? 
Abstract:
				 The author introduces articles on the
 number of majors in economics that were presented at the January 1996
 Allied Social Science Associations Meeting.			     
Journal: The Journal of Economic Education 
Pages: 323-325 
Issue: 4 
Volume: 27 
Year: 1996 
Month: 10 
X-DOI: 10.1080/00220485.1996.10844923 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844923 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:4:p:323-325




Template-Type: ReDIF-Article 1.0
Author-Name: Robert A. Margo 
Author-X-Name-First: Robert A. 
Author-X-Name-Last: Margo 
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Long-Run Trends in Economics Bachelor's Degrees 
Abstract:
				 Although shocks to the number of economics
 bachelor's degrees have persistent effects, the series eventuallv reverts
 to a stationarv mean, which has been about 2.2 percent of the bachelor's
 degrees in the United States from 1948 to 1993.		   
Journal: The Journal of Economic Education 
Pages: 326-336 
Issue: 4 
Volume: 27 
Year: 1996 
Month: 10 
X-DOI: 10.1080/00220485.1996.10844924 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844924 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:4:p:326-336




Template-Type: ReDIF-Article 1.0
Author-Name: Rachel A. Willis 
Author-X-Name-First: Rachel A. 
Author-X-Name-Last: Willis 
Author-Name: Paul J. Pieper 
Author-X-Name-First: Paul J. 
Author-X-Name-Last: Pieper 
Title: The Economics Major: A Cross-Sectional View 
Abstract:
				 The decline in economics majors is
 explained by the coincidental decline in demand for business majors and
 the falling rate of return to majoring in economics.			    
Journal: The Journal of Economic Education 
Pages: 337-349 
Issue: 4 
Volume: 27 
Year: 1996 
Month: 10 
X-DOI: 10.1080/00220485.1996.10844925 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844925 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:4:p:337-349




Template-Type: ReDIF-Article 1.0
Author-Name: Michael K. Salemi 
Author-X-Name-First: Michael K. 
Author-X-Name-Last: Salemi 
Author-Name: Carlie Eubanks 
Author-X-Name-First: Carlie 
Author-X-Name-Last: Eubanks 
Title: Accounting for the Rise and Fall in the Number of Economics Majors with the Discouraged-Business-Major Hypothesis 
Abstract:
				 Between 1978 and 1994, the University of
 North Carolina at Chapel Hill experienced a cycle in the number of
 economics degrees it conferred that was more pronounced than that
 experienced nationally. A random sample of UNC economics majors between
 1983 and 1994 showed that students screened out of the business curriculum
 made an economics major their second choice.			
Journal: The Journal of Economic Education 
Pages: 350-361 
Issue: 4 
Volume: 27 
Year: 1996 
Month: 10 
X-DOI: 10.1080/00220485.1996.10844926 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844926 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:4:p:350-361




Template-Type: ReDIF-Article 1.0
Author-Name: David Brasfield 
Author-X-Name-First: David 
Author-X-Name-Last: Brasfield 
Author-Name: Dannie Harrison 
Author-X-Name-First: Dannie 
Author-X-Name-Last: Harrison 
Author-Name: James McCoy 
Author-X-Name-First: James 
Author-X-Name-Last: McCoy 
Author-Name: Martin Milkman 
Author-X-Name-First: Martin 
Author-X-Name-Last: Milkman 
Title: Why Have Some Schools Not Experienced a Decrease in the Percentage of Students Majoring in Economics? 
Abstract:
				 Schools offering an economics minor or
 more economics electives appear to have been at less risk than those that
 do not. Economics departments that did not face competition from a
 business program also may have been at more risk of losing majors than
 those that had to compete with a business program.		      
Journal: The Journal of Economic Education 
Pages: 362-370 
Issue: 4 
Volume: 27 
Year: 1996 
Month: 10 
X-DOI: 10.1080/00220485.1996.10844927 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844927 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:4:p:362-370




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Title: Recent Research on the Economics Major: Comment 
Abstract:
				 A critical comment on what we do not know
 about the loss of economics majors.		       
Journal: The Journal of Economic Education 
Pages: 371-375 
Issue: 4 
Volume: 27 
Year: 1996 
Month: 10 
X-DOI: 10.1080/00220485.1996.10844928 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844928 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:4:p:371-375




Template-Type: ReDIF-Article 1.0
Author-Name: Cecilia A. Conrad 
Author-X-Name-First: Cecilia A. 
Author-X-Name-Last: Conrad 
Title: Where Have All the Majors Gone? Comment 
Abstract:
				 A comment on the nature of students no
 longer majoring in economics.			  
Journal: The Journal of Economic Education 
Pages: 376-378 
Issue: 4 
Volume: 27 
Year: 1996 
Month: 10 
X-DOI: 10.1080/00220485.1996.10844929 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844929 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:4:p:376-378




Template-Type: ReDIF-Article 1.0
Author-Name: Steven Hackett 
Author-X-Name-First: Steven 
Author-X-Name-Last: Hackett 
Title:  					<italic>Government and Business: The Economics of Antitrust and Regulation</italic>. by David Kaserman and John Mayo 
Journal: The Journal of Economic Education 
Pages: 379-380 
Issue: 4 
Volume: 27 
Year: 1996 
Month: 10 
X-DOI: 10.1080/00220485.1996.10844930 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844930 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:4:p:379-380




Template-Type: ReDIF-Article 1.0
Author-Name: Cecilia Rouse 
Author-X-Name-First: Cecilia 
Author-X-Name-Last: Rouse 
Title:  					<italic>Race and Gender in the American Economy: Views from Across the Spectrum</italic>. by Susan F. Feiner 
Journal: The Journal of Economic Education 
Pages: 380-382 
Issue: 4 
Volume: 27 
Year: 1996 
Month: 10 
X-DOI: 10.1080/00220485.1996.10844931 
File-URL: http://hdl.handle.net/10.1080/00220485.1996.10844931 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:27:y:1996:i:4:p:380-382




Template-Type: ReDIF-Article 1.0
Author-Name: Clifford Nowell 
Author-X-Name-First: Clifford 
Author-X-Name-Last: Nowell 
Author-Name: Doug Laufer 
Author-X-Name-First: Doug 
Author-X-Name-Last: Laufer 
Title: Undergraduate Student Cheating in the Fields of Business and Economics 
Journal: The Journal of Economic Education 
Pages: 3-12 
Issue: 1 
Volume: 28 
Year: 1997 
Month: 3 
X-DOI: 10.1080/00220489709595901 
File-URL: http://hdl.handle.net/10.1080/00220489709595901 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:1:p:3-12




Template-Type: ReDIF-Article 1.0
Author-Name: Benjamin Greene 
Author-X-Name-First: Benjamin 
Author-X-Name-Last: Greene 
Title: Verbal Abilities, Gender, and the Introductory Economics Course: A New Look at an Old Assumption 
Journal: The Journal of Economic Education 
Pages: 13-30 
Issue: 1 
Volume: 28 
Year: 1997 
Month: 3 
X-DOI: 10.1080/00220489709595902 
File-URL: http://hdl.handle.net/10.1080/00220489709595902 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:1:p:13-30




Template-Type: ReDIF-Article 1.0
Author-Name: Jerome L. McElroy 
Author-X-Name-First: Jerome L. 
Author-X-Name-Last: McElroy 
Title: The Mentor Demonstration Model: Writing with Students in the Senior Economics Seminar 
Journal: The Journal of Economic Education 
Pages: 31-35 
Issue: 1 
Volume: 28 
Year: 1997 
Month: 3 
X-DOI: 10.1080/00220489709595903 
File-URL: http://hdl.handle.net/10.1080/00220489709595903 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:1:p:31-35




Template-Type: ReDIF-Article 1.0
Author-Name: Christian E. Weber 
Author-X-Name-First: Christian E. 
Author-X-Name-Last: Weber 
Title: The Case of a Giffen Good: Comment 
Journal: The Journal of Economic Education 
Pages: 36-44 
Issue: 1 
Volume: 28 
Year: 1997 
Month: 3 
X-DOI: 10.1080/00220489709595904 
File-URL: http://hdl.handle.net/10.1080/00220489709595904 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:1:p:36-44




Template-Type: ReDIF-Article 1.0
Author-Name: Uriel Spiegel 
Author-X-Name-First: Uriel 
Author-X-Name-Last: Spiegel 
Title: The Case of a Giffen Good: Reply 
Journal: The Journal of Economic Education 
Pages: 45-47 
Issue: 1 
Volume: 28 
Year: 1997 
Month: 3 
X-DOI: 10.1080/00220489709595905 
File-URL: http://hdl.handle.net/10.1080/00220489709595905 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:1:p:45-47




Template-Type: ReDIF-Article 1.0
Author-Name: Murray Fulton 
Author-X-Name-First: Murray 
Author-X-Name-Last: Fulton 
Title: A Graphical Analysis of the Cournot-Nash and Stackelberg Models 
Journal: The Journal of Economic Education 
Pages: 48-57 
Issue: 1 
Volume: 28 
Year: 1997 
Month: 3 
X-DOI: 10.1080/00220489709595906 
File-URL: http://hdl.handle.net/10.1080/00220489709595906 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:1:p:48-57




Template-Type: ReDIF-Article 1.0
Author-Name: Christopher Udry 
Author-X-Name-First: Christopher 
Author-X-Name-Last: Udry 
Title: Recent Advances in Empirical Microeconomic Research in Poor Countries: An Annotated Bibliography 
Journal: The Journal of Economic Education 
Pages: 58-75 
Issue: 1 
Volume: 28 
Year: 1997 
Month: 3 
X-DOI: 10.1080/00220489709595907 
File-URL: http://hdl.handle.net/10.1080/00220489709595907 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:1:p:58-75




Template-Type: ReDIF-Article 1.0
Author-Name: Terry L. Olson 
Author-X-Name-First: Terry L. 
Author-X-Name-Last: Olson 
Title: Construction of Consumption Possibility Frontiers in Principles Textbooks 
Journal: The Journal of Economic Education 
Pages: 76-81 
Issue: 1 
Volume: 28 
Year: 1997 
Month: 3 
X-DOI: 10.1080/00220489709595908 
File-URL: http://hdl.handle.net/10.1080/00220489709595908 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:1:p:76-81




Template-Type: ReDIF-Article 1.0
Author-Name: Paul W. Grimes 
Author-X-Name-First: Paul W. 
Author-X-Name-Last: Grimes 
Author-Name: Charles A. Register 
Author-X-Name-First: Charles A. 
Author-X-Name-Last: Register 
Title: Career Publications and Academic Job Rank: Evidence from the Class of 1968 
Journal: The Journal of Economic Education 
Pages: 82-92 
Issue: 1 
Volume: 28 
Year: 1997 
Month: 3 
X-DOI: 10.1080/00220489709595909 
File-URL: http://hdl.handle.net/10.1080/00220489709595909 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:1:p:82-92




Template-Type: ReDIF-Article 1.0
Author-Name: Robert Highsmith 
Author-X-Name-First: Robert 
Author-X-Name-Last: Highsmith 
Title: New Research in Precollege Economic Education 
Journal: The Journal of Economic Education 
Pages: 99-99 
Issue: 2 
Volume: 28 
Year: 1997 
Month: 1 
X-DOI: 10.1080/00220489709595911 
File-URL: http://hdl.handle.net/10.1080/00220489709595911 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:2:p:99-99




Template-Type: ReDIF-Article 1.0
Author-Name: Kim Sosin 
Author-X-Name-First: Kim 
Author-X-Name-Last: Sosin 
Author-Name: James Dick 
Author-X-Name-First: James 
Author-X-Name-Last: Dick 
Author-Name: Mary Lynn Reiser 
Author-X-Name-First: Mary Lynn 
Author-X-Name-Last: Reiser 
Title: Determinants of Achievement of Economics Concepts by Elementary School Students 
Journal: The Journal of Economic Education 
Pages: 100-121 
Issue: 2 
Volume: 28 
Year: 1997 
Month: 1 
X-DOI: 10.1080/00220489709595912 
File-URL: http://hdl.handle.net/10.1080/00220489709595912 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:2:p:100-121




Template-Type: ReDIF-Article 1.0
Author-Name: Robert B. Harris 
Author-X-Name-First: Robert B. 
Author-X-Name-Last: Harris 
Author-Name: William C. Kerby 
Author-X-Name-First: William C. 
Author-X-Name-Last: Kerby 
Title: Statewide Performance Assessment as a Complement to Multiple-Choice Testing in High School Economics 
Journal: The Journal of Economic Education 
Pages: 122-134 
Issue: 2 
Volume: 28 
Year: 1997 
Month: 6 
X-DOI: 10.1080/00220489709595913 
File-URL: http://hdl.handle.net/10.1080/00220489709595913 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:2:p:122-134




Template-Type: ReDIF-Article 1.0
Author-Name: Claire Melican 
Author-X-Name-First: Claire 
Author-X-Name-Last: Melican 
Author-Name: Fekru Debebe 
Author-X-Name-First: Fekru 
Author-X-Name-Last: Debebe 
Author-Name: Rick Morgan 
Author-X-Name-First: Rick 
Author-X-Name-Last: Morgan 
Title: Comparing AP and College Student Learning of Economics 
Journal: The Journal of Economic Education 
Pages: 135-142 
Issue: 2 
Volume: 28 
Year: 1997 
Month: 6 
X-DOI: 10.1080/00220489709595914 
File-URL: http://hdl.handle.net/10.1080/00220489709595914 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:2:p:135-142




Template-Type: ReDIF-Article 1.0
Author-Name: Jane S. Lopus 
Author-X-Name-First: Jane S. 
Author-X-Name-Last: Lopus 
Title: Effects of the High School Economics Curriculum on Learning in the College Principles Class 
Journal: The Journal of Economic Education 
Pages: 143-153 
Issue: 2 
Volume: 28 
Year: 1997 
Month: 6 
X-DOI: 10.1080/00220489709595915 
File-URL: http://hdl.handle.net/10.1080/00220489709595915 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:2:p:143-153




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Author-Name: Denise Robson 
Author-X-Name-First: Denise 
Author-X-Name-Last: Robson 
Title: Differential Item Functioning and Male-Female Differences on Multiple-Choice Tests in Economics 
Journal: The Journal of Economic Education 
Pages: 155-171 
Issue: 2 
Volume: 28 
Year: 1997 
Month: 6 
X-DOI: 10.1080/00220489709595917 
File-URL: http://hdl.handle.net/10.1080/00220489709595917 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:2:p:155-171




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew T. Williams 
Author-X-Name-First: Andrew T. 
Author-X-Name-Last: Williams 
Title: Estimating the Cost to Consumers of the U.S. Sugar Quota: An Exercise for Introductory Economics Classes 
Journal: The Journal of Economic Education 
Pages: 173-181 
Issue: 2 
Volume: 28 
Year: 1997 
Month: 6 
X-DOI: 10.1080/00220489709595918 
File-URL: http://hdl.handle.net/10.1080/00220489709595918 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:2:p:173-181




Template-Type: ReDIF-Article 1.0
Author-Name: Cynthia Benzing 
Author-X-Name-First: Cynthia 
Author-X-Name-Last: Benzing 
Author-Name: Paul Christ 
Author-X-Name-First: Paul 
Author-X-Name-Last: Christ 
Title: A Survey of Teaching Methods Among Economics Faculty 
Journal: The Journal of Economic Education 
Pages: 182-188 
Issue: 2 
Volume: 28 
Year: 1997 
Month: 6 
X-DOI: 10.1080/00220489709595919 
File-URL: http://hdl.handle.net/10.1080/00220489709595919 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:2:p:182-188




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Title: The Effect of Economic Knowledge on Public Opinion of Economic Issues 
Journal: The Journal of Economic Education 
Pages: 195-205 
Issue: 3 
Volume: 28 
Year: 1997 
Month: 9 
X-DOI: 10.1080/00220489709596744 
File-URL: http://hdl.handle.net/10.1080/00220489709596744 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:3:p:195-205




Template-Type: ReDIF-Article 1.0
Author-Name: Harlan M. Smith 
Author-X-Name-First: Harlan M. 
Author-X-Name-Last: Smith 
Title: Introducing Students to the Competing Schools of Thought in Intermediate Macroeconomics 
Journal: The Journal of Economic Education 
Pages: 206-221 
Issue: 3 
Volume: 28 
Year: 1997 
Month: 9 
X-DOI: 10.1080/00220489709596745 
File-URL: http://hdl.handle.net/10.1080/00220489709596745 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:3:p:206-221




Template-Type: ReDIF-Article 1.0
Author-Name: Fred C. White 
Author-X-Name-First: Fred C. 
Author-X-Name-Last: White 
Title: An Interactive Learning System for the Economic Analysis of Public Policies 
Journal: The Journal of Economic Education 
Pages: 222-229 
Issue: 3 
Volume: 28 
Year: 1997 
Month: 9 
X-DOI: 10.1080/00220489709596746 
File-URL: http://hdl.handle.net/10.1080/00220489709596746 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:3:p:222-229




Template-Type: ReDIF-Article 1.0
Author-Name: William D. A. Bryant 
Author-X-Name-First: William D. A. 
Author-X-Name-Last: Bryant 
Title: Conditions for the Existence of Market Equilibrium 
Journal: The Journal of Economic Education 
Pages: 230-254 
Issue: 3 
Volume: 28 
Year: 1997 
Month: 9 
X-DOI: 10.1080/00220489709596747 
File-URL: http://hdl.handle.net/10.1080/00220489709596747 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:3:p:230-254




Template-Type: ReDIF-Article 1.0
Author-Name: Myra H. Strober 
Author-X-Name-First: Myra H. 
Author-X-Name-Last: Strober 
Author-Name: Allen Cook 
Author-X-Name-First: Allen 
Author-X-Name-Last: Cook 
Author-Name: Kasi Allen Fuller 
Author-X-Name-First: Kasi Allen 
Author-X-Name-Last: Fuller 
Title: Making and Correcting Errors in Student Economic Analyses: An Examination of Videotapes 
Journal: The Journal of Economic Education 
Pages: 255-271 
Issue: 3 
Volume: 28 
Year: 1997 
Month: 9 
X-DOI: 10.1080/00220489709596748 
File-URL: http://hdl.handle.net/10.1080/00220489709596748 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:3:p:255-271




Template-Type: ReDIF-Article 1.0
Author-Name: David A. Huettner 
Author-X-Name-First: David A. 
Author-X-Name-Last: Huettner 
Author-Name: William Clark 
Author-X-Name-First: William 
Author-X-Name-Last: Clark 
Title: Comparative Research Productivity Measures for Economics Departments 
Journal: The Journal of Economic Education 
Pages: 272-278 
Issue: 3 
Volume: 28 
Year: 1997 
Month: 9 
X-DOI: 10.1080/00220489709596749 
File-URL: http://hdl.handle.net/10.1080/00220489709596749 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:3:p:272-278




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in Undergraduate Economics Degrees: An Update 
Journal: The Journal of Economic Education 
Pages: 279-282 
Issue: 3 
Volume: 28 
Year: 1997 
Month: 9 
X-DOI: 10.1080/00220489709596750 
File-URL: http://hdl.handle.net/10.1080/00220489709596750 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:3:p:279-282




Template-Type: ReDIF-Article 1.0
Author-Name: Hans Gremmen 
Author-X-Name-First: Hans 
Author-X-Name-Last: Gremmen 
Author-Name: Jan Potters 
Author-X-Name-First: Jan 
Author-X-Name-Last: Potters 
Title: Assessing the Efficacy of Gaming in Economic Education 
Journal: The Journal of Economic Education 
Pages: 291-303 
Issue: 4 
Volume: 28 
Year: 1997 
Month: 12 
X-DOI: 10.1080/00220489709597934 
File-URL: http://hdl.handle.net/10.1080/00220489709597934 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:4:p:291-303




Template-Type: ReDIF-Article 1.0
Author-Name: Mark S. Walbert 
Author-X-Name-First: Mark S. 
Author-X-Name-Last: Walbert 
Author-Name: Anthony L. Ostrosky 
Author-X-Name-First: Anthony L. 
Author-X-Name-Last: Ostrosky 
Title: Using Mathcad to Teach Undergraduate Mathematical Economics 
Journal: The Journal of Economic Education 
Pages: 304-315 
Issue: 4 
Volume: 28 
Year: 1997 
Month: 12 
X-DOI: 10.1080/00220489709597935 
File-URL: http://hdl.handle.net/10.1080/00220489709597935 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:4:p:304-315




Template-Type: ReDIF-Article 1.0
Author-Name: A. Ross Shepherd 
Author-X-Name-First: A. Ross 
Author-X-Name-Last: Shepherd 
Author-Name: John F. McDonald 
Author-X-Name-First: John F. 
Author-X-Name-Last: McDonald 
Title: Rent Control with Rent Discrimination Revisited 
Journal: The Journal of Economic Education 
Pages: 316-322 
Issue: 4 
Volume: 28 
Year: 1997 
Month: 12 
X-DOI: 10.1080/00220489709597936 
File-URL: http://hdl.handle.net/10.1080/00220489709597936 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:4:p:316-322




Template-Type: ReDIF-Article 1.0
Author-Name: Howard Bodenhorn 
Author-X-Name-First: Howard 
Author-X-Name-Last: Bodenhorn 
Title: Teachers, and Scholars Too: Economic Scholarship at Elite Liberal Arts Colleges 
Abstract:
	      And so, in my view of the
 good teacher, almost invariably he will engage in research.... Then his
 standards of intellectual performance are maintained by the critical
 scrutiny of his fellows. The teacher who does not publish must have the
 conscience of a saint if he is not to take things easy: to pontificate
 instead of to reason; to conjecture rather than to know. (Stigler 1963,
 15)	      
Journal: The Journal of Economic Education 
Pages: 323-336 
Issue: 4 
Volume: 28 
Year: 1997 
Month: 12 
X-DOI: 10.1080/00220489709597937 
File-URL: http://hdl.handle.net/10.1080/00220489709597937 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:4:p:323-336




Template-Type: ReDIF-Article 1.0
Author-Name: James E. Hartley 
Author-X-Name-First: James E. 
Author-X-Name-Last: Hartley 
Author-Name: Michael D. Robinson 
Author-X-Name-First: Michael D. 
Author-X-Name-Last: Robinson 
Title: Economic Research at National Liberal Arts Colleges: School Rankings 
Journal: The Journal of Economic Education 
Pages: 337-349 
Issue: 4 
Volume: 28 
Year: 1997 
Month: 12 
X-DOI: 10.1080/00220489709597938 
File-URL: http://hdl.handle.net/10.1080/00220489709597938 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:4:p:337-349




Template-Type: ReDIF-Article 1.0
Author-Name: Karen E. Dynan 
Author-X-Name-First: Karen E. 
Author-X-Name-Last: Dynan 
Author-Name: Cecilia Elena Rouse 
Author-X-Name-First: Cecilia Elena 
Author-X-Name-Last: Rouse 
Title: The Underrepresentation of Women in Economics: A Study of Undergraduate Economics Students 
Journal: The Journal of Economic Education 
Pages: 350-368 
Issue: 4 
Volume: 28 
Year: 1997 
Month: 12 
X-DOI: 10.1080/00220489709597939 
File-URL: http://hdl.handle.net/10.1080/00220489709597939 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:4:p:350-368




Template-Type: ReDIF-Article 1.0
Author-Name: Nancy J. Burnett 
Author-X-Name-First: Nancy J. 
Author-X-Name-Last: Burnett 
Title: Gender Economics Courses in Liberal Arts Colleges 
Abstract:
	      Gender has become a "hot"
 research topic in recent years and has begun making its way into the
 classroom (Conrad 1992). Interest in gender issues has spread, but only a
 small proportion of economics departments beyond the few top national
 liberal arts colleges include courses in gender economics.	       
 This article presents a simultaneous probit model of gender-related
 economics courses as well as women's studies programs in the
 undergraduate, liberal arts curriculum. Liberal arts colleges are often
 perceived to be in the forefront of undergraduate pedagogy. I restricted
 the study to these colleges to avoid, as much as possible, the
 complications created by graduate programs. Liberal arts colleges are
 generally private and not subject to state mandates.	       
Journal: The Journal of Economic Education 
Pages: 369-376 
Issue: 4 
Volume: 28 
Year: 1997 
Month: 12 
X-DOI: 10.1080/00220489709597940 
File-URL: http://hdl.handle.net/10.1080/00220489709597940 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:4:p:369-376




Template-Type: ReDIF-Article 1.0
Author-Name: Edward K. Zajicek 
Author-X-Name-First: Edward K. 
Author-X-Name-Last: Zajicek 
Author-Name: Todd P. Steen 
Author-X-Name-First: Todd P. 
Author-X-Name-Last: Steen 
Author-Name: S. Ryszard Doma&#x144;ski 
Author-X-Name-First: S. Ryszard 
Author-X-Name-Last: Doma&#x144;ski 
Title: The Reform of Higher Economic Education in Poland 
Abstract:
	      Economic reforms in
 Poland have created new challenges and opportunities for the economics
 profession. After decades of economic isolation, the country is striving
 to integrate into both the world's markets and the mainstream of economic
 thinking. The quickly transforming economic environment creates a sense of
 urgency to prepare a new cadre of economists trained in market systems.
 This requires not only a complete restructuring of the entire economic and
 business curricula at universities but also new social studies programs at
 high schools and continuing education opportunities for businesspeople.
 The success of the economic education program should have a long-reaching,
 positive impact on the economy and its transformation. 	 
Journal: The Journal of Economic Education 
Pages: 377-382 
Issue: 4 
Volume: 28 
Year: 1997 
Month: 12 
X-DOI: 10.1080/00220489709597941 
File-URL: http://hdl.handle.net/10.1080/00220489709597941 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:28:y:1997:i:4:p:377-382




Template-Type: ReDIF-Article 1.0
Author-Name: John F. Chizmar 
Author-X-Name-First: John F. 
Author-X-Name-Last: Chizmar 
Author-Name: Anthony L. Ostrosky 
Author-X-Name-First: Anthony L. 
Author-X-Name-Last: Ostrosky 
Title: The One-Minute Paper: Some Empirical Findings 
Journal: The Journal of Economic Education 
Pages: 3-10 
Issue: 1 
Volume: 29 
Year: 1998 
Month: 3 
X-DOI: 10.1080/00220489809596436 
File-URL: http://hdl.handle.net/10.1080/00220489809596436 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:1:p:3-10




Template-Type: ReDIF-Article 1.0
Author-Name: Stuart Birks 
Author-X-Name-First: Stuart 
Author-X-Name-Last: Birks 
Author-Name: Maureen J. Lage 
Author-X-Name-First: Maureen J. 
Author-X-Name-Last: Lage 
Author-Name: Michael Treglia 
Author-X-Name-First: Michael 
Author-X-Name-Last: Treglia 
Title: Comment and Reply on "The Impact of Integrating Scholarship on Women into Introductory Economics" 
Journal: The Journal of Economic Education 
Pages: 11-13 
Issue: 1 
Volume: 29 
Year: 1998 
Month: 3 
X-DOI: 10.1080/00220489809596437 
File-URL: http://hdl.handle.net/10.1080/00220489809596437 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:1:p:11-13




Template-Type: ReDIF-Article 1.0
Author-Name: William L. Holahan 
Author-X-Name-First: William L. 
Author-X-Name-Last: Holahan 
Title: Getting Tough on Crime: Exercises in Unusual Indifference Curves 
Journal: The Journal of Economic Education 
Pages: 14-22 
Issue: 1 
Volume: 29 
Year: 1998 
Month: 3 
X-DOI: 10.1080/00220489809596438 
File-URL: http://hdl.handle.net/10.1080/00220489809596438 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:1:p:14-22




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew J. Yates 
Author-X-Name-First: Andrew J. 
Author-X-Name-Last: Yates 
Title: The Equal Marginal Value Principle: A Graphical Analysis with Environmental Applications 
Journal: The Journal of Economic Education 
Pages: 23-31 
Issue: 1 
Volume: 29 
Year: 1998 
Month: 3 
X-DOI: 10.1080/00220489809596439 
File-URL: http://hdl.handle.net/10.1080/00220489809596439 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:1:p:23-31




Template-Type: ReDIF-Article 1.0
Author-Name: John B. Egger 
Author-X-Name-First: John B. 
Author-X-Name-Last: Egger 
Title: Clarifying and Teaching Bohm-Bawerk's "Marginal Pairs" 
Journal: The Journal of Economic Education 
Pages: 32-40 
Issue: 1 
Volume: 29 
Year: 1998 
Month: 3 
X-DOI: 10.1080/00220489809596440 
File-URL: http://hdl.handle.net/10.1080/00220489809596440 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:1:p:32-40




Template-Type: ReDIF-Article 1.0
Author-Name: Björn Frank 
Author-X-Name-First: Björn 
Author-X-Name-Last: Frank 
Title: Making Economics Exciting by Constructing a Quasi-Debate: The Samuelson-Minasian Controversy 
Journal: The Journal of Economic Education 
Pages: 41-46 
Issue: 1 
Volume: 29 
Year: 1998 
Month: 3 
X-DOI: 10.1080/00220489809596441 
File-URL: http://hdl.handle.net/10.1080/00220489809596441 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:1:p:41-46




Template-Type: ReDIF-Article 1.0
Author-Name: Arthur C. Mead 
Author-X-Name-First: Arthur C. 
Author-X-Name-Last: Mead 
Title: Algebra and Social Security: A Perfect Fit 
Journal: The Journal of Economic Education 
Pages: 47-53 
Issue: 1 
Volume: 29 
Year: 1998 
Month: 3 
X-DOI: 10.1080/00220489809596442 
File-URL: http://hdl.handle.net/10.1080/00220489809596442 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:1:p:47-53




Template-Type: ReDIF-Article 1.0
Author-Name: Dale R. Deboer 
Author-X-Name-First: Dale R. 
Author-X-Name-Last: Deboer 
Title: The Business-Plan Approach to Introductory Microeconomics 
Journal: The Journal of Economic Education 
Pages: 54-64 
Issue: 1 
Volume: 29 
Year: 1998 
Month: 3 
X-DOI: 10.1080/00220489809596443 
File-URL: http://hdl.handle.net/10.1080/00220489809596443 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:1:p:54-64




Template-Type: ReDIF-Article 1.0
Author-Name: Robert E. Kohn 
Author-X-Name-First: Robert E. 
Author-X-Name-Last: Kohn 
Author-Name: Gjermund Vaage 
Author-X-Name-First: Gjermund 
Author-X-Name-Last: Vaage 
Title: Factor Dominance and Long-Run Equilibrium Scale 
Journal: The Journal of Economic Education 
Pages: 65-71 
Issue: 1 
Volume: 29 
Year: 1998 
Month: 3 
X-DOI: 10.1080/00220489809596444 
File-URL: http://hdl.handle.net/10.1080/00220489809596444 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:1:p:65-71




Template-Type: ReDIF-Article 1.0
Author-Name: Jerry Evensky 
Author-X-Name-First: Jerry 
Author-X-Name-Last: Evensky 
Author-Name: Michael Wells 
Author-X-Name-First: Michael 
Author-X-Name-Last: Wells 
Title: Making a Series of Courses into a Program: A Case Study in Curriculum Development 
Journal: The Journal of Economic Education 
Pages: 72-80 
Issue: 1 
Volume: 29 
Year: 1998 
Month: 3 
X-DOI: 10.1080/00220489809596445 
File-URL: http://hdl.handle.net/10.1080/00220489809596445 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:1:p:72-80




Template-Type: ReDIF-Article 1.0
Author-Name: Philip Gregorowicz 
Author-X-Name-First: Philip 
Author-X-Name-Last: Gregorowicz 
Author-Name: Charles E. Hegji 
Author-X-Name-First: Charles E. 
Author-X-Name-Last: Hegji 
Title: Economics in the MBA Curriculum: Some Preliminary Survey Results 
Journal: The Journal of Economic Education 
Pages: 81-87 
Issue: 1 
Volume: 29 
Year: 1998 
Month: 3 
X-DOI: 10.1080/00220489809596446 
File-URL: http://hdl.handle.net/10.1080/00220489809596446 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:1:p:81-87




Template-Type: ReDIF-Article 1.0
Author-Name: Stefka Koeva 
Author-X-Name-First: Stefka 
Author-X-Name-Last: Koeva 
Author-Name: Ivona Yakimova 
Author-X-Name-First: Ivona 
Author-X-Name-Last: Yakimova 
Title: Transforming Economics Teaching in Bulgaria: A Difficult Transition 
Journal: The Journal of Economic Education 
Pages: 88-92 
Issue: 1 
Volume: 29 
Year: 1998 
Month: 3 
X-DOI: 10.1080/00220489809596447 
File-URL: http://hdl.handle.net/10.1080/00220489809596447 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:1:p:88-92




Template-Type: ReDIF-Article 1.0
Author-Name: Rajshree Agarwal 
Author-X-Name-First: Rajshree 
Author-X-Name-Last: Agarwal 
Author-Name: A. Edward Day 
Author-X-Name-First: A. Edward 
Author-X-Name-Last: Day 
Title: The Impact of the Internet on Economic Education 
Abstract:
	      Use of the Internet in
 economic pedagogy is growing, but it has not received much attention in
 the economic education literature. Almost no studies have measured the
 impact of using Internet technology on student learning and retention,
 perceptions of instructor effectiveness, and changes in attitudes toward
 economics. We report the results from classroom experiments that tested
 the influence of Internet use on economic education.		  Using
 Internet resources to enhance economic courses has two principal
 advantages for students. First, these resources offer a new medium of
 interaction that complements classroom instruction and facilitates
 learning. Second, they offer students the opportunity to learn and use
 Internet technology and yield positive externalities for future academic
 and career paths.	    
Journal: The Journal of Economic Education 
Pages: 99-110 
Issue: 2 
Volume: 29 
Year: 1998 
Month: 6 
X-DOI: 10.1080/00220489809597943 
File-URL: http://hdl.handle.net/10.1080/00220489809597943 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:2:p:99-110




Template-Type: ReDIF-Article 1.0
Author-Name: David A. Hennessy 
Author-X-Name-First: David A. 
Author-X-Name-Last: Hennessy 
Title: Technology Adoption and Welfare under a Monopoly: An Illustration of Microeconomic Policy Analysis 
Journal: The Journal of Economic Education 
Pages: 111-117 
Issue: 2 
Volume: 29 
Year: 1998 
Month: 6 
X-DOI: 10.1080/00220489809597944 
File-URL: http://hdl.handle.net/10.1080/00220489809597944 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:2:p:111-117




Template-Type: ReDIF-Article 1.0
Author-Name: Jyotirmoy Sarkar 
Author-X-Name-First: Jyotirmoy 
Author-X-Name-Last: Sarkar 
Author-Name: Barnali Gupta 
Author-X-Name-First: Barnali 
Author-X-Name-Last: Gupta 
Author-Name: Debashis Pal 
Author-X-Name-First: Debashis 
Author-X-Name-Last: Pal 
Title: A Geometric Solution of a Cournot Oligopoly with Nonidentical Firms 
Journal: The Journal of Economic Education 
Pages: 118-126 
Issue: 2 
Volume: 29 
Year: 1998 
Month: 6 
X-DOI: 10.1080/00220489809597945 
File-URL: http://hdl.handle.net/10.1080/00220489809597945 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:2:p:118-126




Template-Type: ReDIF-Article 1.0
Author-Name: James Stodder 
Author-X-Name-First: James 
Author-X-Name-Last: Stodder 
Title: Experimental Moralities: Ethics in Classroom Experiments 
Journal: The Journal of Economic Education 
Pages: 127-138 
Issue: 2 
Volume: 29 
Year: 1998 
Month: 6 
X-DOI: 10.1080/00220489809597946 
File-URL: http://hdl.handle.net/10.1080/00220489809597946 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:2:p:127-138




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Author-Name: Bonnie T. Meszaros 
Author-X-Name-First: Bonnie T. 
Author-X-Name-Last: Meszaros 
Title: Voluntary Economics Content Standards for America's Schools: Rationale and Development 
Journal: The Journal of Economic Education 
Pages: 139-149 
Issue: 2 
Volume: 29 
Year: 1998 
Month: 6 
X-DOI: 10.1080/00220489809597947 
File-URL: http://hdl.handle.net/10.1080/00220489809597947 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:2:p:139-149




Template-Type: ReDIF-Article 1.0
Author-Name: W. Lee Hansen 
Author-X-Name-First: W. Lee 
Author-X-Name-Last: Hansen 
Title: Principles-Based Standards: On the <italic>Voluntary National Content Standards in Economics</italic>              
Abstract:
	      The coalition of
 organizations and, in particular, the individuals charged with developing
 the national voluntary content standards in economics deserve our
 collective praise. Thanks to the writing committee, the process of
 composing and agreeing on the standards proceeded smoothly and swiftly.
 The result: the National Council on Economic Education's (NCEE 1977) newly
 published volume, <italic>Voluntary National Content Standards in
 Economics</italic>. This report should go a long way toward sharpening the
 focus, elevating the quality, and expanding the reach of economic
 education in the K-12 grades.		
Journal: The Journal of Economic Education 
Pages: 150-156 
Issue: 2 
Volume: 29 
Year: 1998 
Month: 6 
X-DOI: 10.1080/00220489809597948 
File-URL: http://hdl.handle.net/10.1080/00220489809597948 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:2:p:150-156




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Buckles 
Author-X-Name-First: Stephen 
Author-X-Name-Last: Buckles 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: National Standards in Economics, History, Social Studies, Civics, and Geography: Complementarities, Competition, or Peaceful Coexistence? 
Journal: The Journal of Economic Education 
Pages: 157-166 
Issue: 2 
Volume: 29 
Year: 1998 
Month: 6 
X-DOI: 10.1080/00220489809597949 
File-URL: http://hdl.handle.net/10.1080/00220489809597949 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:2:p:157-166




Template-Type: ReDIF-Article 1.0
Author-Name: Cecilia A. Conrad 
Author-X-Name-First: Cecilia A. 
Author-X-Name-Last: Conrad 
Title: National Standards or Economic Imperialism? 
Journal: The Journal of Economic Education 
Pages: 167-169 
Issue: 2 
Volume: 29 
Year: 1998 
Month: 6 
X-DOI: 10.1080/00220489809597950 
File-URL: http://hdl.handle.net/10.1080/00220489809597950 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:2:p:167-169




Template-Type: ReDIF-Article 1.0
Author-Name: John H. Bishop 
Author-X-Name-First: John H. 
Author-X-Name-Last: Bishop 
Title: The Effect of Curriculum-Based External Exit Exam Systems on Student Achievement 
Abstract:
	      Two presidents, the
 National Governors Association, and numerous blue-ribbon panels have
 called for the development of state or national content standards for core
 subjects and examinations that assess student achievement of these
 standards. The Competitiveness Policy Council (1993, 30), for example,
 advocated that "external assessments be given to individual students at
 the secondary level and that the results should be a major but not
 exclusive factor qualifying for college and better jobs at better wages."
 It is claimed that curriculum-based external exit exam systems (CBEEESs)
 based on explicit content standards will improve the teaching and learning
 of core subjects. What evidence is there for this claim? Outside the
 United States, such systems are the rule, not the exception. What impacts
 have such systems had on school policies, teaching, and student learning?  
Journal: The Journal of Economic Education 
Pages: 171-182 
Issue: 2 
Volume: 29 
Year: 1998 
Month: 6 
X-DOI: 10.1080/00220489809597951 
File-URL: http://hdl.handle.net/10.1080/00220489809597951 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:2:p:171-182




Template-Type: ReDIF-Article 1.0
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Title: Standards and Testing: Another View 
Journal: The Journal of Economic Education 
Pages: 183-186 
Issue: 2 
Volume: 29 
Year: 1998 
Month: 6 
X-DOI: 10.1080/00220489809597952 
File-URL: http://hdl.handle.net/10.1080/00220489809597952 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:2:p:183-186




Template-Type: ReDIF-Article 1.0
Author-Name: Ellen Miller 
Author-X-Name-First: Ellen 
Author-X-Name-Last: Miller 
Author-Name: Geraldine Westmoreland 
Author-X-Name-First: Geraldine 
Author-X-Name-Last: Westmoreland 
Title: Student Response to Selective Grading in College Economics Courses 
Journal: The Journal of Economic Education 
Pages: 195-201 
Issue: 3 
Volume: 29 
Year: 1998 
Month: 9 
X-DOI: 10.1080/00220489809597645 
File-URL: http://hdl.handle.net/10.1080/00220489809597645 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:3:p:195-201




Template-Type: ReDIF-Article 1.0
Author-Name: James A. Yunker 
Author-X-Name-First: James A. 
Author-X-Name-Last: Yunker 
Title: General Equilibrium in a Nutshell: An Explicit Function Example 
Journal: The Journal of Economic Education 
Pages: 202-211 
Issue: 3 
Volume: 29 
Year: 1998 
Month: 9 
X-DOI: 10.1080/00220489809597646 
File-URL: http://hdl.handle.net/10.1080/00220489809597646 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:3:p:202-211




Template-Type: ReDIF-Article 1.0
Author-Name: Renya Reed Wasson 
Author-X-Name-First: Renya Reed 
Author-X-Name-Last: Wasson 
Title: Guidelines for a Classroom Presentation on Homelessness: A Demand and Supply Curve Analysis 
Journal: The Journal of Economic Education 
Pages: 212-226 
Issue: 3 
Volume: 29 
Year: 1998 
Month: 9 
X-DOI: 10.1080/00220489809597647 
File-URL: http://hdl.handle.net/10.1080/00220489809597647 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:3:p:212-226




Template-Type: ReDIF-Article 1.0
Author-Name: David W. Boyd 
Author-X-Name-First: David W. 
Author-X-Name-Last: Boyd 
Title: On the Use of Symbolic Computation in Undergraduate Microeconomics Instruction 
Journal: The Journal of Economic Education 
Pages: 227-246 
Issue: 3 
Volume: 29 
Year: 1998 
Month: 9 
X-DOI: 10.1080/00220489809597648 
File-URL: http://hdl.handle.net/10.1080/00220489809597648 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:3:p:227-246




Template-Type: ReDIF-Article 1.0
Author-Name: Jane H. Leuthold 
Author-X-Name-First: Jane H. 
Author-X-Name-Last: Leuthold 
Title: Building a Homepage for Your Economics Class 
Journal: The Journal of Economic Education 
Pages: 247-261 
Issue: 3 
Volume: 29 
Year: 1998 
Month: 9 
X-DOI: 10.1080/00220489809597649 
File-URL: http://hdl.handle.net/10.1080/00220489809597649 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:3:p:247-261




Template-Type: ReDIF-Article 1.0
Author-Name: Dean Peterson 
Author-X-Name-First: Dean 
Author-X-Name-Last: Peterson 
Author-Name: John C. Bean 
Author-X-Name-First: John C. 
Author-X-Name-Last: Bean 
Title: Using a Conceptual Matrix to Organize a Course in the History of Economic Thought 
Journal: The Journal of Economic Education 
Pages: 262-273 
Issue: 3 
Volume: 29 
Year: 1998 
Month: 9 
X-DOI: 10.1080/00220489809597650 
File-URL: http://hdl.handle.net/10.1080/00220489809597650 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:3:p:262-273




Template-Type: ReDIF-Article 1.0
Author-Name: Robert B. Ekelund 
Author-X-Name-First: Robert B. 
Author-X-Name-Last: Ekelund 
Author-Name: Robert F. Hébert 
Author-X-Name-First: Robert F. 
Author-X-Name-Last: Hébert 
Title: Critical Thinking: Some Problems with the Matrix Method 
Journal: The Journal of Economic Education 
Pages: 274-276 
Issue: 3 
Volume: 29 
Year: 1998 
Month: 9 
X-DOI: 10.1080/00220489809597651 
File-URL: http://hdl.handle.net/10.1080/00220489809597651 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:3:p:274-276




Template-Type: ReDIF-Article 1.0
Author-Name: Peter von Allmen 
Author-X-Name-First: Peter 
Author-X-Name-Last: von Allmen 
Author-Name: George Brower 
Author-X-Name-First: George 
Author-X-Name-Last: Brower 
Title: Calculus and the Teaching of Intermediate Microeconomics: Results from a Survey 
Journal: The Journal of Economic Education 
Pages: 277-284 
Issue: 3 
Volume: 29 
Year: 1998 
Month: 9 
X-DOI: 10.1080/00220489809597652 
File-URL: http://hdl.handle.net/10.1080/00220489809597652 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:3:p:277-284




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in Undergraduate Economics Degrees: A 1996--97 Update 
Journal: The Journal of Economic Education 
Pages: 285-288 
Issue: 3 
Volume: 29 
Year: 1998 
Month: 9 
X-DOI: 10.1080/00220489809597653 
File-URL: http://hdl.handle.net/10.1080/00220489809597653 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:3:p:285-288




Template-Type: ReDIF-Article 1.0
Author-Name: William H. Greene 
Author-X-Name-First: William H. 
Author-X-Name-Last: Greene 
Title: Gender Economics Courses in Liberal Arts Colleges: Further Results 
Journal: The Journal of Economic Education 
Pages: 291-300 
Issue: 4 
Volume: 29 
Year: 1998 
Month: 1 
X-DOI: 10.1080/00220489809595921 
File-URL: http://hdl.handle.net/10.1080/00220489809595921 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:4:p:291-300




Template-Type: ReDIF-Article 1.0
Author-Name: Joni Hersch 
Author-X-Name-First: Joni 
Author-X-Name-Last: Hersch 
Author-Name: W.   Kip Viscusi 
Author-X-Name-First: W.   Kip 
Author-X-Name-Last: Viscusi 
Title: The Courtroom Comes to the Classroom: Estimating Economic Damages as an Instructional Device 
Journal: The Journal of Economic Education 
Pages: 301-311 
Issue: 4 
Volume: 29 
Year: 1998 
Month: 1 
X-DOI: 10.1080/00220489809595922 
File-URL: http://hdl.handle.net/10.1080/00220489809595922 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:4:p:301-311




Template-Type: ReDIF-Article 1.0
Author-Name: Donald Elliott 
Author-X-Name-First: Donald 
Author-X-Name-Last: Elliott 
Author-Name: John Meisel 
Author-X-Name-First: John 
Author-X-Name-Last: Meisel 
Author-Name: Warren Richards 
Author-X-Name-First: Warren 
Author-X-Name-Last: Richards 
Title: The Senior Project: Using the Literature of Distinguished Economists 
Journal: The Journal of Economic Education 
Pages: 312-320 
Issue: 4 
Volume: 29 
Year: 1998 
Month: 1 
X-DOI: 10.1080/00220489809595923 
File-URL: http://hdl.handle.net/10.1080/00220489809595923 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:4:p:312-320




Template-Type: ReDIF-Article 1.0
Author-Name: Robert L. Moore 
Author-X-Name-First: Robert L. 
Author-X-Name-Last: Moore 
Title: Teaching Introductory Economics With a Collaborative Learning Lab Component 
Journal: The Journal of Economic Education 
Pages: 321-329 
Issue: 4 
Volume: 29 
Year: 1998 
Month: 1 
X-DOI: 10.1080/00220489809595924 
File-URL: http://hdl.handle.net/10.1080/00220489809595924 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:4:p:321-329




Template-Type: ReDIF-Article 1.0
Author-Name: Donna M. Kish-goodling 
Author-X-Name-First: Donna M. 
Author-X-Name-Last: Kish-goodling 
Title: Using <italic>The Merchant of Venice</italic> in Teaching Monetary Economics 
Journal: The Journal of Economic Education 
Pages: 330-339 
Issue: 4 
Volume: 29 
Year: 1998 
Month: 1 
X-DOI: 10.1080/00220489809595925 
File-URL: http://hdl.handle.net/10.1080/00220489809595925 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:4:p:330-339




Template-Type: ReDIF-Article 1.0
Author-Name: Edward M. Scahill 
Author-X-Name-First: Edward M. 
Author-X-Name-Last: Scahill 
Title: A Connecticut Yankee in Estonia 
Journal: The Journal of Economic Education 
Pages: 340-346 
Issue: 4 
Volume: 29 
Year: 1998 
Month: 1 
X-DOI: 10.1080/00220489809595926 
File-URL: http://hdl.handle.net/10.1080/00220489809595926 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:4:p:340-346




Template-Type: ReDIF-Article 1.0
Author-Name: Donghyun Park 
Author-X-Name-First: Donghyun 
Author-X-Name-Last: Park 
Title: The Meaning of Competition: A Graphical Exposition 
Journal: The Journal of Economic Education 
Pages: 347-357 
Issue: 4 
Volume: 29 
Year: 1998 
Month: 1 
X-DOI: 10.1080/00220489809595927 
File-URL: http://hdl.handle.net/10.1080/00220489809595927 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:4:p:347-357




Template-Type: ReDIF-Article 1.0
Author-Name: S.   Kirk Elwood 
Author-X-Name-First: S.   Kirk 
Author-X-Name-Last: Elwood 
Author-Name: T.   Windsor Fields 
Author-X-Name-First: T.   Windsor 
Author-X-Name-Last: Fields 
Title: Does the International Substitution Effect Help Explain the Slope of the Aggregate Demand Curve? 
Journal: The Journal of Economic Education 
Pages: 358-364 
Issue: 4 
Volume: 29 
Year: 1998 
Month: 1 
X-DOI: 10.1080/00220489809595928 
File-URL: http://hdl.handle.net/10.1080/00220489809595928 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:4:p:358-364




Template-Type: ReDIF-Article 1.0
Author-Name: Kimmarie McGoldrick 
Author-X-Name-First: Kimmarie 
Author-X-Name-Last: McGoldrick 
Title: Service-Learning in Economics: A Detailed Application 
Journal: The Journal of Economic Education 
Pages: 365-376 
Issue: 4 
Volume: 29 
Year: 1998 
Month: 1 
X-DOI: 10.1080/00220489809595929 
File-URL: http://hdl.handle.net/10.1080/00220489809595929 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:4:p:365-376




Template-Type: ReDIF-Article 1.0
Author-Name: Michael Nieswiadomy 
Author-X-Name-First: Michael 
Author-X-Name-Last: Nieswiadomy 
Title: LSAT Scores of Economics Majors 
Journal: The Journal of Economic Education 
Pages: 377-379 
Issue: 4 
Volume: 29 
Year: 1998 
Month: 1 
X-DOI: 10.1080/00220489809595930 
File-URL: http://hdl.handle.net/10.1080/00220489809595930 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:4:p:377-379




Template-Type: ReDIF-Article 1.0
Author-Name: Cecilia A. Conrad 
Author-X-Name-First: Cecilia A. 
Author-X-Name-Last: Conrad 
Title: William B. Walstad and Phillip Saunders, eds. <bold> <italic>Teaching Undergraduate Economics: A Handbook for Instructors.</italic> </bold> New York: Irwin/McGraw-Hill, 1998. x + 368 pp 
Journal: The Journal of Economic Education 
Pages: 380-382 
Issue: 4 
Volume: 29 
Year: 1998 
Month: 1 
X-DOI: 10.1080/00220489809595931 
File-URL: http://hdl.handle.net/10.1080/00220489809595931 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:29:y:1998:i:4:p:380-382




Template-Type: ReDIF-Article 1.0
Author-Name: Roberta   Edgecombe Robb 
Author-X-Name-First: Roberta   Edgecombe 
Author-X-Name-Last: Robb 
Author-Name: A.   Leslie Robb 
Author-X-Name-First: A.   Leslie 
Author-X-Name-Last: Robb 
Title: Gender and the Study of Economics: The Role of Gender of the Instructor 
Journal: The Journal of Economic Education 
Pages: 3-19 
Issue: 1 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595933 
File-URL: http://hdl.handle.net/10.1080/00220489909595933 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:1:p:3-19




Template-Type: ReDIF-Article 1.0
Author-Name: Jonathan B. Wight 
Author-X-Name-First: Jonathan B. 
Author-X-Name-Last: Wight 
Title: Using Electronic Data Tools in Writing Assignments 
Journal: The Journal of Economic Education 
Pages: 21-27 
Issue: 1 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595934 
File-URL: http://hdl.handle.net/10.1080/00220489909595934 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:1:p:21-27




Template-Type: ReDIF-Article 1.0
Author-Name: George Bredon 
Author-X-Name-First: George 
Author-X-Name-Last: Bredon 
Title: Net News&#x2014;Old Wine in a New Bottle? 
Journal: The Journal of Economic Education 
Pages: 28-32 
Issue: 1 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595935 
File-URL: http://hdl.handle.net/10.1080/00220489909595935 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:1:p:28-32




Template-Type: ReDIF-Article 1.0
Author-Name: Steven A. Greenlaw 
Author-X-Name-First: Steven A. 
Author-X-Name-Last: Greenlaw 
Title: Using Groupware to Enhance Teaching and Learning in Undergraduate Economics 
Journal: The Journal of Economic Education 
Pages: 33-42 
Issue: 1 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595936 
File-URL: http://hdl.handle.net/10.1080/00220489909595936 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:1:p:33-42




Template-Type: ReDIF-Article 1.0
Author-Name: Donald W. Swanton 
Author-X-Name-First: Donald W. 
Author-X-Name-Last: Swanton 
Title: Teaching Fisher's Theory of Interest in a Simple Auction Setting 
Journal: The Journal of Economic Education 
Pages: 43-51 
Issue: 1 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595937 
File-URL: http://hdl.handle.net/10.1080/00220489909595937 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:1:p:43-51




Template-Type: ReDIF-Article 1.0
Author-Name: William L. Carlson 
Author-X-Name-First: William L. 
Author-X-Name-Last: Carlson 
Title: A Case Method for Teaching Statistics 
Journal: The Journal of Economic Education 
Pages: 52-58 
Issue: 1 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595938 
File-URL: http://hdl.handle.net/10.1080/00220489909595938 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:1:p:52-58




Template-Type: ReDIF-Article 1.0
Author-Name: Tung Liu 
Author-X-Name-First: Tung 
Author-X-Name-Last: Liu 
Author-Name: Courtenay C. Stone 
Author-X-Name-First: Courtenay C. 
Author-X-Name-Last: Stone 
Title: A Critique of One-Tailed Hypothesis Test Procedures in Business and Economics Statistics Textbooks 
Journal: The Journal of Economic Education 
Pages: 59-63 
Issue: 1 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595939 
File-URL: http://hdl.handle.net/10.1080/00220489909595939 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:1:p:59-63




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Shmanske 
Author-X-Name-First: Stephen 
Author-X-Name-Last: Shmanske 
Author-Name: Daniel Packey 
Author-X-Name-First: Daniel 
Author-X-Name-Last: Packey 
Title: Lumpy Demand and the Diagrammatics of Aggregation 
Journal: The Journal of Economic Education 
Pages: 64-74 
Issue: 1 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595940 
File-URL: http://hdl.handle.net/10.1080/00220489909595940 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:1:p:64-74




Template-Type: ReDIF-Article 1.0
Author-Name: Eugene Silberberg 
Author-X-Name-First: Eugene 
Author-X-Name-Last: Silberberg 
Title: The Viner--Wong Envelope Theorem 
Journal: The Journal of Economic Education 
Pages: 75-79 
Issue: 1 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595941 
File-URL: http://hdl.handle.net/10.1080/00220489909595941 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:1:p:75-79




Template-Type: ReDIF-Article 1.0
Author-Name: Paul J. Pieper 
Author-X-Name-First: Paul J. 
Author-X-Name-Last: Pieper 
Author-Name: Rachel A. Willis 
Author-X-Name-First: Rachel A. 
Author-X-Name-Last: Willis 
Title: The Doctoral Origins of Economics Faculty and the Education of New Economics Doctorates 
Journal: The Journal of Economic Education 
Pages: 80-88 
Issue: 1 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595942 
File-URL: http://hdl.handle.net/10.1080/00220489909595942 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:1:p:80-88




Template-Type: ReDIF-Article 1.0
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Title: Peter Kennedy, <bold> <italic>A Guide to Econometrics.</italic> </bold> 4th ed. Cambridge: MIT Press, 1998. xii + 468 pp 
Journal: The Journal of Economic Education 
Pages: 89-90 
Issue: 1 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595943 
File-URL: http://hdl.handle.net/10.1080/00220489909595943 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:1:p:89-90




Template-Type: ReDIF-Article 1.0
Author-Name: Tom Oberhofer 
Author-X-Name-First: Tom 
Author-X-Name-Last: Oberhofer 
Title: Role Playing in the History of Economic Thought 
Journal: The Journal of Economic Education 
Pages: 112-118 
Issue: 2 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595947 
File-URL: http://hdl.handle.net/10.1080/00220489909595947 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:2:p:112-118




Template-Type: ReDIF-Article 1.0
Author-Name: Pamela E. Lowry 
Author-X-Name-First: Pamela E. 
Author-X-Name-Last: Lowry 
Title: Model GATT: A Role-Playing Simulation Course 
Journal: The Journal of Economic Education 
Pages: 119-126 
Issue: 2 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595948 
File-URL: http://hdl.handle.net/10.1080/00220489909595948 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:2:p:119-126




Template-Type: ReDIF-Article 1.0
Author-Name: Dave Alden 
Author-X-Name-First: Dave 
Author-X-Name-Last: Alden 
Title: Experience with Scripted Role Play in Environmental Economics 
Journal: The Journal of Economic Education 
Pages: 127-132 
Issue: 2 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595949 
File-URL: http://hdl.handle.net/10.1080/00220489909595949 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:2:p:127-132




Template-Type: ReDIF-Article 1.0
Author-Name: Gregory A. Trandel 
Author-X-Name-First: Gregory A. 
Author-X-Name-Last: Trandel 
Title: Using a TV Game Show to Explain the Concept of a Dominant Strategy 
Journal: The Journal of Economic Education 
Pages: 133-140 
Issue: 2 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595950 
File-URL: http://hdl.handle.net/10.1080/00220489909595950 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:2:p:133-140




Template-Type: ReDIF-Article 1.0
Author-Name: Gail M. Hoyt 
Author-X-Name-First: Gail M. 
Author-X-Name-Last: Hoyt 
Author-Name: Patricia L. Ryan 
Author-X-Name-First: Patricia L. 
Author-X-Name-Last: Ryan 
Author-Name: Robert G. Houston 
Author-X-Name-First: Robert G. 
Author-X-Name-Last: Houston 
Title: The Paper River: A Demonstration of Externalities and Coase's Theorem 
Journal: The Journal of Economic Education 
Pages: 141-147 
Issue: 2 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595951 
File-URL: http://hdl.handle.net/10.1080/00220489909595951 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:2:p:141-147




Template-Type: ReDIF-Article 1.0
Author-Name: Arnold Katz 
Author-X-Name-First: Arnold 
Author-X-Name-Last: Katz 
Title: A Computer-Aided Exercise for Checking Novices' Understanding of Market Equilibrium Changes 
Journal: The Journal of Economic Education 
Pages: 148-162 
Issue: 2 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595952 
File-URL: http://hdl.handle.net/10.1080/00220489909595952 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:2:p:148-162




Template-Type: ReDIF-Article 1.0
Author-Name: Joseph I. Daniel 
Author-X-Name-First: Joseph I. 
Author-X-Name-Last: Daniel 
Title: Computer-Aided Instruction on the World Wide Web: The Third Generation 
Journal: The Journal of Economic Education 
Pages: 163-174 
Issue: 2 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595953 
File-URL: http://hdl.handle.net/10.1080/00220489909595953 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:2:p:163-174




Template-Type: ReDIF-Article 1.0
Author-Name: Raymond Jackson 
Author-X-Name-First: Raymond 
Author-X-Name-Last: Jackson 
Title: Identifying Voucher Plans without Welfare Losses 
Journal: The Journal of Economic Education 
Pages: 175-183 
Issue: 2 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595954 
File-URL: http://hdl.handle.net/10.1080/00220489909595954 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:2:p:175-183




Template-Type: ReDIF-Article 1.0
Author-Name: Calvin A. Kent 
Author-X-Name-First: Calvin A. 
Author-X-Name-Last: Kent 
Author-Name: Francis W. Rushing 
Author-X-Name-First: Francis W. 
Author-X-Name-Last: Rushing 
Title: Coverage of Entrepreneurship in Principles of Economics Textbooks: An Update 
Journal: The Journal of Economic Education 
Pages: 184-188 
Issue: 2 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595955 
File-URL: http://hdl.handle.net/10.1080/00220489909595955 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:2:p:184-188




Template-Type: ReDIF-Article 1.0
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Title: Carl Shapiro and Hal R. Varian. <bold> <italic>Information Rules: A Strategic Guide to the Network Economy.</italic> </bold> Boston, Massachusetts: Harvard Business School Press, 1999. x + 352 pp 
Journal: The Journal of Economic Education 
Pages: 189-190 
Issue: 2 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595956 
File-URL: http://hdl.handle.net/10.1080/00220489909595956 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:2:p:189-190




Template-Type: ReDIF-Article 1.0
Author-Name: Sam Allgood 
Author-X-Name-First: Sam 
Author-X-Name-Last: Allgood 
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Title: The Longitudinal Effects of Economic Education on Teachers and Their Students 
Journal: The Journal of Economic Education 
Pages: 99-111 
Issue: 2 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595946 
File-URL: http://hdl.handle.net/10.1080/00220489909595946 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:2:p:99-111




Template-Type: ReDIF-Article 1.0
Author-Name: Arnold Katz 
Author-X-Name-First: Arnold 
Author-X-Name-Last: Katz 
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Title: Technology and the Teaching of Economics to Undergraduates 
Journal: The Journal of Economic Education 
Pages: 194-199 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595979 
File-URL: http://hdl.handle.net/10.1080/00220489909595979 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:194-199




Template-Type: ReDIF-Article 1.0
Author-Name: Robert P. Parks 
Author-X-Name-First: Robert P. 
Author-X-Name-Last: Parks 
Title: Macro Principles, PowerPoint, and the Internet: Four Years of the Good, the Bad, and the Ugly 
Journal: The Journal of Economic Education 
Pages: 200-209 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595980 
File-URL: http://hdl.handle.net/10.1080/00220489909595980 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:200-209




Template-Type: ReDIF-Article 1.0
Author-Name: Roger A. McCain 
Author-X-Name-First: Roger A. 
Author-X-Name-Last: McCain 
Title: Developing an On-line Textbook: Question-led Teaching and the World Wide Web 
Journal: The Journal of Economic Education 
Pages: 210-220 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595981 
File-URL: http://hdl.handle.net/10.1080/00220489909595981 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:210-220




Template-Type: ReDIF-Article 1.0
Author-Name: Michael K. Salemi 
Author-X-Name-First: Michael K. 
Author-X-Name-Last: Salemi 
Author-Name: Kailash Khandke 
Author-X-Name-First: Kailash 
Author-X-Name-Last: Khandke 
Title: Comment 
Journal: The Journal of Economic Education 
Pages: 220-224 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595982 
File-URL: http://hdl.handle.net/10.1080/00220489909595982 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:220-224




Template-Type: ReDIF-Article 1.0
Author-Name: Joseph I. Daniel 
Author-X-Name-First: Joseph I. 
Author-X-Name-Last: Daniel 
Title: Using the Web to Improve Computer-Aided Instruction in Economics 
Journal: The Journal of Economic Education 
Pages: 225-243 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595983 
File-URL: http://hdl.handle.net/10.1080/00220489909595983 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:225-243




Template-Type: ReDIF-Article 1.0
Author-Name: David Schodt 
Author-X-Name-First: David 
Author-X-Name-Last: Schodt 
Author-Name: Jane H. Leuthold 
Author-X-Name-First: Jane H. 
Author-X-Name-Last: Leuthold 
Title: Comment 
Journal: The Journal of Economic Education 
Pages: 243-247 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595984 
File-URL: http://hdl.handle.net/10.1080/00220489909595984 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:243-247




Template-Type: ReDIF-Article 1.0
Author-Name: John F. Chizmar 
Author-X-Name-First: John F. 
Author-X-Name-Last: Chizmar 
Author-Name: Mark S. Walbert 
Author-X-Name-First: Mark S. 
Author-X-Name-Last: Walbert 
Title: Web-Based Learning Environments Guided by Principles of Good Teaching Practice 
Journal: The Journal of Economic Education 
Pages: 248-259 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595985 
File-URL: http://hdl.handle.net/10.1080/00220489909595985 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:248-259




Template-Type: ReDIF-Article 1.0
Author-Name: Steve Hurd 
Author-X-Name-First: Steve 
Author-X-Name-Last: Hurd 
Author-Name: Robert L. Moore 
Author-X-Name-First: Robert L. 
Author-X-Name-Last: Moore 
Title: Comment 
Journal: The Journal of Economic Education 
Pages: 260-262 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595986 
File-URL: http://hdl.handle.net/10.1080/00220489909595986 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:260-262




Template-Type: ReDIF-Article 1.0
Author-Name: L&#xC9;Onie L. Stone 
Author-X-Name-First: L&#xC9;Onie L. 
Author-X-Name-Last: Stone 
Title: Multimedia Instruction Methods 
Journal: The Journal of Economic Education 
Pages: 265-275 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595987 
File-URL: http://hdl.handle.net/10.1080/00220489909595987 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:265-275




Template-Type: ReDIF-Article 1.0
Author-Name: Gisela   Meyer Escoe 
Author-X-Name-First: Gisela   Meyer 
Author-X-Name-Last: Escoe 
Title: Comment 
Journal: The Journal of Economic Education 
Pages: 275-276 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595988 
File-URL: http://hdl.handle.net/10.1080/00220489909595988 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:275-276




Template-Type: ReDIF-Article 1.0
Author-Name: Robert Schenk 
Author-X-Name-First: Robert 
Author-X-Name-Last: Schenk 
Title: Comment 
Journal: The Journal of Economic Education 
Pages: 277-277 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595989 
File-URL: http://hdl.handle.net/10.1080/00220489909595989 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:277-277




Template-Type: ReDIF-Article 1.0
Author-Name: Scott P. Simkins 
Author-X-Name-First: Scott P. 
Author-X-Name-Last: Simkins 
Title: Promoting Active-Student Learning Using the World Wide Web in Economics Courses 
Journal: The Journal of Economic Education 
Pages: 278-287 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595990 
File-URL: http://hdl.handle.net/10.1080/00220489909595990 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:278-287




Template-Type: ReDIF-Article 1.0
Author-Name: Kim Sosin 
Author-X-Name-First: Kim 
Author-X-Name-Last: Sosin 
Title: Comment 
Journal: The Journal of Economic Education 
Pages: 287-289 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595991 
File-URL: http://hdl.handle.net/10.1080/00220489909595991 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:287-289




Template-Type: ReDIF-Article 1.0
Author-Name: Linda M. Manning 
Author-X-Name-First: Linda M. 
Author-X-Name-Last: Manning 
Title: Comment 
Journal: The Journal of Economic Education 
Pages: 289-291 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595992 
File-URL: http://hdl.handle.net/10.1080/00220489909595992 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:289-291




Template-Type: ReDIF-Article 1.0
Author-Name: Michelle   Albert Vachris 
Author-X-Name-First: Michelle   Albert 
Author-X-Name-Last: Vachris 
Title: Teaching Principles of Economics without &#x201C;Chalk and Talk&#x201D;: The Experience of CNU Online 
Journal: The Journal of Economic Education 
Pages: 292-303 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595993 
File-URL: http://hdl.handle.net/10.1080/00220489909595993 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:292-303




Template-Type: ReDIF-Article 1.0
Author-Name: George Bredon 
Author-X-Name-First: George 
Author-X-Name-Last: Bredon 
Title: Comment 
Journal: The Journal of Economic Education 
Pages: 303-305 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595994 
File-URL: http://hdl.handle.net/10.1080/00220489909595994 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:303-305




Template-Type: ReDIF-Article 1.0
Author-Name: Howard P. Marvel 
Author-X-Name-First: Howard P. 
Author-X-Name-Last: Marvel 
Title: Comment 
Journal: The Journal of Economic Education 
Pages: 305-307 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595995 
File-URL: http://hdl.handle.net/10.1080/00220489909595995 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:305-307




Template-Type: ReDIF-Article 1.0
Author-Name: Michael P. Murray 
Author-X-Name-First: Michael P. 
Author-X-Name-Last: Murray 
Title: Econometrics Lectures in a Computer Classroom 
Journal: The Journal of Economic Education 
Pages: 308-321 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595996 
File-URL: http://hdl.handle.net/10.1080/00220489909595996 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:308-321




Template-Type: ReDIF-Article 1.0
Author-Name: Jeffrey Parker 
Author-X-Name-First: Jeffrey 
Author-X-Name-Last: Parker 
Author-Name: Ebenge E. Usip 
Author-X-Name-First: Ebenge E. 
Author-X-Name-Last: Usip 
Title: Comment 
Journal: The Journal of Economic Education 
Pages: 321-324 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595997 
File-URL: http://hdl.handle.net/10.1080/00220489909595997 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:321-324




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in Undergraduate Economics Degrees, 1997--98 
Journal: The Journal of Economic Education 
Pages: 325-328 
Issue: 3 
Volume: 30 
Year: 1999 
Month: 1 
X-DOI: 10.1080/00220489909595998 
File-URL: http://hdl.handle.net/10.1080/00220489909595998 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:3:p:325-328




Template-Type: ReDIF-Article 1.0
Author-Name: Joe Kerkvliet 
Author-X-Name-First: Joe 
Author-X-Name-Last: Kerkvliet 
Author-Name: Charles L. Sigmund 
Author-X-Name-First: Charles L. 
Author-X-Name-Last: Sigmund 
Title: Can We Control Cheating in the Classroom? 
Journal: The Journal of Economic Education 
Pages: 331-343 
Issue: 4 
Volume: 30 
Year: 1999 
Month: 12 
X-DOI: 10.1080/00220489909596090 
File-URL: http://hdl.handle.net/10.1080/00220489909596090 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:4:p:331-343




Template-Type: ReDIF-Article 1.0
Author-Name: Donald G. Freeman 
Author-X-Name-First: Donald G. 
Author-X-Name-Last: Freeman 
Title: Grade Divergence as a Market Outcome 
Journal: The Journal of Economic Education 
Pages: 344-351 
Issue: 4 
Volume: 30 
Year: 1999 
Month: 12 
X-DOI: 10.1080/00220489909596091 
File-URL: http://hdl.handle.net/10.1080/00220489909596091 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:4:p:344-351




Template-Type: ReDIF-Article 1.0
Author-Name: Paul A. Samuelson 
Author-X-Name-First: Paul A. 
Author-X-Name-Last: Samuelson 
Author-Name: Harold W. McGraw 
Author-X-Name-First: Harold W. 
Author-X-Name-Last: McGraw 
Author-Name: William D. Nordhaus 
Author-X-Name-First: William D. 
Author-X-Name-Last: Nordhaus 
Author-Name: Orley Ashenfelter 
Author-X-Name-First: Orley 
Author-X-Name-Last: Ashenfelter 
Author-Name: Robert M. Solow 
Author-X-Name-First: Robert M. 
Author-X-Name-Last: Solow 
Author-Name: Stanley Fischer 
Author-X-Name-First: Stanley 
Author-X-Name-Last: Fischer 
Title: Samuelson's <italic>Economics</italic> at Fifty: Remarks on the Occasion of the Anniversary of Publication 
Journal: The Journal of Economic Education 
Pages: 352-363 
Issue: 4 
Volume: 30 
Year: 1999 
Month: 12 
X-DOI: 10.1080/00220489909596092 
File-URL: http://hdl.handle.net/10.1080/00220489909596092 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:4:p:352-363




Template-Type: ReDIF-Article 1.0
Author-Name: David Colander 
Author-X-Name-First: David 
Author-X-Name-Last: Colander 
Title: Teaching Keynes in the 21st Century 
Journal: The Journal of Economic Education 
Pages: 364-372 
Issue: 4 
Volume: 30 
Year: 1999 
Month: 12 
X-DOI: 10.1080/00220489909596093 
File-URL: http://hdl.handle.net/10.1080/00220489909596093 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:4:p:364-372




Template-Type: ReDIF-Article 1.0
Author-Name: David W. Findlay 
Author-X-Name-First: David W. 
Author-X-Name-Last: Findlay 
Title: The IS-LM Model: Is There a Connection Between Slopes and the Effectiveness of Fiscal and Monetary Policy? 
Journal: The Journal of Economic Education 
Pages: 373-382 
Issue: 4 
Volume: 30 
Year: 1999 
Month: 12 
X-DOI: 10.1080/00220489909596094 
File-URL: http://hdl.handle.net/10.1080/00220489909596094 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:4:p:373-382




Template-Type: ReDIF-Article 1.0
Author-Name: J. Patrick Meister 
Author-X-Name-First: J. Patrick 
Author-X-Name-Last: Meister 
Title: Oligopoly-An In-Class Economic Game 
Journal: The Journal of Economic Education 
Pages: 383-391 
Issue: 4 
Volume: 30 
Year: 1999 
Month: 12 
X-DOI: 10.1080/00220489909596095 
File-URL: http://hdl.handle.net/10.1080/00220489909596095 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:4:p:383-391




Template-Type: ReDIF-Article 1.0
Author-Name: Denise Hazlett 
Author-X-Name-First: Denise 
Author-X-Name-Last: Hazlett 
Author-Name: Jeela Ganje 
Author-X-Name-First: Jeela 
Author-X-Name-Last: Ganje 
Title: An Experiment with Official and Parallel Foreign Exchange Markets in a Developing Country 
Journal: The Journal of Economic Education 
Pages: 392-401 
Issue: 4 
Volume: 30 
Year: 1999 
Month: 12 
X-DOI: 10.1080/00220489909596096 
File-URL: http://hdl.handle.net/10.1080/00220489909596096 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:4:p:392-401




Template-Type: ReDIF-Article 1.0
Author-Name: Murray S. Simpson 
Author-X-Name-First: Murray S. 
Author-X-Name-Last: Simpson 
Author-Name: Shireen E. Carroll 
Author-X-Name-First: Shireen E. 
Author-X-Name-Last: Carroll 
Title: Assignments for a Writing-Intensive Economics Course 
Journal: The Journal of Economic Education 
Pages: 402-410 
Issue: 4 
Volume: 30 
Year: 1999 
Month: 12 
X-DOI: 10.1080/00220489909596097 
File-URL: http://hdl.handle.net/10.1080/00220489909596097 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:4:p:402-410




Template-Type: ReDIF-Article 1.0
Author-Name: Janusz R. Mrozek 
Author-X-Name-First: Janusz R. 
Author-X-Name-Last: Mrozek 
Title: Market Failures and Efficiency in the Principles Course 
Journal: The Journal of Economic Education 
Pages: 411-419 
Issue: 4 
Volume: 30 
Year: 1999 
Month: 12 
X-DOI: 10.1080/00220489909596098 
File-URL: http://hdl.handle.net/10.1080/00220489909596098 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:4:p:411-419




Template-Type: ReDIF-Article 1.0
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Title: Turning Merit Scores into Salaries 
Journal: The Journal of Economic Education 
Pages: 420-426 
Issue: 4 
Volume: 30 
Year: 1999 
Month: 12 
X-DOI: 10.1080/00220489909596099 
File-URL: http://hdl.handle.net/10.1080/00220489909596099 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:4:p:420-426




Template-Type: ReDIF-Article 1.0
Author-Name: Craig Swan 
Author-X-Name-First: Craig 
Author-X-Name-Last: Swan 
Title: William E. Becker and Michael Watts, eds., <italic>Teaching Economics to Undergraduates: Alternatives to Chalk and Talk.</italic> Cheltenham, U. K.: Edward Elgar, 1999. 274 pp 
Journal: The Journal of Economic Education 
Pages: 427-428 
Issue: 4 
Volume: 30 
Year: 1999 
Month: 12 
X-DOI: 10.1080/00220489909596100 
File-URL: http://hdl.handle.net/10.1080/00220489909596100 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:30:y:1999:i:4:p:427-428




Template-Type: ReDIF-Article 1.0
Author-Name: Kim Sosin 
Author-X-Name-First: Kim 
Author-X-Name-Last: Sosin 
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Title: Online Teaching Resources: A New Journal Section 
Journal: The Journal of Economic Education 
Pages: 3-7 
Issue: 1 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596752 
File-URL: http://hdl.handle.net/10.1080/00220480009596752 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:1:p:3-7




Template-Type: ReDIF-Article 1.0
Author-Name: William L. Goffe 
Author-X-Name-First: William L. 
Author-X-Name-Last: Goffe 
Author-Name: Elise Braden 
Author-X-Name-First: Elise 
Author-X-Name-Last: Braden 
Title: Resources for Economists on the Internet 
Journal: The Journal of Economic Education 
Pages: 8-8 
Issue: 1 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596753 
File-URL: http://hdl.handle.net/10.1080/00220480009596753 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:1:p:8-8




Template-Type: ReDIF-Article 1.0
Author-Name: Roger A. McCain 
Author-X-Name-First: Roger A. 
Author-X-Name-Last: McCain 
Title:                 <italic>Essential Principles of Economics</italic>: A Hypermedia Textbook 
Journal: The Journal of Economic Education 
Pages: 9-9 
Issue: 1 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596754 
File-URL: http://hdl.handle.net/10.1080/00220480009596754 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:1:p:9-9




Template-Type: ReDIF-Article 1.0
Author-Name: Michelle Mason Winston 
Author-X-Name-First: Michelle Mason 
Author-X-Name-Last: Winston 
Title: EconEdLink 
Journal: The Journal of Economic Education 
Pages: 10-10 
Issue: 1 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596755 
File-URL: http://hdl.handle.net/10.1080/00220480009596755 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:1:p:10-10




Template-Type: ReDIF-Article 1.0
Author-Name: Maureen J. Lage 
Author-X-Name-First: Maureen J. 
Author-X-Name-Last: Lage 
Author-Name: Glenn Platt 
Author-X-Name-First: Glenn 
Author-X-Name-Last: Platt 
Title: The Internet and the Inverted Classroom 
Journal: The Journal of Economic Education 
Pages: 11-11 
Issue: 1 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596756 
File-URL: http://hdl.handle.net/10.1080/00220480009596756 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:1:p:11-11




Template-Type: ReDIF-Article 1.0
Author-Name: Geoffrey R. Gerdes 
Author-X-Name-First: Geoffrey R. 
Author-X-Name-Last: Gerdes 
Title: Interactive Economics Instruction with Java and CGI 
Journal: The Journal of Economic Education 
Pages: 12-12 
Issue: 1 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596757 
File-URL: http://hdl.handle.net/10.1080/00220480009596757 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:1:p:12-12




Template-Type: ReDIF-Article 1.0
Author-Name: Carol G. Johnston 
Author-X-Name-First: Carol G. 
Author-X-Name-Last: Johnston 
Author-Name: Richard H. James 
Author-X-Name-First: Richard H. 
Author-X-Name-Last: James 
Author-Name: Jenny N. Lye 
Author-X-Name-First: Jenny N. 
Author-X-Name-Last: Lye 
Author-Name: Ian M. McDonald 
Author-X-Name-First: Ian M. 
Author-X-Name-Last: McDonald 
Title: An Evaluation of Collaborative Problem Solving for Learning Economics 
Journal: The Journal of Economic Education 
Pages: 13-29 
Issue: 1 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596758 
File-URL: http://hdl.handle.net/10.1080/00220480009596758 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:1:p:13-29




Template-Type: ReDIF-Article 1.0
Author-Name: Maureen J. Lage 
Author-X-Name-First: Maureen J. 
Author-X-Name-Last: Lage 
Author-Name: Glenn J. Platt 
Author-X-Name-First: Glenn J. 
Author-X-Name-Last: Platt 
Author-Name: Michael Treglia 
Author-X-Name-First: Michael 
Author-X-Name-Last: Treglia 
Title: Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment 
Journal: The Journal of Economic Education 
Pages: 30-43 
Issue: 1 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596759 
File-URL: http://hdl.handle.net/10.1080/00220480009596759 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:1:p:30-43




Template-Type: ReDIF-Article 1.0
Author-Name: Denise Hazlett 
Author-X-Name-First: Denise 
Author-X-Name-Last: Hazlett 
Title: An Experimental Education Market with Positive Externalities 
Journal: The Journal of Economic Education 
Pages: 44-51 
Issue: 1 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596760 
File-URL: http://hdl.handle.net/10.1080/00220480009596760 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:1:p:44-51




Template-Type: ReDIF-Article 1.0
Author-Name: John C. Bernard 
Author-X-Name-First: John C. 
Author-X-Name-Last: Bernard 
Author-Name: William Schulze 
Author-X-Name-First: William 
Author-X-Name-Last: Schulze 
Title: Teaching Marginal Cost, Supply, and Efficiency with an English-Auction Experiment 
Journal: The Journal of Economic Education 
Pages: 52-59 
Issue: 1 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596761 
File-URL: http://hdl.handle.net/10.1080/00220480009596761 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:1:p:52-59




Template-Type: ReDIF-Article 1.0
Author-Name: Michael H. Truscott 
Author-X-Name-First: Michael H. 
Author-X-Name-Last: Truscott 
Author-Name: Hemant Rustogi 
Author-X-Name-First: Hemant 
Author-X-Name-Last: Rustogi 
Author-Name: Corinne B. Young 
Author-X-Name-First: Corinne B. 
Author-X-Name-Last: Young 
Title: Enhancing the Macroeconomics Course: An Experiential Learning Approach 
Journal: The Journal of Economic Education 
Pages: 60-65 
Issue: 1 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596762 
File-URL: http://hdl.handle.net/10.1080/00220480009596762 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:1:p:60-65




Template-Type: ReDIF-Article 1.0
Author-Name: Donghyun Park 
Author-X-Name-First: Donghyun 
Author-X-Name-Last: Park 
Title: Price Discrimination, Economies of Scale, and Profits 
Journal: The Journal of Economic Education 
Pages: 66-75 
Issue: 1 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596763 
File-URL: http://hdl.handle.net/10.1080/00220480009596763 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:1:p:66-75




Template-Type: ReDIF-Article 1.0
Author-Name: Asatoshi Maeshiro 
Author-X-Name-First: Asatoshi 
Author-X-Name-Last: Maeshiro 
Title: An Illustration of the Bias of OLS for <italic>Y<sub>t</sub></italic> = &lambda;<italic>Y</italic><sub>t-1</sub> + <italic>U</italic><sub>t</sub>              
Journal: The Journal of Economic Education 
Pages: 76-80 
Issue: 1 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596764 
File-URL: http://hdl.handle.net/10.1080/00220480009596764 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:1:p:76-80




Template-Type: ReDIF-Article 1.0
Author-Name: Alan B. Krueger 
Author-X-Name-First: Alan B. 
Author-X-Name-Last: Krueger 
Author-Name: Stephen Wu 
Author-X-Name-First: Stephen 
Author-X-Name-Last: Wu 
Title: Forecasting Job Placements of Economics Graduate Students 
Journal: The Journal of Economic Education 
Pages: 81-94 
Issue: 1 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596765 
File-URL: http://hdl.handle.net/10.1080/00220480009596765 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:1:p:81-94




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Author-Name: Ken Rebeck 
Author-X-Name-First: Ken 
Author-X-Name-Last: Rebeck 
Title: The Status of Economics in the High School Curriculum 
Journal: The Journal of Economic Education 
Pages: 95-101 
Issue: 1 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596766 
File-URL: http://hdl.handle.net/10.1080/00220480009596766 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:1:p:95-101




Template-Type: ReDIF-Article 1.0
Author-Name: John F. Chizmar 
Author-X-Name-First: John F. 
Author-X-Name-Last: Chizmar 
Title: A Discrete-Time Hazard Analysis of the Role of Gender in Persistence in the Economics Major 
Journal: The Journal of Economic Education 
Pages: 107-118 
Issue: 2 
Volume: 31 
Year: 2000 
Month: 6 
X-DOI: 10.1080/00220480009596768 
File-URL: http://hdl.handle.net/10.1080/00220480009596768 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:2:p:107-118




Template-Type: ReDIF-Article 1.0
Author-Name: Richard A. Miller 
Author-X-Name-First: Richard A. 
Author-X-Name-Last: Miller 
Title: Ten Cheaper Spades: Production Theory and Cost Curves in the Short Run 
Journal: The Journal of Economic Education 
Pages: 119-130 
Issue: 2 
Volume: 31 
Year: 2000 
Month: 6 
X-DOI: 10.1080/00220480009596769 
File-URL: http://hdl.handle.net/10.1080/00220480009596769 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:2:p:119-130




Template-Type: ReDIF-Article 1.0
Author-Name: Paul M. Comolli 
Author-X-Name-First: Paul M. 
Author-X-Name-Last: Comolli 
Title: Pecuniary Effects, Second-Order Conditions, and the LRAC Curve 
Journal: The Journal of Economic Education 
Pages: 131-143 
Issue: 2 
Volume: 31 
Year: 2000 
Month: 6 
X-DOI: 10.1080/00220480009596770 
File-URL: http://hdl.handle.net/10.1080/00220480009596770 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:2:p:131-143




Template-Type: ReDIF-Article 1.0
Author-Name: J. Lon Carlson 
Author-X-Name-First: J. Lon 
Author-X-Name-Last: Carlson 
Author-Name: Neil T. Skaggs 
Author-X-Name-First: Neil T. 
Author-X-Name-Last: Skaggs 
Title: Learning by Trial and Error: A Case for Moot Courts 
Journal: The Journal of Economic Education 
Pages: 145-155 
Issue: 2 
Volume: 31 
Year: 2000 
Month: 6 
X-DOI: 10.1080/00220480009596771 
File-URL: http://hdl.handle.net/10.1080/00220480009596771 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:2:p:145-155




Template-Type: ReDIF-Article 1.0
Author-Name: Robert S. Goldfarb 
Author-X-Name-First: Robert S. 
Author-X-Name-Last: Goldfarb 
Title: An Onassis Retrospective: What Products Are Auctioned, and Why? 
Journal: The Journal of Economic Education 
Pages: 157-168 
Issue: 2 
Volume: 31 
Year: 2000 
Month: 6 
X-DOI: 10.1080/00220480009596772 
File-URL: http://hdl.handle.net/10.1080/00220480009596772 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:2:p:157-168




Template-Type: ReDIF-Article 1.0
Author-Name: Kenneth D. Peterson 
Author-X-Name-First: Kenneth D. 
Author-X-Name-Last: Peterson 
Title: Using a Geographic Information System to Teach Economics 
Journal: The Journal of Economic Education 
Pages: 169-178 
Issue: 2 
Volume: 31 
Year: 2000 
Month: 6 
X-DOI: 10.1080/00220480009596773 
File-URL: http://hdl.handle.net/10.1080/00220480009596773 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:2:p:169-178




Template-Type: ReDIF-Article 1.0
Author-Name: Franklin G. Mixon 
Author-X-Name-First: Franklin G. 
Author-X-Name-Last: Mixon 
Title: Homo Economicus and the Salem Witch Trials 
Journal: The Journal of Economic Education 
Pages: 179-184 
Issue: 2 
Volume: 31 
Year: 2000 
Month: 6 
X-DOI: 10.1080/00220480009596774 
File-URL: http://hdl.handle.net/10.1080/00220480009596774 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:2:p:179-184




Template-Type: ReDIF-Article 1.0
Author-Name: Beck A. Taylor 
Author-X-Name-First: Beck A. 
Author-X-Name-Last: Taylor 
Author-Name: W. James Truitt 
Author-X-Name-First: W. James 
Author-X-Name-Last: Truitt 
Title: Integrating the Traditional Job-Market Research Seminar with Instruction in the Undergraduate Classroom 
Journal: The Journal of Economic Education 
Pages: 185-189 
Issue: 2 
Volume: 31 
Year: 2000 
Month: 6 
X-DOI: 10.1080/00220480009596775 
File-URL: http://hdl.handle.net/10.1080/00220480009596775 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:2:p:185-189




Template-Type: ReDIF-Article 1.0
Author-Name: John A. List 
Author-X-Name-First: John A. 
Author-X-Name-Last: List 
Title: Interview Scheduling Strategies of New Ph.D. Economists 
Journal: The Journal of Economic Education 
Pages: 191-201 
Issue: 2 
Volume: 31 
Year: 2000 
Month: 6 
X-DOI: 10.1080/00220480009596776 
File-URL: http://hdl.handle.net/10.1080/00220480009596776 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:2:p:191-201




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: How Many College Students Are Exposed to Economics? 
Journal: The Journal of Economic Education 
Pages: 202-204 
Issue: 2 
Volume: 31 
Year: 2000 
Month: 6 
X-DOI: 10.1080/00220480009596777 
File-URL: http://hdl.handle.net/10.1080/00220480009596777 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:2:p:202-204




Template-Type: ReDIF-Article 1.0
Author-Name: Peter Kennedy 
Author-X-Name-First: Peter 
Author-X-Name-Last: Kennedy 
Title: Book Review 
Abstract:
	      		  Mark H. Maier. <bold>The
 Data Game: Controversies in Social Science Statistics</bold>, 3rd ed.
 Armonk, N.Y.: M. E. Sharpe, 1999. 332 pp.	    
Journal: The Journal of Economic Education 
Pages: 205-206 
Issue: 2 
Volume: 31 
Year: 2000 
Month: 6 
X-DOI: 10.1080/00220480009596778 
File-URL: http://hdl.handle.net/10.1080/00220480009596778 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:2:p:205-206




Template-Type: ReDIF-Article 1.0
Author-Name: Rajshree Agarwal 
Author-X-Name-First: Rajshree 
Author-X-Name-Last: Agarwal 
Author-Name: A. Edward Day 
Author-X-Name-First: A. Edward 
Author-X-Name-Last: Day 
Title: Web Instruction with the LBO Model 
Journal: The Journal of Economic Education 
Pages: 207-207 
Issue: 2 
Volume: 31 
Year: 2000 
Month: 6 
X-DOI: 10.1080/00220480009596779 
File-URL: http://hdl.handle.net/10.1080/00220480009596779 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:2:p:207-207




Template-Type: ReDIF-Article 1.0
Author-Name: L. F. Jameson Boex 
Author-X-Name-First: L. F. 
Author-X-Name-Last: Jameson Boex 
Title: Attributes of Effective Economics Instructors: An Analysis of Student Evaluations 
Journal: The Journal of Economic Education 
Pages: 211-227 
Issue: 3 
Volume: 31 
Year: 2000 
Month: 9 
X-DOI: 10.1080/00220480009596780 
File-URL: http://hdl.handle.net/10.1080/00220480009596780 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:3:p:211-227




Template-Type: ReDIF-Article 1.0
Author-Name: Charles A. Holt 
Author-X-Name-First: Charles A. 
Author-X-Name-Last: Holt 
Author-Name: Monica Capra 
Author-X-Name-First: Monica 
Author-X-Name-Last: Capra 
Title: Classroom Games: A Prisoner's Dilemma 
Journal: The Journal of Economic Education 
Pages: 229-236 
Issue: 3 
Volume: 31 
Year: 2000 
Month: 9 
X-DOI: 10.1080/00220480009596781 
File-URL: http://hdl.handle.net/10.1080/00220480009596781 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:3:p:229-236




Template-Type: ReDIF-Article 1.0
Author-Name: Rod Garratt 
Author-X-Name-First: Rod 
Author-X-Name-Last: Garratt 
Title: A Free Entry and Exit Experiment 
Journal: The Journal of Economic Education 
Pages: 237-243 
Issue: 3 
Volume: 31 
Year: 2000 
Month: 9 
X-DOI: 10.1080/00220480009596782 
File-URL: http://hdl.handle.net/10.1080/00220480009596782 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:3:p:237-243




Template-Type: ReDIF-Article 1.0
Author-Name: Linda M. Manning 
Author-X-Name-First: Linda M. 
Author-X-Name-Last: Manning 
Author-Name: Catherine A. Riordan 
Author-X-Name-First: Catherine A. 
Author-X-Name-Last: Riordan 
Title: Using Groupware Software to Support Collaborative Learning in Economics 
Journal: The Journal of Economic Education 
Pages: 244-252 
Issue: 3 
Volume: 31 
Year: 2000 
Month: 9 
X-DOI: 10.1080/00220480009596783 
File-URL: http://hdl.handle.net/10.1080/00220480009596783 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:3:p:244-252




Template-Type: ReDIF-Article 1.0
Author-Name: Frank D. Tinari 
Author-X-Name-First: Frank D. 
Author-X-Name-Last: Tinari 
Author-Name: Kailash Khandke 
Author-X-Name-First: Kailash 
Author-X-Name-Last: Khandke 
Title: From Rhythm and Blues to Broadway: Using Music to Teach Economics 
Journal: The Journal of Economic Education 
Pages: 253-270 
Issue: 3 
Volume: 31 
Year: 2000 
Month: 9 
X-DOI: 10.1080/00220480009596784 
File-URL: http://hdl.handle.net/10.1080/00220480009596784 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:3:p:253-270




Template-Type: ReDIF-Article 1.0
Author-Name: Frank G. Steindl 
Author-X-Name-First: Frank G. 
Author-X-Name-Last: Steindl 
Title: Credit Cards, Economization of Money, and Interest Rates 
Journal: The Journal of Economic Education 
Pages: 271-279 
Issue: 3 
Volume: 31 
Year: 2000 
Month: 9 
X-DOI: 10.1080/00220480009596785 
File-URL: http://hdl.handle.net/10.1080/00220480009596785 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:3:p:271-279




Template-Type: ReDIF-Article 1.0
Author-Name: Roderick Hill 
Author-X-Name-First: Roderick 
Author-X-Name-Last: Hill 
Title: The Case of the Missing Organizations: Co-operatives and the Textbooks 
Journal: The Journal of Economic Education 
Pages: 281-295 
Issue: 3 
Volume: 31 
Year: 2000 
Month: 9 
X-DOI: 10.1080/00220480009596786 
File-URL: http://hdl.handle.net/10.1080/00220480009596786 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:3:p:281-295




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Undergraduate Economics Degree Trends Through the 1990s 
Journal: The Journal of Economic Education 
Pages: 296-300 
Issue: 3 
Volume: 31 
Year: 2000 
Month: 9 
X-DOI: 10.1080/00220480009596787 
File-URL: http://hdl.handle.net/10.1080/00220480009596787 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:3:p:296-300




Template-Type: ReDIF-Article 1.0
Author-Name: Theodore Bos 
Author-X-Name-First: Theodore 
Author-X-Name-Last: Bos 
Author-Name: Sarah E. Culver 
Author-X-Name-First: Sarah E. 
Author-X-Name-Last: Culver 
Title: Economic Time-Series Page 
Journal: The Journal of Economic Education 
Pages: 301-301 
Issue: 3 
Volume: 31 
Year: 2000 
Month: 9 
X-DOI: 10.1080/00220480009596788 
File-URL: http://hdl.handle.net/10.1080/00220480009596788 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:3:p:301-301




Template-Type: ReDIF-Article 1.0
Author-Name: Kim Sosin 
Author-X-Name-First: Kim 
Author-X-Name-Last: Sosin 
Title: EcEdWeb: Economic Education Web 
Journal: The Journal of Economic Education 
Pages: 302-302 
Issue: 3 
Volume: 31 
Year: 2000 
Month: 9 
X-DOI: 10.1080/00220480009596789 
File-URL: http://hdl.handle.net/10.1080/00220480009596789 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:3:p:302-302




Template-Type: ReDIF-Article 1.0
Author-Name: Kim Sosin 
Author-X-Name-First: Kim 
Author-X-Name-Last: Sosin 
Title: EcEdWeb: Economic Education Web 
Journal: The Journal of Economic Education 
Pages: 304-304 
Issue: 3 
Volume: 31 
Year: 2000 
Month: 9 
X-DOI: 10.1080/00220480009596790 
File-URL: http://hdl.handle.net/10.1080/00220480009596790 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:3:p:304-304




Template-Type: ReDIF-Article 1.0
Author-Name: Andrea L. Ziegert 
Author-X-Name-First: Andrea L. 
Author-X-Name-Last: Ziegert 
Title: The Role of Personality Temperament and Student Learning in Principles of Economics: Further Evidence 
Journal: The Journal of Economic Education 
Pages: 307-322 
Issue: 4 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596449 
File-URL: http://hdl.handle.net/10.1080/00220480009596449 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:4:p:307-322




Template-Type: ReDIF-Article 1.0
Author-Name: Gary M. Fournier 
Author-X-Name-First: Gary M. 
Author-X-Name-Last: Fournier 
Author-Name: Tim R. Sass 
Author-X-Name-First: Tim R. 
Author-X-Name-Last: Sass 
Title: Take My Course, <italic>Please</italic>: The Effects of the Principles Experience on Student Curriculum Choice 
Journal: The Journal of Economic Education 
Pages: 323-339 
Issue: 4 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596450 
File-URL: http://hdl.handle.net/10.1080/00220480009596450 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:4:p:323-339




Template-Type: ReDIF-Article 1.0
Author-Name: William L. Holahan 
Author-X-Name-First: William L. 
Author-X-Name-Last: Holahan 
Author-Name: Mark C. Schug 
Author-X-Name-First: Mark C. 
Author-X-Name-Last: Schug 
Title: A Simple Exposition of the Social Security Trust Fund 
Journal: The Journal of Economic Education 
Pages: 340-348 
Issue: 4 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596451 
File-URL: http://hdl.handle.net/10.1080/00220480009596451 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:4:p:340-348




Template-Type: ReDIF-Article 1.0
Author-Name: David G. Loomis 
Author-X-Name-First: David G. 
Author-X-Name-Last: Loomis 
Author-Name: James E. Cox 
Author-X-Name-First: James E. 
Author-X-Name-Last: Cox 
Title: A Course in Economic Forecasting: Rationale and Content 
Journal: The Journal of Economic Education 
Pages: 349-357 
Issue: 4 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596452 
File-URL: http://hdl.handle.net/10.1080/00220480009596452 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:4:p:349-357




Template-Type: ReDIF-Article 1.0
Author-Name: Nicolaas J. Vriend 
Author-X-Name-First: Nicolaas J. 
Author-X-Name-Last: Vriend 
Title: Demonstrating the Possibility of Pareto Inferior Nash Equilibria 
Journal: The Journal of Economic Education 
Pages: 358-362 
Issue: 4 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596453 
File-URL: http://hdl.handle.net/10.1080/00220480009596453 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:4:p:358-362




Template-Type: ReDIF-Article 1.0
Author-Name: R. D. Rossiter 
Author-X-Name-First: R. D. 
Author-X-Name-Last: Rossiter 
Title: Fisher Ideal Indexes in the National Income and Product Accounts 
Journal: The Journal of Economic Education 
Pages: 363-373 
Issue: 4 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596454 
File-URL: http://hdl.handle.net/10.1080/00220480009596454 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:4:p:363-373




Template-Type: ReDIF-Article 1.0
Author-Name: Charles F. Revier 
Author-X-Name-First: Charles F. 
Author-X-Name-Last: Revier 
Title: Policy Effectiveness and the Slopes of <italic>IS</italic> and <italic>LM</italic> Curves: A Graphical Analysis 
Journal: The Journal of Economic Education 
Pages: 374-381 
Issue: 4 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596455 
File-URL: http://hdl.handle.net/10.1080/00220480009596455 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:4:p:374-381




Template-Type: ReDIF-Article 1.0
Author-Name: Louis Eeckhoudt 
Author-X-Name-First: Louis 
Author-X-Name-Last: Eeckhoudt 
Author-Name: Philippe Godfroid 
Author-X-Name-First: Philippe 
Author-X-Name-Last: Godfroid 
Title: Risk Aversion and the Value of Information 
Journal: The Journal of Economic Education 
Pages: 382-388 
Issue: 4 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596456 
File-URL: http://hdl.handle.net/10.1080/00220480009596456 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:4:p:382-388




Template-Type: ReDIF-Article 1.0
Author-Name: Wendy A. Stock 
Author-X-Name-First: Wendy A. 
Author-X-Name-Last: Stock 
Author-Name: Richard M. Alston 
Author-X-Name-First: Richard M. 
Author-X-Name-Last: Alston 
Title: Effect of Graduate-Program Rank on Success in the Job Market 
Journal: The Journal of Economic Education 
Pages: 389-401 
Issue: 4 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596457 
File-URL: http://hdl.handle.net/10.1080/00220480009596457 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:4:p:389-401




Template-Type: ReDIF-Article 1.0
Author-Name: Zahir Zaveri 
Author-X-Name-First: Zahir 
Author-X-Name-Last: Zaveri 
Author-Name: Daniel Pedisicha 
Author-X-Name-First: Daniel 
Author-X-Name-Last: Pedisicha 
Author-Name: William Greene 
Author-X-Name-First: William 
Author-X-Name-Last: Greene 
Title: Opportunities for Economic Research by Secondary School Students 
Journal: The Journal of Economic Education 
Pages: 402-405 
Issue: 4 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596458 
File-URL: http://hdl.handle.net/10.1080/00220480009596458 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:4:p:402-405




Template-Type: ReDIF-Article 1.0
Author-Name: Greg Delemeester 
Author-X-Name-First: Greg 
Author-X-Name-Last: Delemeester 
Author-Name: Jurgen Brauer 
Author-X-Name-First: Jurgen 
Author-X-Name-Last: Brauer 
Title: Games Economists Play: Noncomputerized Classroom Games 
Journal: The Journal of Economic Education 
Pages: 406-406 
Issue: 4 
Volume: 31 
Year: 2000 
Month: 12 
X-DOI: 10.1080/00220480009596459 
File-URL: http://hdl.handle.net/10.1080/00220480009596459 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:31:y:2000:i:4:p:406-406




Template-Type: ReDIF-Article 1.0
Author-Name: David H. Dean 
Author-X-Name-First: David H. 
Author-X-Name-Last: Dean 
Author-Name: Robert C. Dolan 
Author-X-Name-First: Robert C. 
Author-X-Name-Last: Dolan 
Title: Liberal Arts or Business: Does the Location of the Economics Department Alter the Major? 
Abstract:
  <title>Abstract</title> The authors examine whether the administrative
 location of an economics department in a business versus liberal arts
 school alters the character of the economics program provided to
 undergraduate majors. To test this hypothesis, they constructed a
 curricular character index (CCI) based on a detailed accounting of
 assorted dimensions of an economics major. The CCI served as the dependent
 variable in a regression model that controlled for other institutional
 attributes that could influence curricular character. The sample of 148
 primarily undergraduate institutions was selected to impose some semblance
 of a <italic>ceteris paribus</italic> environment. Contrary to earlier
 findings, the empirical results strongly indicate that the administrative
 location of an economics department in business versus liberal arts
 schools significantly changes the character of the program offered to
 majors. 
Journal: The Journal of Economic Education 
Pages: 18-35 
Issue: 1 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595167 
File-URL: http://hdl.handle.net/10.1080/00220480109595167 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:1:p:18-35




Template-Type: ReDIF-Article 1.0
Author-Name: William Bosshardt 
Author-X-Name-First: William 
Author-X-Name-Last: Bosshardt 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: Comparing Student and Instructor Evaluations of Teaching 
Abstract:
  <title>Abstract</title> Most economics departments use end-of-term
 student evaluations of teaching, but the relationship between instructors'
 assessments of their own teaching and their students' assessments is
 unknown. The background survey for the nationally normed Test of
 Understanding in College Economics asked students and instructors to
 evaluate the instructor on five identical items. Using these data, the
 authors found that for instructors who speak English as their native
 language, speaking ability and enthusiasm are closely linked to
 self-ratings of teaching effectiveness. Students also value these traits
 but care more about instructors' preparation for class. Grading rigor is
 more important to students of instructors who speak English as a second
 language. 
Journal: The Journal of Economic Education 
Pages: 3-17 
Issue: 1 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595166 
File-URL: http://hdl.handle.net/10.1080/00220480109595166 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:1:p:3-17




Template-Type: ReDIF-Article 1.0
Author-Name: Martin Dufwenberg 
Author-X-Name-First: Martin 
Author-X-Name-Last: Dufwenberg 
Title: Teaching Cournot Without Derivatives 
Abstract:
  <title>Abstract</title> The author presents a simple technique for
 teaching the Cournot model to first-year students. The approach involves
 demonstrating to the students that out of all rectangles with a common
 perimeter, the square has the greatest area. No use is made of
 derivatives. The same approach can be used to understand some other market
 forms. 
Journal: The Journal of Economic Education 
Pages: 36-40 
Issue: 1 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595168 
File-URL: http://hdl.handle.net/10.1080/00220480109595168 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:1:p:36-40




Template-Type: ReDIF-Article 1.0
Author-Name: Richard M. Peck 
Author-X-Name-First: Richard M. 
Author-X-Name-Last: Peck 
Title: Infinitesimal Firms and Increasing Cost Industries 
Abstract:
  <title>Abstract</title> This article presents a rigorous version of the
 basic model of an increasing-cost competitive industry found in many
 textbooks. In the model, firms are infinitesimal, which justifies
 price-taking behavior and a continuous industry supply curve. The industry
 supply curve slopes upward because of dispersion in the efficiency of
 firms. In this framework, the authors emphasize the role of the marginal
 firm. This role is not clearly emphasized in many textbook presentations
 of the increasing cost industry. 
Journal: The Journal of Economic Education 
Pages: 41-52 
Issue: 1 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595169 
File-URL: http://hdl.handle.net/10.1080/00220480109595169 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:1:p:41-52




Template-Type: ReDIF-Article 1.0
Author-Name: Robert Cherry 
Author-X-Name-First: Robert 
Author-X-Name-Last: Cherry 
Title: The Simple Expenditure Model with Trade: How Should We Model Imports? 
Abstract:
  <title>Abstract</title> Imports are modeled as a fixed proportion of
 spending rather than as a function of total or disposable income. With
 this formulation, the import component of spending shifts must be netted
 out in order to predict the initial autonomous change in domestic
 spending. In addition, the formulation should provide a clearer
 understanding than current formulations of how leakages influence the
 multiplier process. 
Journal: The Journal of Economic Education 
Pages: 53-57 
Issue: 1 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595170 
File-URL: http://hdl.handle.net/10.1080/00220480109595170 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:1:p:53-57




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Author-Name: Ken Rebeck 
Author-X-Name-First: Ken 
Author-X-Name-Last: Rebeck 
Title: Teacher and Student Economic Understanding in Transition Economies 
Abstract:
  <title>Abstract</title> This study describes a new data set and uses it
 for an exploratory investigation of whether seminars for teachers
 conducted by the National Council on Economic Education through its
 International Education Exchange Program (IEEP) had a beneficial effect on
 the economic understanding of the high school students of these teachers.
 The data were collected using a non-equivalent control group design that
 sorted teachers into two groups based on whether or not they participated
 in an IEEP seminar. Pre- and posttests of economics were administered to
 the students of these teachers in Lithuania, Ukraine, Kyrgyzstan, and
 Poland. The exploratory results showed a larger increase in the economic
 understanding of students of teachers who participated in the IEEP
 seminars compared with students of teachers who did not. The results also
 showed that knowledge of economics among IEEP teachers was a factor for
 improving student achievement in economics. The findings should be viewed
 with caution because of data limitations. 
Journal: The Journal of Economic Education 
Pages: 58-67 
Issue: 1 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595171 
File-URL: http://hdl.handle.net/10.1080/00220480109595171 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:1:p:58-67




Template-Type: ReDIF-Article 1.0
Author-Name: Craig R. MacPhee 
Author-X-Name-First: Craig R. 
Author-X-Name-Last: MacPhee 
Title: Economic Education and Government Reform in the Republic of Georgia 
Abstract:
  <title>Abstract</title> The author describes public education through the
 media and training for government officials and for journalists undertaken
 as part of economic reform efforts in the Republic of Georgia of the
 former Soviet Union. The article concludes with a discussion of the
 necessary conditions for success of these broad-based educational efforts. 
Journal: The Journal of Economic Education 
Pages: 68-77 
Issue: 1 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595172 
File-URL: http://hdl.handle.net/10.1080/00220480109595172 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:1:p:68-77




Template-Type: ReDIF-Article 1.0
Author-Name: Alexander Kovzik 
Author-X-Name-First: Alexander 
Author-X-Name-Last: Kovzik 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: Reforming Undergraduate Instruction in Russia, Belarus, and Ukraine 
Abstract:
  <title>Abstract</title> The authors deal with the restructuring of
 undergraduate economics instruction at Moscow State University (MSU) since
 1989. They examine how closely the reforms at MSU are mirrored by changes
 at Belarus State University in Minsk and at Kiev State University. They
 also consider, and often offer an &#x201C;insider's&#x201D; perspective
 on, several issues related to curriculum reform that go beyond what can be
 determined from published curriculum guides. Specifically, they consider
 such issues as the training and retraining of faculty members who teach
 courses in these departments, the use of translated Western textbooks
 versus locally developed textbooks, and problems that arise in departments
 where some faculty members teach Western economics but others continue to
 teach Soviet-style economics. 
Journal: The Journal of Economic Education 
Pages: 78-92 
Issue: 1 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595173 
File-URL: http://hdl.handle.net/10.1080/00220480109595173 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:1:p:78-92




Template-Type: ReDIF-Article 1.0
Author-Name: Manfred G&#xE4;rtner 
Author-X-Name-First: Manfred 
Author-X-Name-Last: G&#xE4;rtner 
Title: Intermediate Macroeconomics Tutorials and Applets 
Journal: The Journal of Economic Education 
Pages: 93-93 
Issue: 1 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595174 
File-URL: http://hdl.handle.net/10.1080/00220480109595174 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:1:p:93-93




Template-Type: ReDIF-Article 1.0
Author-Name: Peter E. Kennedy 
Author-X-Name-First: Peter E. 
Author-X-Name-Last: Kennedy 
Title: Bootstrapping Student Understanding of What is Going on in Econometrics 
Abstract:
  <title>Abstract</title> Econometrics is an intellectual game played by
 rules based on the sampling distribution concept. Most students in
 econometrics classes are uncomfortable because they do not know these
 rules and so do not understand what is going on in econometrics. This
 article contains some explanations for this phenomenon and suggestions for
 how this problem can be addressed. Instructors are encouraged to use
 explain-how-to-bootstrap exercises to promote student understanding of the
 rules of the game. 
Journal: The Journal of Economic Education 
Pages: 110-123 
Issue: 2 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595177 
File-URL: http://hdl.handle.net/10.1080/00220480109595177 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:2:p:110-123




Template-Type: ReDIF-Article 1.0
Author-Name: Peter   Hans Matthews 
Author-X-Name-First: Peter   Hans 
Author-X-Name-Last: Matthews 
Title: Positive Feedback and Path Dependence Using the Law of Large Numbers 
Abstract:
  <title>Abstract</title> Economists have become interested in the behavior
 of random processes with positive feedback but have sometimes found it
 difficult to introduce students to this research. Simulation of the law of
 large numbers with increasing amounts of feedback provides a convenient
 framework for such discussion and facilitates a nontechnical introduction
 to recent work on path dependence. 
Journal: The Journal of Economic Education 
Pages: 124-136 
Issue: 2 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595178 
File-URL: http://hdl.handle.net/10.1080/00220480109595178 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:2:p:124-136




Template-Type: ReDIF-Article 1.0
Author-Name: John Elder 
Author-X-Name-First: John 
Author-X-Name-Last: Elder 
Author-Name: Peter E. Kennedy 
Author-X-Name-First: Peter E. 
Author-X-Name-Last: Kennedy 
Title: Testing for Unit Roots: What Should Students Be Taught? 
Abstract:
  <title>Abstract</title> Unit-root testing strategies are unnecessarily
 complicated because they do not exploit prior knowledge of the growth
 status of the time series, they worry about unrealistic outcomes, and they
 double- or triple-test for unit roots. The authors provide a testing
 strategy that cuts through these complications and so facilitates teaching
 this dimension of the unit-root phenomenon. <italic>F</italic> tests are
 used as a vehicle for understanding, but <italic>t</italic> tests are
 recommended in the end, consistent with common practice. 
Journal: The Journal of Economic Education 
Pages: 137-146 
Issue: 2 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595179 
File-URL: http://hdl.handle.net/10.1080/00220480109595179 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:2:p:137-146




Template-Type: ReDIF-Article 1.0
Author-Name: James E. Hartley 
Author-X-Name-First: James E. 
Author-X-Name-Last: Hartley 
Title: The Great Books and Economics 
Abstract:
  <title>Abstract</title> The author describes an introductory economics
 course in which all of the reading material is drawn from the Great Books
 of Western Civilization. He explains the rationale and mechanics of the
 course. An annotated course syllabus details how the reading material
 relates to the lecture material. 
Journal: The Journal of Economic Education 
Pages: 147-159 
Issue: 2 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595180 
File-URL: http://hdl.handle.net/10.1080/00220480109595180 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:2:p:147-159




Template-Type: ReDIF-Article 1.0
Author-Name: Robert J. Oxoby 
Author-X-Name-First: Robert J. 
Author-X-Name-Last: Oxoby 
Title: A Monopoly Classroom Experiment 
Abstract:
  <title>Abstract</title> The author uses a simple classroom experiment to
 develop the economic model of monopoly. As a pedagogical tool, the
 experiment introduces students to the nature of the monopoly problem and
 motivates them to think of the associated efficiency issues as a
 divergence between private benefits and social contributions. As a test of
 economic principles, the experiment highlights the role of information and
 fairness ideals in determining economic outcomes. 
Journal: The Journal of Economic Education 
Pages: 160-168 
Issue: 2 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595181 
File-URL: http://hdl.handle.net/10.1080/00220480109595181 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:2:p:160-168




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Principles for a Successful Undergraduate Economics Honors Program 
Abstract:
  <title>Abstract</title> An honors program fits the current passion for
 active, in-depth learning and &#x201C;capstone experiences.&#x201D;
 Principles that guide a successful undergraduate economics honors program
 include simplicity, accessibility, skill development, risk minimization,
 and incentives to combat procrastination. The model program specifies
 three of the usual six electives and requires a senior thesis that makes
 an original contribution to economics understanding. It can be started as
 late as the middle of the junior year, providing accessibility and
 limiting student risk. A required econometrics course and a policy seminar
 prepare students to write a thesis. A series of short-term deadlines helps
 combat procrastination. Although an honors program is not for everyone,
 its emphasis on quality rather than quantity can add a valuable dimension
 to most economics degree programs. 
Journal: The Journal of Economic Education 
Pages: 169-177 
Issue: 2 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595182 
File-URL: http://hdl.handle.net/10.1080/00220480109595182 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:2:p:169-177




Template-Type: ReDIF-Article 1.0
Author-Name: X.   Henry Wang 
Author-X-Name-First: X.   Henry 
Author-X-Name-Last: Wang 
Author-Name: Bill Z. Yang 
Author-X-Name-First: Bill Z. 
Author-X-Name-Last: Yang 
Title: Fixed and Sunk Costs Revisited 
Abstract:
  <title>Abstract</title> The authors attempt to clarify the concepts of,
 and the link between, fixed costs and sunk costs. They argue that the root
 for possible confusion between fixed costs and sunk costs is the
 inconsistency in defining the term fixed costs. They define <italic>fixed
 costs</italic> uniformly as the costs that are independent of the level of
 output and suggest that instructors refer to the part of fixed costs that
 are irrevocably committed as <italic>sunk costs</italic>. Under these
 definitions, the statement &#x201C;there are no long-run fixed
 costs&#x201D; is incorrect. Instructors should teach students that in the
 long run there are no sunk costs, although there may easily be fixed
 costs. 
Journal: The Journal of Economic Education 
Pages: 178-185 
Issue: 2 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595183 
File-URL: http://hdl.handle.net/10.1080/00220480109595183 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:2:p:178-185




Template-Type: ReDIF-Article 1.0
Author-Name: Denise Robson 
Author-X-Name-First: Denise 
Author-X-Name-Last: Robson 
Title: Women and Minorities in Economics Textbooks: Are They Being Adequately Represented? 
Abstract:
  <title>Abstract</title> The author examined 12 recent editions of
 principles of economics textbooks to determine the quantity of race- and
 gender-related material. Comparing the results to earlier studies
 demonstrates how efforts to incorporate more such coverage within the
 economics curriculum have influenced economics textbooks. In general,
 there has been an increase in the quantitative coverage of race- and
 gender-related material as measured by the number of pages, names, and
 tables of the textbooks. 
Journal: The Journal of Economic Education 
Pages: 186-191 
Issue: 2 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595184 
File-URL: http://hdl.handle.net/10.1080/00220480109595184 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:2:p:186-191




Template-Type: ReDIF-Article 1.0
Author-Name: Wai-Yan Cheng 
Author-X-Name-First: Wai-Yan 
Author-X-Name-Last: Cheng 
Author-Name: Carles Fan 
Author-X-Name-First: Carles 
Author-X-Name-Last: Fan 
Title: Comparison Study of Different Implementations of Derivative Pricing Models 
Journal: The Journal of Economic Education 
Pages: 192-192 
Issue: 2 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595185 
File-URL: http://hdl.handle.net/10.1080/00220480109595185 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:2:p:192-192




Template-Type: ReDIF-Article 1.0
Author-Name: Daniel R. Marburger 
Author-X-Name-First: Daniel R. 
Author-X-Name-Last: Marburger 
Title: Absenteeism and Undergraduate Exam Performance 
Abstract:
  <title>Abstract</title> The author investigates the relationship between
 students' absenteeism during a principles of microeconomics course and
 their subsequent performance on exams. Records were maintained regarding
 the specific class periods that each student missed during the semester.
 Records were also kept of the class meeting when the material
 corresponding to each multiple-choice test question was covered. A
 qualitative choice model reveals that students who missed class on a given
 date were significantly more likely to respond incorrectly to questions
 relating to material covered that day than students who were present. 
Journal: The Journal of Economic Education 
Pages: 99-109 
Issue: 2 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109595176 
File-URL: http://hdl.handle.net/10.1080/00220480109595176 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:2:p:99-109




Template-Type: ReDIF-Article 1.0
Author-Name: Carol Johnston 
Author-X-Name-First: Carol 
Author-X-Name-Last: Johnston 
Author-Name: Ian McDonald 
Author-X-Name-First: Ian 
Author-X-Name-Last: McDonald 
Author-Name: Ross Williams 
Author-X-Name-First: Ross 
Author-X-Name-Last: Williams 
Title: The Scholarship of Teaching Economics 
Abstract:
  <title>Abstract</title> The authors provide an overview of papers
 presented at The Scholarship of Teaching Economics conference that was
 held at The University of Melbourne in July 2000. The objective of the
 conference was to bring attention to research being conducted in economic
 education at the tertiary level and to engage academic economists in
 discussion about the scholarship of teaching economics. The presentations
 of seven of the keynote speakers are discussed using the framework of who,
 what, and how of teaching economics. Who should determine the curriculum?
 What should be taught? And how should it be taught? 
Journal: The Journal of Economic Education 
Pages: 195-201 
Issue: 3 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596102 
File-URL: http://hdl.handle.net/10.1080/00220480109596102 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:3:p:195-201




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Author-Name: David K. Round 
Author-X-Name-First: David K. 
Author-X-Name-Last: Round 
Title: International Trends in Economics Degrees During the 1990s 
Abstract:
  <title>Abstract</title> Australia, Canada, Germany, and the United States
 experienced a substantial decline in undergraduate degrees in economics
 from 1992 through 1996, followed immediately by a modest recovery. This
 cycle does not conform to overall degree trends, shifts in the gender
 composition of undergraduate populations, or changing interests of female
 students in any of the four countries. There is no evidence that changes
 in the &#x201C;price&#x201D; of a degree to students, tightened marking
 standards or degree requirements, or changes in pedagogical methods caused
 the cycle. Jobs for economics graduates declined in the United States
 between 1988 and 1990 and thereafter recovered. With a two-year
 recognition lag, the pattern of employment prospects fits the U.S. slump
 in economics degrees perfectly. Unfortunately, employment patterns in the
 other three countries are inconsistent with the degree cycle. The
 explanation that fits the economic degree pattern best is interest in
 business education. 
Journal: The Journal of Economic Education 
Pages: 203-218 
Issue: 3 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596103 
File-URL: http://hdl.handle.net/10.1080/00220480109596103 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:3:p:203-218




Template-Type: ReDIF-Article 1.0
Author-Name: Manfred G&#xE4;rtner 
Author-X-Name-First: Manfred 
Author-X-Name-Last: G&#xE4;rtner 
Title: Teaching Economics to Undergraduates in Europe: Volume, Structure, and Contents 
Abstract:
  <title>Abstract</title> The structure and contents of undergraduate
 programs in economics and management sciences differ among the major
 European universities. Based on analyses of curriculums, course
 syllabuses, and adopted textbooks, the author looks at how much time is
 spent in pertinent programs, how time is allocated among different courses
 within programs, what common thematic denominators exist, and finally and
 most importantly, whether and in what way content taught in micro and
 macro courses differs. Based on examinations of how the coverage in major
 textbooks has evolved through successive editions, he also looks for
 trends and cycles in what is taught in undergraduate micro and
 macroeconomics. 
Journal: The Journal of Economic Education 
Pages: 219-230 
Issue: 3 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596104 
File-URL: http://hdl.handle.net/10.1080/00220480109596104 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:3:p:219-230




Template-Type: ReDIF-Article 1.0
Author-Name: W.   Lee Hansen 
Author-X-Name-First: W.   Lee 
Author-X-Name-Last: Hansen 
Title: Expected Proficiencies for Undergraduate Economics Majors 
Abstract:
  <title>Abstract</title> The case for adopting a proficiencies approach to
 instruction and learning in the economics major is reiterated. This
 approach focuses on what graduating majors should be able to do with the
 knowledge and skills they acquire in the major, that is, their ability to
 demonstrate their learning in practical ways. The author's list of five
 proficiencies, advanced in the mid-1980s, is reviewed and revised; one
 additional proficiency is added and several others are refined. The author
 discusses the emphasis given to these proficiencies with top economics
 undergraduates at two major research universities, the author's experience
 with incorporating these proficiencies into his instruction, and the
 challenge of assessing the ability of economics majors to demonstrate
 these proficiencies. 
Journal: The Journal of Economic Education 
Pages: 231-242 
Issue: 3 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596105 
File-URL: http://hdl.handle.net/10.1080/00220480109596105 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:3:p:231-242




Template-Type: ReDIF-Article 1.0
Author-Name: Alan B. Krueger 
Author-X-Name-First: Alan B. 
Author-X-Name-Last: Krueger 
Title: Teaching the Minimum Wage in Econ 101 in Light of the New Economics of the Minimum Wage 
Abstract:
  <title>Abstract</title> The author argues that the recent controversy
 over the effect of the minimum wage on employment offers an opportunity
 for teaching introductory economics. Research findings on the minimum wage
 could be used to motivate alternative models of the labor market, such as
 monopsony and search models, and to teach students how economists test
 hypotheses with data. 
Journal: The Journal of Economic Education 
Pages: 243-258 
Issue: 3 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596106 
File-URL: http://hdl.handle.net/10.1080/00220480109596106 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:3:p:243-258




Template-Type: ReDIF-Article 1.0
Author-Name: Martin P. Shanahan 
Author-X-Name-First: Martin P. 
Author-X-Name-Last: Shanahan 
Author-Name: Jan H. F. Meyer 
Author-X-Name-First: Jan H. F. 
Author-X-Name-Last: Meyer 
Title: A Student Learning Inventory for Economics Based on the Students' Experience of Learning: A Preliminary Study 
Abstract:
  <title>Abstract</title> The authors present the initial development of a
 student learning inventory (SLI) that is specific to economics. This
 approach, which is based on the student experience of learning (SEL)
 literature, emphasizes aspects of prior knowledge in the learning history
 of entering first-year students. Preliminary insights from a first SLI
 suggest that on entry to university, students show considerable variation
 in their perceptions of what economics is and what economists do. From the
 SEL perspective, such variation affects student learning. It is argued
 that continued development of an economic-specific SLI may result in a
 better understanding of students' learning engagement with economics and
 ultimately assist instructors in better understanding student learning
 difficulties and increase student success in first-year economics. 
Journal: The Journal of Economic Education 
Pages: 259-267 
Issue: 3 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596107 
File-URL: http://hdl.handle.net/10.1080/00220480109596107 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:3:p:259-267




Template-Type: ReDIF-Article 1.0
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: Teaching Methods in U.S. Undergraduate Economics Courses 
Abstract:
  <title>Abstract</title> In 1995 and 2000, the authors surveyed academic
 economists in the United States to establish how economics is taught in
 four types of undergraduate courses. The authors report overall findings
 from the 2000 survey and compare these results with the aggregate findings
 for respondents from all types of colleges and universities in the 1995
 survey. The basic finding is that, despite some indications of increased
 emphasis and interest in teaching over this period, the teaching methods
 in these courses have changed very little over the past five years and are
 still dominated by &#x201C;chalk and talk&#x201D; classroom presentations. 
Journal: The Journal of Economic Education 
Pages: 269-279 
Issue: 3 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596108 
File-URL: http://hdl.handle.net/10.1080/00220480109596108 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:3:p:269-279




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Title: Improving Assessment in University Economics 
Abstract:
  <title>Abstract</title> The author discusses the following seven issues
 affecting assessment of undergraduates in universities: decisionmaking and
 the selection of tests, the use of written and oral assignments to measure
 learning, the characteristics of grades and portfolios for evaluating
 students, opportunities for self-assessment and feedback to instructors,
 retention of learning and the testing for higher-ordered thinking, the
 psychology of students in the economics classroom, and the development of
 new tests as public goods. The author suggests ways that economics faculty
 can add new dimensions to their assessment practices, improve their
 understanding of assessment choices, use assessment to enhance the quality
 of student thinking, and conduct research studies on assessment questions. 
Journal: The Journal of Economic Education 
Pages: 281-294 
Issue: 3 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596109 
File-URL: http://hdl.handle.net/10.1080/00220480109596109 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:3:p:281-294




Template-Type: ReDIF-Article 1.0
Author-Name: Elchanan Cohn 
Author-X-Name-First: Elchanan 
Author-X-Name-Last: Cohn 
Author-Name: Sharon Cohn 
Author-X-Name-First: Sharon 
Author-X-Name-Last: Cohn 
Author-Name: Donald C. Balch 
Author-X-Name-First: Donald C. 
Author-X-Name-Last: Balch 
Author-Name: James Bradley 
Author-X-Name-First: James 
Author-X-Name-Last: Bradley 
Title: Do Graphs Promote Learning in Principles of Economics? 
Abstract:
  <title>Abstract</title> The authors tested whether student performance in
 the principles of economics course is affected by the use of graphs as
 part of a lecture. They conducted two experiments at the University of
 South Carolina, one in spring 1995 and another in spring 1997. Students
 were randomly assigned to either a nographs lecture or a lecture with
 graphs. The main hypothesis was that students in the lectures with graphs
 would show higher gain scores than those in the nograph lectures (both
 lectures were videotaped). The authors found that students in the lecture
 with graphs in 1995 had significantly <italic>lower</italic> gain scores
 than those in the no-graphs lecture. For 1997, they found no significant
 differences in student performance between the two groups. 
Journal: The Journal of Economic Education 
Pages: 299-310 
Issue: 4 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596110 
File-URL: http://hdl.handle.net/10.1080/00220480109596110 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:4:p:299-310




Template-Type: ReDIF-Article 1.0
Author-Name: John Ashworth 
Author-X-Name-First: John 
Author-X-Name-Last: Ashworth 
Author-Name: J.   Lynne Evans 
Author-X-Name-First: J.   Lynne 
Author-X-Name-Last: Evans 
Title: Modeling Student Subject Choice at Secondary and Tertiary Level: A Cross-Section Study 
Abstract:
  <title>Abstract</title> Cross-section data on secondary level student
 choices provide evidence on factors influencing the decision to study
 economics. Such evidence makes a key contribution to the broader debates
 on why student numbers have been falling in economics and why women are
 reluctant economists. Greater mathematical aptitude and prior knowledge of
 the subject influence the decision to study economics, and a significant
 effect is attributable to relative underachievement in economics. There
 are also significant peer group and teacher effects. Female students are
 more likely to study economics when there is a critical mass of women
 studying the subject. There is a positive role model effect of female
 teachers&#x2014;although this does not carry over to the decision to
 continue with economics at the university. 
Journal: The Journal of Economic Education 
Pages: 311-320 
Issue: 4 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596111 
File-URL: http://hdl.handle.net/10.1080/00220480109596111 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:4:p:311-320




Template-Type: ReDIF-Article 1.0
Author-Name: Elizabeth J. Jensen 
Author-X-Name-First: Elizabeth J. 
Author-X-Name-Last: Jensen 
Author-Name: Ann L. Owen 
Author-X-Name-First: Ann L. 
Author-X-Name-Last: Owen 
Title: Pedagogy, Gender, and Interest in Economics 
Abstract:
  <title>Abstract</title> Using a large multi-school sample, the authors
 examined how the characteristics and attitudes of students interact with
 the pedagogy and attributes of the instructor to influence students'
 decisions to study economics beyond the first semester. They found that
 students who have a predisposition to major in economics, who find
 economics relevant, who believe they understand economics as well as their
 classmates, and who expect higher grades in economics relative to their
 other classes are more likely to continue. They found evidence that
 teaching techniques and evaluation methods influence all of these factors
 except for the predisposition to major in economics. Some, but not all, of
 these techniques are particularly successful in influencing the decisions
 of female students. 
Journal: The Journal of Economic Education 
Pages: 323-343 
Issue: 4 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596112 
File-URL: http://hdl.handle.net/10.1080/00220480109596112 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:4:p:323-343




Template-Type: ReDIF-Article 1.0
Author-Name: Denise L. Stanley 
Author-X-Name-First: Denise L. 
Author-X-Name-Last: Stanley 
Title: Wealth Distribution and Imperfect Factor Markets: A Classroom Experiment 
Abstract:
  <title>Abstract</title> The author presents a simple exercise to
 demonstrate how initial property distribution can affect final wealth
 patterns in developing areas of the world. The simulation is a variant of
 the Monopoly board game in which students role play different members of a
 market in which they each face different rules of credit access and salary
 patterns. The property distribution and new mortgage rules reflect the
 reality of many developing areas. The simulation can be completed in one
 full class period and has proven successful in making students more
 sensitive to wealth distribution issues. Students have suggested several
 variations of this simulation to make it applicable across more settings. 
Journal: The Journal of Economic Education 
Pages: 344-355 
Issue: 4 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596113 
File-URL: http://hdl.handle.net/10.1080/00220480109596113 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:4:p:344-355




Template-Type: ReDIF-Article 1.0
Author-Name: John R. Swinton 
Author-X-Name-First: John R. 
Author-X-Name-Last: Swinton 
Author-Name: Christopher R. Thomas 
Author-X-Name-First: Christopher R. 
Author-X-Name-Last: Thomas 
Title: Using Empirical Point Elasticities to Teach Tax Incidence 
Abstract:
  <title>Abstract</title> Using point elasticities rather than using either
 arc elasticities or slopes of demand and supply curves provides the best
 method for teaching students about the economic impacts of excise taxes.
 Not only does a point-elasticity approach simplify theoretical analysis of
 tax impacts, but it also allows instructors to take advantage of publicly
 available empirical estimates of demand and supply elasticities to show
 students how theoretical results can be applied to real-world tax policy
 issues. To illustrate these advantages, the authors use several available
 estimates of point elasticities of demand and supply of raw sugar to
 calculate the economic impacts of a recently proposed penny-per-pound tax
 on raw cane sugar grown in the Florida Everglades. 
Journal: The Journal of Economic Education 
Pages: 356-368 
Issue: 4 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596114 
File-URL: http://hdl.handle.net/10.1080/00220480109596114 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:4:p:356-368




Template-Type: ReDIF-Article 1.0
Author-Name: Ching-Chong Lai 
Author-X-Name-First: Ching-Chong 
Author-X-Name-Last: Lai 
Author-Name: Juin-Jen Chang 
Author-X-Name-First: Juin-Jen 
Author-X-Name-Last: Chang 
Title: A Note on Inflation Targeting 
Abstract:
  <title>Abstract</title> The authors present a pedagogical graphical
 exposition to illustrate the stabilizing effect of price target zones.
 Based on a textbook AD-AS apparatus, they find that authorities'
 commitment to defend a price target zone will affect the public's
 inflation expectations and, in turn, reduce actual inflation. They also
 find that, when the economy experiences supply shocks, the announcement
 that the monetary authorities intend to defend a price target zone will
 reduce the variability of domestic prices but raise the variability of
 domestic output relative to a free-price regime. However, when the economy
 experiences demand shocks, a price target zone tends to lower the
 variability of both domestic prices and out-put relative to a free-price
 regime. 
Journal: The Journal of Economic Education 
Pages: 369-380 
Issue: 4 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596115 
File-URL: http://hdl.handle.net/10.1080/00220480109596115 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:4:p:369-380




Template-Type: ReDIF-Article 1.0
Author-Name: S.   Kirk Elwood 
Author-X-Name-First: S.   Kirk 
Author-X-Name-Last: Elwood 
Title: Oil-Price Shocks: Beyond Standard Aggregate Demand/Aggregate Supply Analysis 
Abstract:
  <title>Abstract</title> The author explores the problems of portraying
 oil-price shocks using the aggregate demand/aggregate supply model.
 Although oil-price shocks are the most commonly cited examples of
 aggregate supply shocks, they violate the model's assumption of constant
 relative prices (as acknowledged by the label, &#x201C;oil-price
 shocks&#x201D;). The resulting problems are effectively masked in textbook
 presentations by implicitly assuming that the supply shocks occur in a
 closed economy. However, the typical discussion is glaringly inaccurate
 when discussing the effects of oil-price shocks on oil-rich countries.
 Thus, the cogency of the standard model's representation of oil-price
 shocks on open economies is compromised. A simple modification of the
 model that differentiates between production and absorption goods enables
 it to better reflect the effects of oil-price shocks on open economies. 
Journal: The Journal of Economic Education 
Pages: 381-386 
Issue: 4 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596116 
File-URL: http://hdl.handle.net/10.1080/00220480109596116 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:4:p:381-386




Template-Type: ReDIF-Article 1.0
Author-Name: James Dearden 
Author-X-Name-First: James 
Author-X-Name-Last: Dearden 
Author-Name: Larry Taylor 
Author-X-Name-First: Larry 
Author-X-Name-Last: Taylor 
Author-Name: Robert Thornton 
Author-X-Name-First: Robert 
Author-X-Name-Last: Thornton 
Title: A Benchmark Profile of Economics Departments in 15 Private Universities 
Abstract:
  <title>Abstract</title> During the spring of 1999, the authors completed
 a benchmarking survey of 15 economics departments in private universities
 as part of a strategic planning exercise. All are selective medium-sized
 institutions that experience roughly the same types of market pressures
 and compete for the same types of students. The authors report the
 information gleaned from the survey concerning such items as departmental
 resources, teaching loads, class sizes, departmental research
 expectations, and weights given to research, teaching, and service in
 salary determination and promotion. The authors believe that their results
 and methods might be useful to other economics departments engaging in
 bench-marking exercises. 
Journal: The Journal of Economic Education 
Pages: 387-396 
Issue: 4 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596117 
File-URL: http://hdl.handle.net/10.1080/00220480109596117 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:4:p:387-396




Template-Type: ReDIF-Article 1.0
Author-Name: Humberto Barreto 
Author-X-Name-First: Humberto 
Author-X-Name-Last: Barreto 
Title: Teaching Comparative Statics with Microsoft Excel 
Journal: The Journal of Economic Education 
Pages: 397-397 
Issue: 4 
Volume: 32 
Year: 2001 
Month: 1 
X-DOI: 10.1080/00220480109596118 
File-URL: http://hdl.handle.net/10.1080/00220480109596118 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:32:y:2001:i:4:p:397-397




Template-Type: ReDIF-Article 1.0
Author-Name: Paul W. Grimes 
Author-X-Name-First: Paul W. 
Author-X-Name-Last: Grimes 
Title: The Overconfident Principles of Economics Student: An Examination of a Metacognitive Skill 
Abstract:
  <title>Abstract</title> Students in a large principles of macroeconomics
 class were asked to predict their performance on a regularly scheduled
 midterm examination. The author collected and analyzed data to examine the
 effect of various demographic characteristics, academic endowments, course
 preparation, and course performance variables on the accuracy of pretest
 expectations. A two-equation recursive model was estimated by the author
 to determine which factors influenced the accuracy of student expectations
 (predictive calibration). The results indicated that a pervasive degree of
 overconfidence existed within the sample. Although age and overall
 academic performance were found to temper overconfidence, students with
 credit in a previous economics course had a greater probability of
 reporting overconfident expectations. Overconfidence was found to be
 associated with lower degrees of predictive calibration. Misjudgments
 concerning the scope of the midterm were found to lower predictive
 calibration scores, <italic>ceteris paribus</italic>. These and other
 results indicate that unmet student performance expectations may be a root
 cause for the routinely observed student dissatisfaction within the
 traditional principles course. 
Journal: The Journal of Economic Education 
Pages: 15-30 
Issue: 1 
Volume: 33 
Year: 2002 
Month: 1 
X-DOI: 10.1080/00220480209596121 
File-URL: http://hdl.handle.net/10.1080/00220480209596121 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:1:p:15-30




Template-Type: ReDIF-Article 1.0
Author-Name: Mary O. Borg 
Author-X-Name-First: Mary O. 
Author-X-Name-Last: Borg 
Author-Name: Harriet A. Stranahan 
Author-X-Name-First: Harriet A. 
Author-X-Name-Last: Stranahan 
Title: Personality Type and Student Performance in Upper-Level Economics Courses: The Importance of Race and Gender 
Abstract:
  <title>Abstract</title> The authors demonstrate that personality type is
 an important explanatory variable in student performance in economics
 courses at the upper level, just as it was at the principles level.
 Similar to the results for principles students, they find that introverted
 students make better grades in their upper-level economics classes than
 identical students who are extroverts. They also find that students with
 SJ temperaments make significantly better grades in upper-level economics
 than identical students with SP temperaments. They find that certain
 personality types combine with certain race and gender effects to produce
 students who outperform other students. Adding a different dimension to
 the literature on minority educational attainment, their results suggest
 that African Americans do not perform more poorly than nonblacks in
 economics. They perform as well as ordinary students of any race, they are
 just less likely to be &#x201C;star performers&#x201D;. 
Journal: The Journal of Economic Education 
Pages: 3-14 
Issue: 1 
Volume: 33 
Year: 2002 
Month: 1 
X-DOI: 10.1080/00220480209596120 
File-URL: http://hdl.handle.net/10.1080/00220480209596120 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:1:p:3-14




Template-Type: ReDIF-Article 1.0
Author-Name: Joseph Santos 
Author-X-Name-First: Joseph 
Author-X-Name-Last: Santos 
Title: Developing and Implementing an Internet-Based Financial System Simulation Game 
Abstract:
  <title>Abstract</title> Thanks to the Internet and server-side technology
 such as Active Server Pages (ASP), faculty can develop, implement, and
 share interactive pedagogy easily and inexpensively. The Financial System
 Simulator (FSS) is an example of an interactive game that the author has
 developed. The FSS is an Internet-based, interactive teaching aid that
 introduces undergraduate students to the domestic and international
 consequences of monetary policy. Although simulators are common among
 computer-aided interactive learning devices in today's undergraduate
 economics curricula, the FSS is different from the others because it
 allows students, who represent nations, to interact with each other rather
 than with a computer. The exercise provides users with real-time outcomes
 based on their decisions, as well as the decisions of other students.
 According to student surveys, the game helped students understand monetary
 policy and kept students motivated and interested. 
Journal: The Journal of Economic Education 
Pages: 31-40 
Issue: 1 
Volume: 33 
Year: 2002 
Month: 1 
X-DOI: 10.1080/00220480209596122 
File-URL: http://hdl.handle.net/10.1080/00220480209596122 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:1:p:31-40




Template-Type: ReDIF-Article 1.0
Author-Name: John C. Eckalbar 
Author-X-Name-First: John C. 
Author-X-Name-Last: Eckalbar 
Title: An Extended Duopoly Game 
Abstract:
  <title>Abstract</title> The author shows how principles and intermediate
 economic students can gain a feel for strategic price setting by playing a
 relatively large oligopoly game. The author constructs a playoff matrix
 and discusses various strategies and outcomes. The game extends to a
 continuous price space and outlines various applications appropriate for
 intermediate micro students. Finally, to make it easier for others to
 tinker with the assumptions of the game, the author can provide the
 <italic>Mathematica</italic> code used to generate the table and figures. 
Journal: The Journal of Economic Education 
Pages: 41-52 
Issue: 1 
Volume: 33 
Year: 2002 
Month: 1 
X-DOI: 10.1080/00220480209596123 
File-URL: http://hdl.handle.net/10.1080/00220480209596123 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:1:p:41-52




Template-Type: ReDIF-Article 1.0
Author-Name: Geoffrey A. Jehle 
Author-X-Name-First: Geoffrey A. 
Author-X-Name-Last: Jehle 
Title: On the Geometry of Constant Returns 
Abstract:
  <title>Abstract</title> Constant returns to scale, always a simplifying
 assumption, is often also much more: many important results depend
 critically on the very special properties of this class of production
 function. The author provides a unified set of simple proofs for most of
 the crucial analytical properties of constant returns production and their
 implications for firm costs. He uses only familiar diagrams and high
 school geometry, and the proofs are written to be easily understood by
 college sophomores. 
Journal: The Journal of Economic Education 
Pages: 53-68 
Issue: 1 
Volume: 33 
Year: 2002 
Month: 1 
X-DOI: 10.1080/00220480209596124 
File-URL: http://hdl.handle.net/10.1080/00220480209596124 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:1:p:53-68




Template-Type: ReDIF-Article 1.0
Author-Name: Clark Wiseman 
Author-X-Name-First: Clark 
Author-X-Name-Last: Wiseman 
Title: The Mutual Intertemporal Benefits from Depletable Resource Use 
Abstract:
  <title>Abstract</title> For the two-period case, the author offers a
 graphical proof of the proposition that the dynamically efficient
 allocation of a depletable, nonrenewable resource allows higher net
 benefits to users in both time periods than any other allocation. Unlike
 the pedagogical technique of numerical illustration used heretofore, the
 result is more general and does not require numerical specification of the
 model's parameters. 
Journal: The Journal of Economic Education 
Pages: 69-72 
Issue: 1 
Volume: 33 
Year: 2002 
Month: 1 
X-DOI: 10.1080/00220480209596125 
File-URL: http://hdl.handle.net/10.1080/00220480209596125 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:1:p:69-72




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Shmanske 
Author-X-Name-First: Stephen 
Author-X-Name-Last: Shmanske 
Title: Enrollment and Curriculum: A Laffer Curve Analysis 
Abstract:
  <title>Abstract</title> When a college or graduate school toughens its
 curriculum, entry requirements, or graduation requirements, generally two
 opposite effects on enrollment will occur. First, because the graduating
 students have learned more and can signal to employers that they are more
 able, they can command higher starting wages, and this enhances
 enrollment. Second, the pool of students who are both eligible to enroll
 and able to complete the program is diminished, having a negative effect
 on enrollment. The resulting curve depicting enrollment as a function of
 the difficulty of the curriculum has the general Laffer curve properties
 and can be fruitfully examined. A preoccupation with current enrollment
 levels can lead to pressure to ease the difficulty of the curriculum,
 however doing so will backfire in the long run. 
Journal: The Journal of Economic Education 
Pages: 73-82 
Issue: 1 
Volume: 33 
Year: 2002 
Month: 1 
X-DOI: 10.1080/00220480209596126 
File-URL: http://hdl.handle.net/10.1080/00220480209596126 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:1:p:73-82




Template-Type: ReDIF-Article 1.0
Author-Name: Mark H. Maier 
Author-X-Name-First: Mark H. 
Author-X-Name-Last: Maier 
Title: A Critical Review of <italic>Learning from the Market: Integrating</italic> The Stock Market Game <italic>across the Curriculum</italic>  
Abstract:
  <title>Abstract</title> Learning from the Market: Integrating The Stock
 Market Game <italic>across the Curriculum</italic> is a guide for teachers
 of economics, mathematics, social studies, and language arts in grades 4
 to 12. The author believes that <italic>Learning from the Market</italic>
 suffers from errors of fact and omission that seriously detract from its
 usefulness as a guide to the stock market and the economy. He suggests
 corrections and alternative activities that will enable instructors to
 continue to use the guide in conjunction with ever-popular stock market
 simulations. 
Journal: The Journal of Economic Education 
Pages: 83-88 
Issue: 1 
Volume: 33 
Year: 2002 
Month: 1 
X-DOI: 10.1080/00220480209596127 
File-URL: http://hdl.handle.net/10.1080/00220480209596127 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:1:p:83-88




Template-Type: ReDIF-Article 1.0
Author-Name: J.   Wilson Mixon 
Author-X-Name-First: J.   Wilson 
Author-X-Name-Last: Mixon 
Author-Name: Soumaya M. Tohemy 
Author-X-Name-First: Soumaya M. 
Author-X-Name-Last: Tohemy 
Title: Cost Curves and How They Relate 
Journal: The Journal of Economic Education 
Pages: 89-89 
Issue: 1 
Volume: 33 
Year: 2002 
Month: 1 
X-DOI: 10.1080/00220480209596128 
File-URL: http://hdl.handle.net/10.1080/00220480209596128 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:1:p:89-89




Template-Type: ReDIF-Article 1.0
Author-Name: Kevin N. Rask 
Author-X-Name-First: Kevin N. 
Author-X-Name-Last: Rask 
Author-Name: Elizabeth M. Bailey 
Author-X-Name-First: Elizabeth M. 
Author-X-Name-Last: Bailey 
Title: Are Faculty Role Models? Evidence from Major Choice in an Undergraduate Institution 
Abstract:
	      The gap between men's and
 women's choice of college majors has not changed over the past two
 decades. One aspect of the debate surrounding their choice is the presence
 or absence of women and minority faculty role models who could attract
 female and minority students to a particular major. The authors provide
 new evidence using micro-data from student records, transcript records,
 and faculty records from the Colgate University classes of 1988--2000. The
 authors found role-model effects for women, minorities, and men. The
 proportion of classes taken with a faculty member "like-you" has a
 positive effect on the probability that a student will choose that major.
 These results support the idea that faculty members can exert a role-model
 effect on women and minority undergraduates.	       
Journal: The Journal of Economic Education 
Pages: 99-124 
Issue: 2 
Volume: 33 
Year: 2002 
Month: 6 
X-DOI: 10.1080/00220480209596461 
File-URL: http://hdl.handle.net/10.1080/00220480209596461 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:2:p:99-124




Template-Type: ReDIF-Article 1.0
Author-Name: Jan R. Magnus 
Author-X-Name-First: Jan R. 
Author-X-Name-Last: Magnus 
Author-Name: Victor M. Polterovich 
Author-X-Name-First: Victor M. 
Author-X-Name-Last: Polterovich 
Author-Name: Dmitri L. Danilov 
Author-X-Name-First: Dmitri L. 
Author-X-Name-Last: Danilov 
Author-Name: Alexei V. Savvateev 
Author-X-Name-First: Alexei V. 
Author-X-Name-Last: Savvateev 
Title: Tolerance of Cheating: An Analysis Across Countries 
Abstract:
	      Cheating is a serious
 problem in many countries. The cheater gets higher marks than deserved,
 thus reducing the efficiency of a country's educational system. In this
 study, the authors did not ask if and how often the student had cheated,
 but rather what the student's opinion was about a cheating situation. They
 investigated whether attitudes differ among students in Russia, the
 Netherlands, Israel, and the United States and conclude that attitudes
 toward cheating differ considerably between these countries. They offer
 various explanations of this phenomenon. In addition, they find that the
 student's attitude toward cheating depends on the student's educational
 level (high school, undergraduate, postgraduate). Finally, they show that
 the data from the sample can be aggregated in a natural and elegant way,
 and they suggest a tolerance-of-cheating index for each country.	   
Journal: The Journal of Economic Education 
Pages: 125-135 
Issue: 2 
Volume: 33 
Year: 2002 
Month: 6 
X-DOI: 10.1080/00220480209596462 
File-URL: http://hdl.handle.net/10.1080/00220480209596462 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:2:p:125-135




Template-Type: ReDIF-Article 1.0
Author-Name: David L. Dickinson 
Author-X-Name-First: David L. 
Author-X-Name-Last: Dickinson 
Title: A Bargaining Experiment to Motivate Discussion on Fairness 
Abstract:
	      The author presents a
 classroom version of the popular research game called the Ultimatum Game.
 Researchers are placing growing importance on how fairness affects
 behavior, and this experiment provides a useful, fun, and engaging way in
 which a day or two of class time can be spent on the topic. The appendix
 contains all of the materials necessary to conduct this experiment, and
 the experiment can highlight several items of interest for the instructor.
 First, different individuals place different subjective weights on
 concerns for fairness versus money. Second, theories that incorporate
 concerns for fairness into agents' preferences can often explain behavior
 better than those that do not. Finally, when it is relatively cheap to
 purchase fairness (or equality) individuals purchase more of it. The
 classroom results can motivate discussion of a downward sloping demand
 curve for fairness.	      
Journal: The Journal of Economic Education 
Pages: 136-151 
Issue: 2 
Volume: 33 
Year: 2002 
Month: 6 
X-DOI: 10.1080/00220480209596463 
File-URL: http://hdl.handle.net/10.1080/00220480209596463 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:2:p:136-151




Template-Type: ReDIF-Article 1.0
Author-Name: Matt Benge 
Author-X-Name-First: Matt 
Author-X-Name-Last: Benge 
Author-Name: Graeme Wells 
Author-X-Name-First: Graeme 
Author-X-Name-Last: Wells 
Title: Growth and the Current Account in a Small Open Economy 
Abstract:
	      The authors provide a
 framework with which to analyze growth in a small economy with perfect
 capital mobility. The framework provides a diagrammatic representation of
 steady states that differs in interesting and important ways from the
 usual closed-economy Solow-Swan diagram. The authors use the key diagrams
 to illustrate the effects of changes in parameters such as the saving rate
 and productivity growth on steady-state values of macroeconomic
 aggregates. They compare the steady-state results for the open economy
 with those obtained using the more familiar closed-economy model. They
 illustrate the possibility of endogenous income growth.	  
Journal: The Journal of Economic Education 
Pages: 152-165 
Issue: 2 
Volume: 33 
Year: 2002 
Month: 6 
X-DOI: 10.1080/00220480209596464 
File-URL: http://hdl.handle.net/10.1080/00220480209596464 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:2:p:152-165




Template-Type: ReDIF-Article 1.0
Author-Name: Joseph S. Desalvo 
Author-X-Name-First: Joseph S. 
Author-X-Name-Last: Desalvo 
Author-Name: Mobinul Huq 
Author-X-Name-First: Mobinul 
Author-X-Name-Last: Huq 
Title: Introducing Nonlinear Pricing into Consumer Choice Theory 
Abstract:
	      Introducing nonlinear
 pricing into the teaching of consumer choice theory would provide an
 extension that introduces the student to a ubiquitous phenomenon and would
 enable the instructor to develop some interesting behavioral results.
 After distinguishing linear and nonlinear pricing, the authors derive the
 tariff, the consumer budget equation, and some behavioral implications for
 various nonlinear pricing policies. They show, among other things, that
 under some forms of nonlinear pricing, after a price rise people may buy
 more of a commodity or more of a commodity than would have been bought
 under linear pricing. They note some complications arising in the
 treatment of quantity discounts and premia.	      
Journal: The Journal of Economic Education 
Pages: 166-179 
Issue: 2 
Volume: 33 
Year: 2002 
Month: 6 
X-DOI: 10.1080/00220480209596465 
File-URL: http://hdl.handle.net/10.1080/00220480209596465 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:2:p:166-179




Template-Type: ReDIF-Article 1.0
Author-Name: J. Lon Carlson 
Author-X-Name-First: J. Lon 
Author-X-Name-Last: Carlson 
Author-Name: Raymond L. Cohn 
Author-X-Name-First: Raymond L. 
Author-X-Name-Last: Cohn 
Author-Name: David D. Ramsey 
Author-X-Name-First: David D. 
Author-X-Name-Last: Ramsey 
Title: Implementing Hansen's Proficiencies 
Abstract:
	      The authors describe the
 framework their department has adopted to incorporate the attainment of
 Hansen's (1986) proficiencies into the curriculum. Major changes include
 the identification of tools students should be able to use to complete
 specific activities, significant changes in prerequisites for
 upper-division courses, and the development of a capstone experience
 designed to bring together the various tools the student has been
 introduced to as he or she proceeds through the major. They believe that
 the design characteristics of their capstone experience promote the
 achievement of Hansen's proficiencies, and the framework described here
 could be easily adopted by other departments.		
Journal: The Journal of Economic Education 
Pages: 180-191 
Issue: 2 
Volume: 33 
Year: 2002 
Month: 6 
X-DOI: 10.1080/00220480209596466 
File-URL: http://hdl.handle.net/10.1080/00220480209596466 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:2:p:180-191




Template-Type: ReDIF-Article 1.0
Author-Name: Jane Lopus 
Author-X-Name-First: Jane 
Author-X-Name-Last: Lopus 
Author-Name: Dennis Placone 
Author-X-Name-First: Dennis 
Author-X-Name-Last: Placone 
Title: Online Stock Market Games for High Schools 
Journal: The Journal of Economic Education 
Pages: 192-192 
Issue: 2 
Volume: 33 
Year: 2002 
Month: 6 
X-DOI: 10.1080/00220480209596467 
File-URL: http://hdl.handle.net/10.1080/00220480209596467 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:2:p:192-192




Template-Type: ReDIF-Article 1.0
Author-Name: William C. Wood 
Author-X-Name-First: William C. 
Author-X-Name-Last: Wood 
Author-Name: Joanne M. Doyle 
Author-X-Name-First: Joanne M. 
Author-X-Name-Last: Doyle 
Title: Economic Literacy Among Corporate Employees 
Abstract:
	      The authors report on the
 results of a telephone survey of 1,001 employees of seven large
 corporations conducted for the Business Roundtable as part of its public
 policy program. A set of 20 questions keyed to the Voluntary National
 Content Standards in Economics was embedded in the survey. A measure of
 economic literacy was constructed from the survey results. Greater
 economic literacy was associated with more overall education, more college
 economics coursework, high incomes, and being male. An examination of
 individual test questions revealed that previous college economics had
 substantial effects on employees' current economic literacy.	       
Journal: The Journal of Economic Education 
Pages: 195-205 
Issue: 3 
Volume: 33 
Year: 2002 
Month: 9 
X-DOI: 10.1080/00220480209595186 
File-URL: http://hdl.handle.net/10.1080/00220480209595186 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:3:p:195-205




Template-Type: ReDIF-Article 1.0
Author-Name: Peter Bodo 
Author-X-Name-First: Peter 
Author-X-Name-Last: Bodo 
Title: In-class Simulations of the Iterated Prisoner's Dilemma Game 
Abstract:
	      The author developed a
 simple computer program for the in-class simulation of the repeated
 prisoner's dilemma game with student-designed strategies. He describes the
 basic features of the software and presents two examples for the use of
 the program in teaching the problems of cooperation among
 profit-maximizing agents.	    
Journal: The Journal of Economic Education 
Pages: 207-216 
Issue: 3 
Volume: 33 
Year: 2002 
Month: 9 
X-DOI: 10.1080/00220480209595187 
File-URL: http://hdl.handle.net/10.1080/00220480209595187 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:3:p:207-216




Template-Type: ReDIF-Article 1.0
Author-Name: Paul Hansen 
Author-X-Name-First: Paul 
Author-X-Name-Last: Hansen 
Title: Another Graphical Proof of Arrow's Impossibility Theorem 
Abstract:
	      Arrow's (1951)
 Impossibility Theorem is the idea that, given several well-known
 assumptions, the social orderings of particular alternatives that are
 meant to reflect <italic>individuals'</italic> preferences must match the
 preferences of an arbitrary individual (the dictator). A social-choice
 rule other than dictatorship is impossible. Following from Fountain
 (2000), the author presents another graphical proof of the theorem that is
 intended to be more accessible to students and teachers of economics. The
 principal strength of this approach is that the patterns of agreements and
 conflicts over all possible combinations of two individuals' rankings of
 alternatives are transparent; appreciating these patterns is the key to
 intuitively understanding Arrow's theorem. A self-test for readers (or a
 classroom exercise for students) is included.		
Journal: The Journal of Economic Education 
Pages: 217-235 
Issue: 3 
Volume: 33 
Year: 2002 
Month: 9 
X-DOI: 10.1080/00220480209595188 
File-URL: http://hdl.handle.net/10.1080/00220480209595188 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:3:p:217-235




Template-Type: ReDIF-Article 1.0
Author-Name: Kelly L. Giraud 
Author-X-Name-First: Kelly L. 
Author-X-Name-Last: Giraud 
Author-Name: Mark Herrmann 
Author-X-Name-First: Mark 
Author-X-Name-Last: Herrmann 
Title: Classroom Games: The Allocation of Renewable Resources Under Different Property Rights and Regulation Schemes 
Abstract:
	      The authors describe a
 renewable resource allocation game designed to stimulate students'
 interest in and understanding of market failure associated with
 open-access types of resource use. They also use the game to discuss the
 advantages and disadvantages of various property rights and regulation
 schemes. Because this exercise demonstrates the power of unregulated and
 regulated economic incentives, many types of students may benefit from
 this game, including undergraduates enrolled in the standard introductory
 and in more advanced microeconomics classes, as well as courses in
 environmental economics and natural resource economics. This game was
 specifically designed so that noneconomics majors in natural resource
 management and environmental courses could also benefit.	   
Journal: The Journal of Economic Education 
Pages: 236-253 
Issue: 3 
Volume: 33 
Year: 2002 
Month: 9 
X-DOI: 10.1080/00220480209595189 
File-URL: http://hdl.handle.net/10.1080/00220480209595189 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:3:p:236-253




Template-Type: ReDIF-Article 1.0
Author-Name: Bradley A. Hansen 
Author-X-Name-First: Bradley A. 
Author-X-Name-Last: Hansen 
Title: The Fable of the Allegory: The Wizard of Oz in Economics 
Abstract:
	      L. Frank Baum's
 <italic>The Wonderful Wizard of Oz</italic> has become popular as a
 teaching tool in economics. It has been argued that it was written as an
 allegory of Populist demands for a bimetallic monetary system in the late
 19th century. The author argues that Baum was not sympathetic to Populist
 views and did not write the story as a monetary allegory.	    
Journal: The Journal of Economic Education 
Pages: 254-264 
Issue: 3 
Volume: 33 
Year: 2002 
Month: 9 
X-DOI: 10.1080/00220480209595190 
File-URL: http://hdl.handle.net/10.1080/00220480209595190 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:3:p:254-264




Template-Type: ReDIF-Article 1.0
Author-Name: Xianming Zhou 
Author-X-Name-First: Xianming 
Author-X-Name-Last: Zhou 
Title: A Graphical Approach to the Standard Principal-Agent Model 
Abstract:
	      An obstacle to the
 teaching of principal-agent theory is the technical complexity and
 intractability of the general model. Even in academic studies strong
 assumptions are often imposed so as to derive an analytical solution. The
 author describes a graphical approach to the standard principal-agent
 model. Characterizing equilibrium in the contract space defined by the
 incentive parameter and insurance component of pay under a linear
 contract, this approach provides a simple and intuitive method for
 analyzing the principal-agent problem, which can be easily understood by
 students of economics with basic knowledge of algebra and differentiation.
 The approach has shown to be convenient and rich for comparative statics
 analyses.	    
Journal: The Journal of Economic Education 
Pages: 265-276 
Issue: 3 
Volume: 33 
Year: 2002 
Month: 9 
X-DOI: 10.1080/00220480209595191 
File-URL: http://hdl.handle.net/10.1080/00220480209595191 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:3:p:265-276




Template-Type: ReDIF-Article 1.0
Author-Name: David W. Weber 
Author-X-Name-First: David W. 
Author-X-Name-Last: Weber 
Title: Pollution Permits: A Discussion of Fundamentals 
Abstract:
	      The author provides an
 economic analysis of tradable pollution permits by clarifying the
 derivation of permit supply and demand relationships and connecting those
 concepts to permit trading for the case of two polluters. Using the
 standard comparison of costs and benefits, he makes the marginal cost of
 emission reduction of a typical polluter the basis of the derivation of
 its permit supply and demand schedules. Developing these relationships for
 both polluters allows the creation of market schedules for permit supply
 and demand. He demonstrates equilibrium in the market for permits and the
 corresponding trading of permits. He discusses the satisfaction of the
 equi-marginal principle, which ensures that pollution reduction is
 achieved efficiently. The author concludes by considering the consequences
 of the presence of a third polluter in the market for permits. 	 
Journal: The Journal of Economic Education 
Pages: 277-290 
Issue: 3 
Volume: 33 
Year: 2002 
Month: 9 
X-DOI: 10.1080/00220480209595192 
File-URL: http://hdl.handle.net/10.1080/00220480209595192 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:3:p:277-290




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in Undergraduate Economics Degrees, 1991 to 2001 
Journal: The Journal of Economic Education 
Pages: 291-294 
Issue: 3 
Volume: 33 
Year: 2002 
Month: 9 
X-DOI: 10.1080/00220480209595193 
File-URL: http://hdl.handle.net/10.1080/00220480209595193 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:3:p:291-294




Template-Type: ReDIF-Article 1.0
Author-Name: Patricia K. Smith 
Author-X-Name-First: Patricia K. 
Author-X-Name-Last: Smith 
Title: Facilitating Student Experimentation with Statistical Concepts 
Journal: The Journal of Economic Education 
Pages: 295-295 
Issue: 3 
Volume: 33 
Year: 2002 
Month: 9 
X-DOI: 10.1080/00220480209595194 
File-URL: http://hdl.handle.net/10.1080/00220480209595194 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:3:p:295-295




Template-Type: ReDIF-Article 1.0
Author-Name: Dennis A. Kaufman 
Author-X-Name-First: Dennis A. 
Author-X-Name-Last: Kaufman 
Author-Name: Rebecca S. Kaufman 
Author-X-Name-First: Rebecca S. 
Author-X-Name-Last: Kaufman 
Title: Interactive Web Graphs for Economic Principles 
Journal: The Journal of Economic Education 
Pages: 296-296 
Issue: 3 
Volume: 33 
Year: 2002 
Month: 9 
X-DOI: 10.1080/00220480209595195 
File-URL: http://hdl.handle.net/10.1080/00220480209595195 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:3:p:296-296




Template-Type: ReDIF-Article 1.0
Author-Name: Belton Fleisher 
Author-X-Name-First: Belton 
Author-X-Name-Last: Fleisher 
Author-Name: Masanori Hashimoto 
Author-X-Name-First: Masanori 
Author-X-Name-Last: Hashimoto 
Author-Name: Bruce A. Weinberg 
Author-X-Name-First: Bruce A. 
Author-X-Name-Last: Weinberg 
Title: Foreign GTAs Can Be Effective Teachers of Economics 
Abstract:
	      The authors assess the
 impact of foreign graduate teaching associates (GTAs) on undergraduate
 economics instruction where the standard language for the majority of
 students is English. They find little evidence that foreign GTAs adversely
 affect grades in economics principles courses or students' choices of
 additional economics courses. In some cases, the impact of a foreign GTA
 is significantly positive. The authors consider a range of definitions of
 foreign, including nationality, language, and political background, and
 find the nonnegative foreign GTA effect to be robust. Their findings
 suggest that when foreign GTAs are properly screened and trained in spoken
 English and in teaching skills, they are at least as effective in
 providing economic education as GTAs from the United States.	       
Journal: The Journal of Economic Education 
Pages: 299-325 
Issue: 4 
Volume: 33 
Year: 2002 
Month: 12
X-DOI: 10.1080/00220480209595329 
File-URL: http://hdl.handle.net/10.1080/00220480209595329 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:4:p:299-325




Template-Type: ReDIF-Article 1.0
Author-Name: Thomas P. Andrews 
Author-X-Name-First: Thomas P. 
Author-X-Name-Last: Andrews 
Title: The Paper River Revisited: A Common Property Externality Exercise 
Abstract:
	      The author describes a
 modified version of the Paper River exercise that appeared in this journal
 in the Spring 1999 issue. The original game was designed to illustrate the
 application of the Coase theorem for solving an externality problem. In
 the Paper River, pairs of students share a single productive resource:
 small pieces of paper. At question is who has the rights to the paper. The
 author presents a modified version of the game that retains many of the
 same elements from the original, but the students work in groups rather
 than in pairs. Doing so increases the transaction costs associated with
 negotiating a solution. In addition, the productive resource is common
 property, so property rights are difficult to establish. These
 difficulties make a Coasian solution more difficult but make the
 simulation more realistic.	     
Journal: The Journal of Economic Education 
Pages: 327-332 
Issue: 4 
Volume: 33 
Year: 2002 
Month: 12
X-DOI: 10.1080/00220480209595330 
File-URL: http://hdl.handle.net/10.1080/00220480209595330 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:4:p:327-332




Template-Type: ReDIF-Article 1.0
Author-Name: Carl E. Walsh 
Author-X-Name-First: Carl E. 
Author-X-Name-Last: Walsh 
Title: Teaching Inflation Targeting: An Analysis for Intermediate Macro 
Abstract:
	      Over the last decade,
 many central banks have adopted policies known as <italic>inflation
 targeting.</italic> If intermediate-level macroeconomics students are to
 be prepared to think about current policy issues, it is important to
 provide them with an introduction to the macroeconomic implications of
 inflation targeting. Unfortunately, the standard aggregate
 demand-aggregate supply frameworks commonly used to teach intermediate
 macroeconomics are not well suited for this task because they are
 expressed in terms of output and the price level and because they fail to
 make explicit the policy objectives of the central bank. The author
 provides a simple graphical device involving the output gap and the
 inflation rate that overcomes these problems and that can be used to teach
 intermediate macroeconomics students about inflation targeting.	  
Journal: The Journal of Economic Education 
Pages: 333-346 
Issue: 4 
Volume: 33 
Year: 2002 
Month: 12
X-DOI: 10.1080/00220480209595331 
File-URL: http://hdl.handle.net/10.1080/00220480209595331 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:4:p:333-346




Template-Type: ReDIF-Article 1.0
Author-Name: Robert W. Turner 
Author-X-Name-First: Robert W. 
Author-X-Name-Last: Turner 
Title: Market Failures and the Rationale for National Parks 
Abstract:
	      America's national park
 system is widely admired, but the economic rationale for national parks is
 not compelling. The author discusses how market failures of various kinds
 can, in principle, be used to justify national parks. The best rationale
 for national parks is based on existence or nonuse values rather than on
 their recreational aspects. The author also shows that more evidence,
 especially regarding the costs of providing and operating parks and the
 magnitude of nonuse values, needs to be gathered before the case for
 national parks becomes compelling. Although this evidence will be
 difficult to obtain, it is hard to give an economic rationale for national
 parks without it.	    
Journal: The Journal of Economic Education 
Pages: 347-356 
Issue: 4 
Volume: 33 
Year: 2002 
Month: 12
X-DOI: 10.1080/00220480209595332 
File-URL: http://hdl.handle.net/10.1080/00220480209595332 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:4:p:347-356




Template-Type: ReDIF-Article 1.0
Author-Name: R. A. Somerville 
Author-X-Name-First: R. A. 
Author-X-Name-Last: Somerville 
Author-Name: Paul G. J. O'connell 
Author-X-Name-First: Paul G. J. 
Author-X-Name-Last: O'connell 
Title: On the Endogeneity of the Mean-Variance Efficient Frontier 
Abstract:
	      The endogeneity of the
 efficient frontier in the mean-variance model of portfolio selection is
 commonly obscured in the portfolio selection literature and in widely used
 textbooks. The authors demonstrate this endogeneity and discuss the impact
 of parameter changes on the mean-variance efficient frontier and on the
 beta coefficients of individual assets.	  
Journal: The Journal of Economic Education 
Pages: 357-366 
Issue: 4 
Volume: 33 
Year: 2002 
Month: 12
X-DOI: 10.1080/00220480209595333 
File-URL: http://hdl.handle.net/10.1080/00220480209595333 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:4:p:357-366




Template-Type: ReDIF-Article 1.0
Author-Name: William Breit 
Author-X-Name-First: William 
Author-X-Name-Last: Breit 
Author-Name: Kenneth G. Elzinga 
Author-X-Name-First: Kenneth G. 
Author-X-Name-Last: Elzinga 
Title: Economics as Detective Fiction 
Abstract:
	      Almost all good economic
 analysis is structured like classical detective fiction. This relationship
 goes well beyond the obvious fact that both detective fiction and economic
 analysis involve puzzles. The economist's epistemology, presented in the
 form of scientific narratives, runs parallel to the puzzle-solving
 processes of the mastermind sleuth presented in the form of fictional
 narratives. The family resemblance between economic analysis and the
 classic whodunit becomes even more transparent by noticing another
 important characteristic they share: the concept of equilibrium. Examples
 chosen from recent economic literature bring the argument into sharper
 focus. In each instance, the solution to the puzzles that lie at the heart
 of their respective domains must be ingenious and surprising in order to
 be persuasive. 	 
Journal: The Journal of Economic Education 
Pages: 367-376 
Issue: 4 
Volume: 33 
Year: 2002 
Month: 12
X-DOI: 10.1080/00220480209595334 
File-URL: http://hdl.handle.net/10.1080/00220480209595334 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:4:p:367-376




Template-Type: ReDIF-Article 1.0
Author-Name: Michael Wattsee 
Author-X-Name-First: Michael 
Author-X-Name-Last: Wattsee 
Title: How Economists Use Literature and Drama 
Abstract:
	      A review of how, in their
 professional writings, economists have used passages, plots, characters,
 themes, and ideas from literature and drama.	       
Journal: The Journal of Economic Education 
Pages: 377-386 
Issue: 4 
Volume: 33 
Year: 2002 
Month: 12
X-DOI: 10.1080/00220480209595335 
File-URL: http://hdl.handle.net/10.1080/00220480209595335 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:4:p:377-386




Template-Type: ReDIF-Article 1.0
Author-Name: Antonio Avalos 
Author-X-Name-First: Antonio 
Author-X-Name-Last: Avalos 
Author-Name: Orley M. Amos 
Author-X-Name-First: Orley M. 
Author-X-Name-Last: Amos 
Title: AmosWEB ... Economics with a Touch of Whimsy! 
Journal: The Journal of Economic Education 
Pages: 387-387 
Issue: 4 
Volume: 33 
Year: 2002 
Month: 12
X-DOI: 10.1080/00220480209595336 
File-URL: http://hdl.handle.net/10.1080/00220480209595336 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:33:y:2002:i:4:p:387-387




Template-Type: ReDIF-Article 1.0
Author-Name: Andreas Ortmann 
Author-X-Name-First: Andreas 
Author-X-Name-Last: Ortmann 
Title: Bertrand Price Undercutting: A Brief Classroom Demonstration 
Abstract:
  <title>Abstract</title> The author presents a brief classroom
 demonstration illustrating Bertrand price undercutting. The demonstration
 is appropriate for micro principles and intermediate- and upper-level
 undergraduate classes, as well as graduate classes in micro, industrial
 organization, and game theory. 
Journal: The Journal of Economic Education 
Pages: 21-26 
Issue: 1 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595197 
File-URL: http://hdl.handle.net/10.1080/00220480309595197 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:1:p:21-26




Template-Type: ReDIF-Article 1.0
Author-Name: Steven R. Beckman 
Author-X-Name-First: Steven R. 
Author-X-Name-Last: Beckman 
Title: Cournot and Bertrand Games 
Abstract:
  <title>Abstract</title> The author describes a series of matrix choice
 games illustrating monopoly, shared monopoly, Cournot, Bertrand, and
 Stackelberg behavior given either perfect complements or perfect
 substitutes. The games are created by using a spreadsheet to fill out a
 profit table given the choices of two players. One player selects the
 column, the other the row, and the table gives the profit of the row
 chooser. Because each player has a table, each thinks of him- or herself
 as the row chooser and the other as the column chooser. The games may be
 applied to international trade through the traditional Boeing v. Airbus
 story or, more currently, through foreign sales corporations. Addition of
 Bertrand competition allows discussion of price wars, and addition of
 perfect complements allows discussion of the proposed Microsoft breakup. 
Journal: The Journal of Economic Education 
Pages: 27-35 
Issue: 1 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595198 
File-URL: http://hdl.handle.net/10.1080/00220480309595198 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:1:p:27-35




Template-Type: ReDIF-Article 1.0
Author-Name: Mark Pingle 
Author-X-Name-First: Mark 
Author-X-Name-Last: Pingle 
Title: Introducing Dynamic Analysis Using Malthus's Principle of Population 
Abstract:
  <title>Abstract</title> Dynamic models are increasingly used in
 economics, especially in macroeconomics. However, the skills required for
 constructing and analyzing dynamic models are advanced relative to those
 required for static models. Consequently, dynamic models are difficult to
 introduce into courses where the technical skills of students are modest
 or substantially varied. The author illustrates that, because it is
 inherently dynamic, Malthus's Principle of Population provides a natural
 context for introducing dynamic analysis. Moreover, the context is useful
 for reviewing many mathematical tools and theoretical constructs often
 used in economics. 
Journal: The Journal of Economic Education 
Pages: 3-20 
Issue: 1 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595196 
File-URL: http://hdl.handle.net/10.1080/00220480309595196 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:1:p:3-20




Template-Type: ReDIF-Article 1.0
Author-Name: Steven A. Greenlaw 
Author-X-Name-First: Steven A. 
Author-X-Name-Last: Greenlaw 
Author-Name: Stephen B. Deloach 
Author-X-Name-First: Stephen B. 
Author-X-Name-Last: Deloach 
Title: Teaching Critical Thinking with Electronic Discussion 
Abstract:
  <title>Abstract</title> One of the products of a liberal undergraduate
 education is the ability to think critically. In practice, critical
 thinking is a skill that economics students are supposed to master as they
 complete their studies. However, exactly what critical thinking means is
 generally not well defined. Building on the literature on critical
 thinking, the authors examine how electronic discussion can be used
 effectively to teach this skill. Because of the multiplicity of views
 expressed, the asynchronous nature of the technology, and the inherent
 positive spillovers that are created, electronic discussion appears to
 provide a natural framework for teaching critical thinking. 
Journal: The Journal of Economic Education 
Pages: 36-52 
Issue: 1 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595199 
File-URL: http://hdl.handle.net/10.1080/00220480309595199 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:1:p:36-52




Template-Type: ReDIF-Article 1.0
Author-Name: Gregory A. Trandel 
Author-X-Name-First: Gregory A. 
Author-X-Name-Last: Trandel 
Title: Demonstrating the Equivalence between Two Methods of Measuring Excess Burden 
Abstract:
  <title>Abstract</title> Excess burden is a key concept in the field of
 public economics, and the authors of most public finance textbooks
 describe more than one way to measure it. Excess burden can, for example,
 be viewed as the area of a triangle underneath a demand curve or as the
 value of a mathematical formula. To emphasize that these approaches
 measure the same concept, an instructor can show that changing any
 relevant variable has the same effect on excess burden in both
 representations. In so doing, instructors must take particular care when
 drawing the demand curves associated with changes in price and quantity. 
Journal: The Journal of Economic Education 
Pages: 54-59 
Issue: 1 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595200 
File-URL: http://hdl.handle.net/10.1080/00220480309595200 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:1:p:54-59




Template-Type: ReDIF-Article 1.0
Author-Name: Eleanor Brown 
Author-X-Name-First: Eleanor 
Author-X-Name-Last: Brown 
Title: Comment: An Algebra-Based Complement to &#x201C;Demonstrating the Equivalence Between Two Methods of Measuring Excess Burden&#x201D; 
Journal: The Journal of Economic Education 
Pages: 60-60 
Issue: 1 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595201 
File-URL: http://hdl.handle.net/10.1080/00220480309595201 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:1:p:60-60




Template-Type: ReDIF-Article 1.0
Author-Name: Benigno Valdés 
Author-X-Name-First: Benigno 
Author-X-Name-Last: Valdés 
Title: An Application of Convergence Theory to Japan's Post-WWII Economic &#x201C;Miracle&#x201D; 
Abstract:
  <title>Abstract</title> The author provides an interpretation of the
 post-World War II economic &#x201C;miracle&#x201D; of Japan as a process
 of economic convergence within the framework of the neoclassical
 Solow-Swan model of economic growth. He shows how the predictions of the
 Solow-Swan model are qualitatively consistent with the actual economic
 record of Japan in the decades following World War II. The article is
 intended to help in the teaching of economic growth and the Japanese
 economic miracle, either as part of a macroeconomics course or in an
 advanced elective course in economic growth and development or in Japan's
 modern economic history. 
Journal: The Journal of Economic Education 
Pages: 61-81 
Issue: 1 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595202 
File-URL: http://hdl.handle.net/10.1080/00220480309595202 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:1:p:61-81




Template-Type: ReDIF-Article 1.0
Author-Name: David Colander 
Author-X-Name-First: David 
Author-X-Name-Last: Colander 
Title: Integrating Sex and Drugs into the Principles Course: Market-Failures Versus Failures-of-Market Outcomes 
Abstract:
  <title>Abstract</title> The author's central argument in this article is
 that the current micro principles course is structured around an approach
 to policy that avoids many of the controversial but central issues of
 policy. These include (1) the interplay of moral issues and efficiency,
 (2) questions of consumer sovereignty, and (3) questions of the
 interrelation between measures of efficiency and income distribution. The
 current market-failure organizing framework of microeconomics principles
 textbooks excludes discussion of a broader set of failures of market
 outcomes: situations in which the market is doing everything it is
 supposed to be doing, but society is still unhappy with the result. The
 author suggests a dual market-failure and failure-of-market-outcome policy
 framework that encourages discussion of these broader issues. 
Journal: The Journal of Economic Education 
Pages: 82-91 
Issue: 1 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595203 
File-URL: http://hdl.handle.net/10.1080/00220480309595203 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:1:p:82-91




Template-Type: ReDIF-Article 1.0
Author-Name: Jim Barbour 
Author-X-Name-First: Jim 
Author-X-Name-Last: Barbour 
Title: The Teaching of Undergraduate Economics: A Discussion List 
Journal: The Journal of Economic Education 
Pages: 92-92 
Issue: 1 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595204 
File-URL: http://hdl.handle.net/10.1080/00220480309595204 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:1:p:92-92




Template-Type: ReDIF-Article 1.0
Author-Name: Bradley J. Ruffle 
Author-X-Name-First: Bradley J. 
Author-X-Name-Last: Ruffle 
Title: Competitive Equilibrium and Classroom Pit Markets 
Abstract:
  <title>Abstract</title> Efforts to show the relevance of economic
 concepts early in a student's education can prevent the &#x201C;economics
 is not very useful&#x201D; attitude from setting in. The author extends
 the work of Holt to describe a pit-market experiment used to illustrate
 the concept of competitive equilibrium. In addition to detailed
 instructions as to how to set up and conduct a pit-market experiment, the
 author discusses features of the data and provides accompanying materials,
 including software for the display of the data. 
Journal: The Journal of Economic Education 
Pages: 123-137 
Issue: 2 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595207 
File-URL: http://hdl.handle.net/10.1080/00220480309595207 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:2:p:123-137




Template-Type: ReDIF-Article 1.0
Author-Name: Soumaya M. Tohamy 
Author-X-Name-First: Soumaya M. 
Author-X-Name-Last: Tohamy 
Author-Name: J.   Wilson Mixon 
Author-X-Name-First: J.   Wilson 
Author-X-Name-Last: Mixon 
Title: Lessons from the Specific Factors Model of International Trade 
Abstract:
  <title>Abstract</title> The Specific Factors model is an excellent
 learning tool. It provides insights into the meaning of economic
 efficiency, how complex economies simultaneously determine prices and
 quantities (and that it is relative prices that matter), and how changes
 in demand conditions or technology can affect income distributions among
 owners of factors of production. The authors develop this model using
 spreadsheets. Spreadsheets help students deal with &#x201C;what-if&#x201D;
 questions within prepared spreadsheets. They also give students the chance
 to look into the workings of the model and to change its structure. The
 exercise spreadsheets provide important advantages over using
 &#x201C;black-box&#x201D; presentations. Moreover, using spreadsheets
 gives students an opportunity to practice their use of spreadsheet
 software. 
Journal: The Journal of Economic Education 
Pages: 139-150 
Issue: 2 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595208 
File-URL: http://hdl.handle.net/10.1080/00220480309595208 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:2:p:139-150




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen J. Schmidt 
Author-X-Name-First: Stephen J. 
Author-X-Name-Last: Schmidt 
Title: Active and Cooperative Learning Using Web-Based Simulations 
Abstract:
  <title>Abstract</title> The author discusses the advantages of using
 computers and the World Wide Web in classroom simulation exercises. Using
 networked computers permits a richer simulation design, allows more
 complicated decisions by the students, and facilitates reporting results
 for later discussion. The Web is an ideal technology for such simulations
 because computers already have Web-capable browsers, with which students
 are familiar, and information on creating Web sites is readily available.
 The author discusses these points in the context of a sample simulation
 that teaches basic economic principles of trade, investment, and public
 goods in the context of American economic history. 
Journal: The Journal of Economic Education 
Pages: 151-167 
Issue: 2 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595209 
File-URL: http://hdl.handle.net/10.1080/00220480309595209 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:2:p:151-167




Template-Type: ReDIF-Article 1.0
Author-Name: David L. Dickinson 
Author-X-Name-First: David L. 
Author-X-Name-Last: Dickinson 
Title: Illustrated Examples of the Effects of Risk Preferences and Expectations on Bargaining Outcomes 
Abstract:
  <title>Abstract</title> The author highlights bargaining examples that
 use expected utility theory. Bargainer payoffs in the event of a dispute
 are represented by a simple lottery. Expectations are assumed to affect a
 bargainer's subjective probabilities over lottery outcomes, and risk
 preferences affect the expected utility of a given lottery. Risk
 preferences and/or expectations are predicted to influence both negotiated
 outcomes and the likelihood of a bargaining impasse. The analysis shows
 that, <italic>ceteris paribus</italic>, risk aversion or pessimism, or
 both, will cause a bargainer to capture less of the pie in negotiations.
 Similarly, risk-loving and optimistic bargainers are more likely to
 experience impasse because of the disappearance of the contract zone. The
 results are intuitive, can be shown graphically and algebraically, and
 provide upper-level students with engaging examples that show the
 usefulness of expected utility theory. 
Journal: The Journal of Economic Education 
Pages: 169-180 
Issue: 2 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595210 
File-URL: http://hdl.handle.net/10.1080/00220480309595210 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:2:p:169-180




Template-Type: ReDIF-Article 1.0
Author-Name: Stefani C. Smith 
Author-X-Name-First: Stefani C. 
Author-X-Name-Last: Smith 
Author-Name: Andrew J. Yates 
Author-X-Name-First: Andrew J. 
Author-X-Name-Last: Yates 
Title: Should Consumers Be Priced Out of Pollution-Permit Markets? 
Abstract:
  <title>Abstract</title> The authors present a simple diagrammatic
 exposition of a pollution-permit market in which both firms that generate
 pollution and consumers who are harmed by pollution are allowed to
 purchase permits at a single market price. They show that the market
 equilibrium is efficient if and only if the endowment of permits is equal
 to the efficient level of pollution. Furthermore, if consumers actually
 participate in the market, then the equilibrium is not efficient. Welfare
 can be improved by decreasing the endowment of permits and thereby pricing
 consumers out of the market. 
Journal: The Journal of Economic Education 
Pages: 181-189 
Issue: 2 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595211 
File-URL: http://hdl.handle.net/10.1080/00220480309595211 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:2:p:181-189




Template-Type: ReDIF-Article 1.0
Author-Name: Robert Schenk 
Author-X-Name-First: Robert 
Author-X-Name-Last: Schenk 
Title: CyberEconomics 
Journal: The Journal of Economic Education 
Pages: 191-191 
Issue: 2 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595212 
File-URL: http://hdl.handle.net/10.1080/00220480309595212 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:2:p:191-191




Template-Type: ReDIF-Article 1.0
Author-Name: Eric N&#xE6;vdal 
Author-X-Name-First: Eric 
Author-X-Name-Last: N&#xE6;vdal 
Title: Solving Continuous-Time Optimal-Control Problems with a Spreadsheet 
Abstract:
  <title>Abstract</title> The author explains how optimal-control problems
 can be solved with a common spreadsheet such as Microsoft Excel. He
 illustrates the method with several examples ranging from simple models to
 quite advanced topics. The method is intended to be beneficial to students
 and teachers working with complicated theory in the classroom as well as
 researchers needing a tool for finding numerical solutions to optimal
 control problems. 
Journal: The Journal of Economic Education 
Pages: 99-122 
Issue: 2 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595206 
File-URL: http://hdl.handle.net/10.1080/00220480309595206 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:2:p:99-122




Template-Type: ReDIF-Article 1.0
Author-Name: Jill L. Caviglia-Harris 
Author-X-Name-First: Jill L. 
Author-X-Name-Last: Caviglia-Harris 
Title: Introducing Undergraduates to Economics in an Interdisciplinary Setting 
Abstract:
  <title>Abstract</title> Introducing economics to undergraduates with
 courses that incorporate various elements of economic fields at an
 introductory level has the potential to increase the appeal of economics
 classes. The author provides a model for teaching such courses using an
 environmental economics class as an example. This approach incorporates
 introductory economics concepts into an interdisciplinary class that
 includes three disciplines focused on a central theme. In this course,
 called environmental perspectives, the economics section covered the
 principles of microeconomics, the fundamentals of environmental economics,
 and linked these applications to the topics covered in the ecology and
 philosophy sections of the class. A discussion of the methods for applying
 this model to other courses that include economics is included. 
Journal: The Journal of Economic Education 
Pages: 195-203 
Issue: 3 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595214 
File-URL: http://hdl.handle.net/10.1080/00220480309595214 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:3:p:195-203




Template-Type: ReDIF-Article 1.0
Author-Name: Gregory Lypny 
Author-X-Name-First: Gregory 
Author-X-Name-Last: Lypny 
Title: A Pilot Study Using an Online, Experimental, Two-Asset Market 
Abstract:
  <title>Abstract</title> The author uses an online securities market to
 engage students in their exploration of asset pricing in microeconomics
 courses. 
Journal: The Journal of Economic Education 
Pages: 204-213 
Issue: 3 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595215 
File-URL: http://hdl.handle.net/10.1080/00220480309595215 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:3:p:204-213




Template-Type: ReDIF-Article 1.0
Author-Name: Denise Hazlett 
Author-X-Name-First: Denise 
Author-X-Name-Last: Hazlett 
Author-Name: Cynthia D. Hill 
Author-X-Name-First: Cynthia D. 
Author-X-Name-Last: Hill 
Title: Calculating the Candy Price Index: A Classroom Inflation Experiment 
Abstract:
  <title>Abstract</title> In this classroom experiment, students develop a
 price index based on candy-purchasing decisions made by members of their
 class. They use their index to practice calculating inflation rates and to
 consider the strengths and weaknesses of the consumer price index (CPI).
 Instructors can use the experiment as an introduction to the topic of
 inflation and how it is measured. The exercise also provides a concrete
 example of the sources of bias in the CPI, promoting discussion of the
 measures the Bureau of Labor Statistics has taken to reduce bias. The
 experiment, including follow-up discussion, fits into a 50-minute class
 period. The authors and other professors have used the exercise in
 introductory and intermediate macroeconomics courses, in classes of 10 to
 135 students. 
Journal: The Journal of Economic Education 
Pages: 214-223 
Issue: 3 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595216 
File-URL: http://hdl.handle.net/10.1080/00220480309595216 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:3:p:214-223




Template-Type: ReDIF-Article 1.0
Author-Name: Miles B. Cahill 
Author-X-Name-First: Miles B. 
Author-X-Name-Last: Cahill 
Title: Teaching Chain-Weight Real GDP Measures 
Abstract:
  <title>Abstract</title> In 1996, the Bureau of Economic Analysis (BEA)
 changed the method used to calculate measures of real GDP from a Laspeyres
 or Paasche index to a Fisher ideal index, also called a chain-weight
 index. Even though this is a significant change in approach and has
 resulted in extensive revisions of reported statistics, many authors of
 intermediate-level textbooks treat this topic casually, if at all. In this
 article, the author presents two applications in which this topic can be
 explored more thoroughly, with the help of spreadsheet software. One
 exercise introduces the concept of the chain-weight index by comparing it
 to Laspeyres, Paasche, and ideal indexes with the use of utility analysis.
 The second exercise is a step-by-step process to calculate chain-weight
 index statistics. 
Journal: The Journal of Economic Education 
Pages: 224-234 
Issue: 3 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595217 
File-URL: http://hdl.handle.net/10.1080/00220480309595217 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:3:p:224-234




Template-Type: ReDIF-Article 1.0
Author-Name: Dennis Yanchus 
Author-X-Name-First: Dennis 
Author-X-Name-Last: Yanchus 
Author-Name: Xavier de Vanssay 
Author-X-Name-First: Xavier 
Author-X-Name-Last: de Vanssay 
Title: The Myth of Fair Prices: A Graphical Analysis 
Abstract:
  <title>Abstract</title> The issues of fair trade and in particular fair
 price policies, have been neglected in most international trade courses.
 The authors show how the latter can be explained to undergraduate students
 applying the simple graphical methods normally used in general equilibrium
 trade theory. They show that fair pricing strategies can be looked upon as
 a suboptimal device for redistributing the gains from trade as compared
 with a transfer of funds. 
Journal: The Journal of Economic Education 
Pages: 235-240 
Issue: 3 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595218 
File-URL: http://hdl.handle.net/10.1080/00220480309595218 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:3:p:235-240




Template-Type: ReDIF-Article 1.0
Author-Name: Akila Weerapana 
Author-X-Name-First: Akila 
Author-X-Name-Last: Weerapana 
Title: Intermediate Macroeconomics without the IS-LM Model 
Abstract:
  <title>Abstract</title> The IS-LM model is the primary model of economic
 fluctuations taught in intermediate-level undergraduate macroeconomics.
 Recent works by Taylor and Romer make a strong case for an alternative
 model, known as the aggregate demand-price adjustment (AD-PA) or the
 aggregate demand-inflation adjustment (AD-IA) model, as a better model of
 economic fluctuations. The author argues that the AD-PA model is superior
 to the IS-LM model for teaching about economic fluctuations in
 intermediate macroeconomics. He compares the perfomance of the two models
 in teaching about two important issues in current macroeconomics: the
 ineffectiveness of monetary policy in stimulating the 1990s Japanese
 economy and the rapid switch of the U.S. Federal Reserve from
 contractionary policy to expansionary policy in 2001. 
Journal: The Journal of Economic Education 
Pages: 241-262 
Issue: 3 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595219 
File-URL: http://hdl.handle.net/10.1080/00220480309595219 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:3:p:241-262




Template-Type: ReDIF-Article 1.0
Author-Name: R.   Kim Craft 
Author-X-Name-First: R.   Kim 
Author-X-Name-Last: Craft 
Author-Name: Joe G. Baker 
Author-X-Name-First: Joe G. 
Author-X-Name-Last: Baker 
Title: Do Economists Make Better Lawyers? Undergraduate Degree Field and Lawyer Earnings 
Abstract:
  <title>Abstract</title> Using nationally representative data, the authors
 examine the effects of preprofessional education on the earnings of
 lawyers. They specify and estimate a statistical earnings function on the
 basis of well-established theory and principles. Along with standard
 control variables, categorical variables are included to represent
 graduate degrees in addition to the law degree and an assortment of
 undergraduate major fields. Holding a Ph.D. or M.B.A. degree, with the law
 degree, is associated with significantly higher earnings in some sectors.
 Lawyers with undergraduate training in economics earn more than other
 lawyers, <italic>ceteris paribus</italic>, and economics is the only
 undergraduate field associated with earnings that differ significantly.
 The available evidence supports the hypothesis that economics training
 increases a lawyer's human capital compared with other undergraduate
 majors. 
Journal: The Journal of Economic Education 
Pages: 263-281 
Issue: 3 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595220 
File-URL: http://hdl.handle.net/10.1080/00220480309595220 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:3:p:263-281




Template-Type: ReDIF-Article 1.0
Author-Name: Craig Freedman 
Author-X-Name-First: Craig 
Author-X-Name-Last: Freedman 
Title: Do Great Economists Make Great Teachers? George Stigler as a Dissertation Supervisor 
Abstract:
  <title>Abstract</title> An examination of George Stigler's teaching
 career clarifies the requirements for an effective teacher of graduate
 economics and especially sheds light on the nature of the supervision of
 doctoral candidates. The heterogeneous composition of graduate students in
 aggregate means that quite distinct approaches can prove to be equally
 successful. 
Journal: The Journal of Economic Education 
Pages: 282-290 
Issue: 3 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595221 
File-URL: http://hdl.handle.net/10.1080/00220480309595221 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:3:p:282-290




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in Undergraduate Economics Degrees, 1991 to 2002 
Journal: The Journal of Economic Education 
Pages: 291-294 
Issue: 3 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595222 
File-URL: http://hdl.handle.net/10.1080/00220480309595222 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:3:p:291-294




Template-Type: ReDIF-Article 1.0
Author-Name: Miles B. Cahill 
Author-X-Name-First: Miles B. 
Author-X-Name-Last: Cahill 
Title: Web Supplement to &#x201C;Teaching Chain-Weight Real GDP Measures&#x201D; 
Journal: The Journal of Economic Education 
Pages: 295-295 
Issue: 3 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595223 
File-URL: http://hdl.handle.net/10.1080/00220480309595223 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:3:p:295-295




Template-Type: ReDIF-Article 1.0
Author-Name: Robert Rycroft 
Author-X-Name-First: Robert 
Author-X-Name-Last: Rycroft 
Title: The Lorenz Curve and the Gini Coefficient 
Journal: The Journal of Economic Education 
Pages: 296-296 
Issue: 3 
Volume: 34 
Year: 2003 
Month: 1 
X-DOI: 10.1080/00220480309595224 
File-URL: http://hdl.handle.net/10.1080/00220480309595224 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:3:p:296-296




Template-Type: ReDIF-Article 1.0
Author-Name: Elizabeth J. Jensen 
Author-X-Name-First: Elizabeth J. 
Author-X-Name-Last: Jensen 
Author-Name: Ann L. Owen 
Author-X-Name-First: Ann L. 
Author-X-Name-Last: Owen 
Title: Appealing to Good Students in Introductory Economics 
Abstract:
	      		  The authors examine the
 effectiveness of different teaching techniques using a unique data set
 that allows them to match student and instructor characteristics to assess
 their impact on students' interest in economics. They find that devoting
 less class time to lecture and more to discussion is effective for all
 types of students. However, the magnitude of the effects of these two
 techniques varies considerably by type of student, as does the impact of
 several other teaching techniques. They conclude that using a variety of
 teaching techniques is the most successful strategy to appeal to the broad
 range of learning styles adopted by "good" students.	       
Journal: The Journal of Economic Education 
Pages: 299-325 
Issue: 4 
Volume: 34 
Year: 2003 
Month: 12 
X-DOI: 10.1080/00220480309595225 
File-URL: http://hdl.handle.net/10.1080/00220480309595225 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:4:p:299-325




Template-Type: ReDIF-Article 1.0
Author-Name: Don Leet 
Author-X-Name-First: Don 
Author-X-Name-Last: Leet 
Author-Name: Scott Houser 
Author-X-Name-First: Scott 
Author-X-Name-Last: Houser 
Title: Economics Goes to Hollywood: Using Classic Films and Documentaries to Create an Undergraduate Economics Course 
Abstract:
	      		  The authors describe an
 interdisciplinary approach to teaching economics that uses a powerful
 contemporary medium, the motion picture, to establish the context for
 teaching elementary economics concepts. The plots and subplots in many
 films can be used to illustrate problems and issues that are amenable to
 economic analysis. They suggest how these films can be sequenced to create
 a general studies course for nonmajors.	  
Journal: The Journal of Economic Education 
Pages: 326-332 
Issue: 4 
Volume: 34 
Year: 2003 
Month: 12 
X-DOI: 10.1080/00220480309595226 
File-URL: http://hdl.handle.net/10.1080/00220480309595226 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:4:p:326-332




Template-Type: ReDIF-Article 1.0
Author-Name: Paul Dalziel 
Author-X-Name-First: Paul 
Author-X-Name-Last: Dalziel 
Author-Name: Marc Lavoie 
Author-X-Name-First: Marc 
Author-X-Name-Last: Lavoie 
Title: Teaching Keynes's Principle of Effective Demand Using the Aggregate Labor Market Diagram 
Abstract:
	      		  The authors suggest a way
 to teach Keynes's principle of effective demand using a standard aggregate
 labor market diagram that should be familiar to students taking an
 advanced undergraduate course in macroeconomics. The analysis incorporates
 Kalecki's version of the effective demand model to show Keynesian
 unemployment as a point on the aggregate labor demand curve inside the
 aggregate labor supply curve. The well-known Keynesian policy conclusions
 apply. In particular, workers and firms are unable to restore full
 employment by reducing real wages, underlining how important is the
 macroeconomic duty of the monetary and fiscal authorities to manage
 aggregate demand growth.	   
Journal: The Journal of Economic Education 
Pages: 333-340 
Issue: 4 
Volume: 34 
Year: 2003 
Month: 12 
X-DOI: 10.1080/00220480309595227 
File-URL: http://hdl.handle.net/10.1080/00220480309595227 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:4:p:333-340




Template-Type: ReDIF-Article 1.0
Author-Name: Howard Bodenhorn 
Author-X-Name-First: Howard 
Author-X-Name-Last: Bodenhorn 
Title: Economic Scholarship at Elite Liberal Arts Colleges: A Citation Analysis with Rankings 
Abstract:
	      		  Although prominent
 economists at elite universities produce the most influential scholarship,
 economists at the nation's leading liberal arts colleges make significant
 contributions. The author measures the influence of 439 economists
 employed at the 50 top liberal arts colleges and ranks departments and
 individuals on the basis of citations. The author discovered a hierarchy
 with a small number of departments whose faculty produce cited
 scholarship, and a small number of influential economists employed at
 liberal arts colleges. The determinants of citations are estimated.
 Greater experience and more publications but not lower teaching loads are
 correlated with more citations.	  
Journal: The Journal of Economic Education 
Pages: 341-359 
Issue: 4 
Volume: 34 
Year: 2003 
Month: 12 
X-DOI: 10.1080/00220480309595228 
File-URL: http://hdl.handle.net/10.1080/00220480309595228 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:4:p:341-359




Template-Type: ReDIF-Article 1.0
Author-Name: David Laband 
Author-X-Name-First: David 
Author-X-Name-Last: Laband 
Author-Name: John Hudson 
Author-X-Name-First: John 
Author-X-Name-Last: Hudson 
Title: The Pricing of Economics Books 
Abstract:
	      		  Using data as reported in
 the <italic>JEL</italic> in 2000 and 1985, the authors examine the pricing
 and other characteristics of books. There has been a substantial rise in
 book prices, even in real terms, between the two years, which the smaller
 rise in average page length appears insufficient to justify. A major
 factor behind the rise would appear to be the increasing importance of
 foreign presses that not only sell at a higher average price than U.S.
 presses but are increasingly likely to do so. University presses and other
 not-for-profit publishers sell at substantially lower prices than
 commercial publishing houses and are more likely to publish in paperback
 than commercial publishing houses. The discount on paperbacks appears to
 have been relatively stable in the two years.		
Journal: The Journal of Economic Education 
Pages: 360-368 
Issue: 4 
Volume: 34 
Year: 2003 
Month: 12 
X-DOI: 10.1080/00220480309595229 
File-URL: http://hdl.handle.net/10.1080/00220480309595229 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:4:p:360-368




Template-Type: ReDIF-Article 1.0
Author-Name: Dan Fuller 
Author-X-Name-First: Dan 
Author-X-Name-Last: Fuller 
Author-Name: Doris Geide-stevenson 
Author-X-Name-First: Doris 
Author-X-Name-Last: Geide-stevenson 
Title: Consensus Among Economists: Revisited 
Abstract:
	      		  The authors explore
 consensus among economists on specific propositions on the basis of a fall
 2000 survey of American Economic Association members. Because some
 propositions are drawn from earlier studies, the results illustrate the
 dynamics of opinion within the profession. The authors generally find
 consensus within the profession, although the degree of consensus varies
 between propositions that are international, macroeconomic, and
 microeconomic in nature. Consensus is particularly strong for propositions
 of free international trade and capital flows. In contrast, macroeconomic
 propositions exhibit a lower degree of consensus, partly because of
 increased agreement with monetarist and supply-side propositions over
 time. The profession displays substantial skepticism concerning claims of
 the "New Economy."	     
Journal: The Journal of Economic Education 
Pages: 369-387 
Issue: 4 
Volume: 34 
Year: 2003 
Month: 12 
X-DOI: 10.1080/00220480309595230 
File-URL: http://hdl.handle.net/10.1080/00220480309595230 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:4:p:369-387




Template-Type: ReDIF-Article 1.0
Author-Name: Mikhael Shor 
Author-X-Name-First: Mikhael 
Author-X-Name-Last: Shor 
Title: Game Theory <italic>.net</italic>              
Journal: The Journal of Economic Education 
Pages: 388-388 
Issue: 4 
Volume: 34 
Year: 2003 
Month: 12 
X-DOI: 10.1080/00220480309595231 
File-URL: http://hdl.handle.net/10.1080/00220480309595231 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:34:y:2003:i:4:p:388-388




Template-Type: ReDIF-Article 1.0
Author-Name: K. K. Fung 
Author-X-Name-First: K. K. 
Author-X-Name-Last: Fung 
Author-Name: Manjunath Reddy 
Author-X-Name-First: Manjunath 
Author-X-Name-Last: Reddy 
Title: Comparative Advantage and Gains from Specialization&#x2014;Flash 
Journal: The Journal of Economic Education 
Pages: 104-104 
Issue: 1 
Volume: 35 
Year: 2004 
Month: 1 
X-DOI: 10.3200/JECE.35.1.104-104 
File-URL: http://hdl.handle.net/10.3200/JECE.35.1.104-104 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:1:p:104-104




Template-Type: ReDIF-Article 1.0
Author-Name: Ellen Sewell 
Author-X-Name-First: Ellen 
Author-X-Name-Last: Sewell 
Title: Grade Dropping: An Empirical Analysis 
Abstract:
  It is a popular practice among college professors to drop the lowest
 component grade in computing the course grade. A benefit of this practice
 is the elimination of the need to evaluate excuses or administer make-up
 exams. The author uses data from a controlled experiment to examine the
 impact of such a policy on student behavior and course performance. The
 policy was found to have no significant impact on the decision to miss an
 exam or to "write off" an exam. However, performance on a comprehensive
 final exam was negatively and significantly affected by such a policy. In
 short, significant costs were identified that would offset the benefits of
 a grade-dropping policy. 
Journal: The Journal of Economic Education 
Pages: 24-34 
Issue: 1 
Volume: 35 
Year: 2004 
Month: 1 
X-DOI: 10.3200/JECE.35.1.24-34 
File-URL: http://hdl.handle.net/10.3200/JECE.35.1.24-34 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:1:p:24-34




Template-Type: ReDIF-Article 1.0
Author-Name: Charles L. Ballard 
Author-X-Name-First: Charles L. 
Author-X-Name-Last: Ballard 
Author-Name: Marianne F. Johnson 
Author-X-Name-First: Marianne F. 
Author-X-Name-Last: Johnson 
Title: Basic Math Skills and Performance in an Introductory Economics Class 
Abstract:
  The authors measure math skills with a broader set of explanatory
 variables than have been used in previous studies. To identify what math
 skills are important for student success in introductory microeconomics,
 they examine (1) the student's score on the mathematics portion of the ACT
 Assessment Test, (2) whether the student has taken calculus, (3) whether
 the student has been required to take remedial mathematics, and (4) the
 student's score on a test of very basic mathematical concepts. All four
 measures have significant effects in explaining performance in an
 introductory microeconomics course. The authors find similar results,
 regardless of whether they use self-reported information from students or
 official administrative records from the university. The results suggest
 that improvements in student performance may depend on improved mastery of
 basic algebra. 
Journal: The Journal of Economic Education 
Pages: 3-23 
Issue: 1 
Volume: 35 
Year: 2004 
Month: 1 
X-DOI: 10.3200/JECE.35.1.3-23 
File-URL: http://hdl.handle.net/10.3200/JECE.35.1.3-23 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:1:p:3-23




Template-Type: ReDIF-Article 1.0
Author-Name: John W. Budd 
Author-X-Name-First: John W. 
Author-X-Name-Last: Budd 
Title: Mind Maps As Classroom Exercises 
Abstract:
  A Mind Map is an outline in which the major categories radiate from a
 central image and lesser categories are portrayed as branches of larger
 branches. The author describes an in-class exercise in which small groups
 of students each create a Mind Map for a specific topic. This exercise is
 another example of an active and collaborative learning tool that
 instructors can use to move beyond "chalk and talk." The exercise can also
 help incorporate activities for diverse learning styles into economics
 courses and can reenergize a course in midsemester. The author provides
 ideas for Mind Map topics for a wide variety of economics courses. 
Journal: The Journal of Economic Education 
Pages: 35-46 
Issue: 1 
Volume: 35 
Year: 2004 
Month: 1 
X-DOI: 10.3200/JECE.35.1.35-46 
File-URL: http://hdl.handle.net/10.3200/JECE.35.1.35-46 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:1:p:35-46




Template-Type: ReDIF-Article 1.0
Author-Name: James J. Murphy 
Author-X-Name-First: James J. 
Author-X-Name-Last: Murphy 
Author-Name: Juan-Camilo Cardenas 
Author-X-Name-First: Juan-Camilo 
Author-X-Name-Last: Cardenas 
Title: An Experiment on Enforcement Strategies for Managing a Local Environment Resource 
Abstract:
  Managing local environmental resources with moderately enforced
 government regulations can often be counterproductive, whereas nonbinding
 communications can be remarkably effective. The authors describe a
 classroom experiment that illustrates these points. The experiment is rich
 in its institutional settings and highlights the challenges that
 policymakers and communities face in enforcing environmental regulations.
 The experiment has been run successfully in a variety of courses and
 disciplines at both the undergraduate and graduate levels, including
 microeconomics, public finance, and a natural resources conservation
 course. The experiment would be appropriate in environmental economics and
 game theory courses. This experiment has also been used in the field with
 villagers who face challenges similar to the experiment; the field results
 were comparable to those in the classroom. 
Journal: The Journal of Economic Education 
Pages: 47-61 
Issue: 1 
Volume: 35 
Year: 2004 
Month: 1 
X-DOI: 10.3200/JECE.35.1.47-61 
File-URL: http://hdl.handle.net/10.3200/JECE.35.1.47-61 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:1:p:47-61




Template-Type: ReDIF-Article 1.0
Author-Name: Timothy L. Sorenson 
Author-X-Name-First: Timothy L. 
Author-X-Name-Last: Sorenson 
Title: Limit Pricing with Incomplete Information: Answers to Frequently Asked Questions 
Abstract:
  Strategic pricing is an important and exciting topic in industrial
 organization and the economics of strategy. A wide range of texts use what
 has become a standard version of the Milgrom and Roberts (1982a)
 limit-pricing model to convey the essential ideas of strategic pricing
 under incomplete information. In addition to providing a formal, but
 succinct, review of the standard model, the author addresses three
 questions that commonly arise when the model is presented to students:
 What happens if there are more than two periods. What if information is
 still incomplete in the postentry subgame. What if the incumbent does not
 know the entrant's beliefs. The author shows that, although there are some
 interesting behavioral implications, none of these extensions
 significantly changes the conclusions of the basic model. 
Journal: The Journal of Economic Education 
Pages: 62-78 
Issue: 1 
Volume: 35 
Year: 2004 
Month: 1 
X-DOI: 10.3200/JECE.35.1.62-78 
File-URL: http://hdl.handle.net/10.3200/JECE.35.1.62-78 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:1:p:62-78




Template-Type: ReDIF-Article 1.0
Author-Name: Ching-chong Lai 
Author-X-Name-First: Ching-chong 
Author-X-Name-Last: Lai 
Author-Name: Juin-jen Chang 
Author-X-Name-First: Juin-jen 
Author-X-Name-Last: Chang 
Author-Name: Ming-ruey Kao 
Author-X-Name-First: Ming-ruey 
Author-X-Name-Last: Kao 
Title: The Money-Creation Model: Graphic Illustration 
Abstract:
  The authors propose a pedagogical apparatus embodying a solid
 microfoundation with emphasis on the public's choice between currency and
 demand deposits being an optimal decision. On the basis of the pedagogical
 exposition, the authors explain how money supply is related to the
 combined behaviors of the central bank, commercial banks, and the public. 
Journal: The Journal of Economic Education 
Pages: 79-88 
Issue: 1 
Volume: 35 
Year: 2004 
Month: 1 
X-DOI: 10.3200/JECE.35.1.79-88 
File-URL: http://hdl.handle.net/10.3200/JECE.35.1.79-88 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:1:p:79-88




Template-Type: ReDIF-Article 1.0
Author-Name: Cynthia L. Harter 
Author-X-Name-First: Cynthia L. 
Author-X-Name-Last: Harter 
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: Changing Incentives and Time Allocations for Academic Economists: Results from 1995 and 2000 National Surveys 
Abstract:
  How much time do academic economists allocate to teaching, research, and
 service, and how much time do their departments want them to allocate to
 these pursuits. As a result of the decline in economics majors in the
 early 1990s, was there a change in the reward system and time allocation
 of academic economists toward teaching. In this study, the authors combine
 1995 and 2000 survey data collected by Becker and Watts (1996, 2001) to
 describe teaching methods in undergraduate economics courses at five
 Carnegie Foundation categories of colleges and universities in the United
 States. The focus here is on a previously unreported section of these
 surveys, in which respondents were asked to indicate the percentage of
 time they allocated to teaching, research, and service and to provide the
 weightings they felt their own departments assigned to these activities in
 making decisions about annual raises or promotion and tenure. 
Journal: The Journal of Economic Education 
Pages: 89-97 
Issue: 1 
Volume: 35 
Year: 2004 
Month: 1 
X-DOI: 10.3200/JECE.35.1.89-97 
File-URL: http://hdl.handle.net/10.3200/JECE.35.1.89-97 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:1:p:89-97




Template-Type: ReDIF-Article 1.0
Author-Name: William Bosshardt 
Author-X-Name-First: William 
Author-X-Name-Last: Bosshardt 
Title: Student Drops and Failure in Principles Courses 
Abstract:
  Many studies have identified factors that contribute to success in
 economics principles courses, but few have examined the causes and effects
 of student drops and failure. The author follows 239 students through
 their economic principles course and tracks the students in the year after
 the course. The author constructs a model predicting student noncompletion
 of the course (drops) to identify factors that may reduce student drops.
 The fate of these students is important to instructors who are concerned
 about the large number of students who drop or do not make the grade and
 wonder what impact the students' failure will have on their immediate
 future. The issue also may be viewed as one of efficiency&#x2014;why
 should students who are struggling bother continuing in a course. To
 investigate this issue, the author compared students who were at risk but
 did not drop to those who dropped in terms of their academic performance
 after the principles course. 
Journal: The Journal of Economic Education 
Pages: 111-128 
Issue: 2 
Volume: 35 
Year: 2004 
Month: 4 
X-DOI: 10.3200/JECE.35.2.111-128 
File-URL: http://hdl.handle.net/10.3200/JECE.35.2.111-128 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:2:p:111-128




Template-Type: ReDIF-Article 1.0
Author-Name: Paul W. Grimes 
Author-X-Name-First: Paul W. 
Author-X-Name-Last: Grimes 
Author-Name: Meghan J. Millea 
Author-X-Name-First: Meghan J. 
Author-X-Name-Last: Millea 
Author-Name: Thomas W. Woodruff 
Author-X-Name-First: Thomas W. 
Author-X-Name-Last: Woodruff 
Title: Grades&#x2014;Who's to Blame? Student Evaluation of Teaching and Locus of Control 
Abstract:
  The authors examine the relationship between students' locus of control
 and their evaluation of teaching in a traditional principles of economics
 course. <italic>Locus of control</italic> is a psychological construct
 that identifies an individual's beliefs about the degree of personal
 control that can be exercised over his or her environment. Students with
 an internal locus-of-control orientation accept responsibility for control
 over their environment whereas those with an external orientation believe
 that they have little control or power to affect personal outcomes. The
 authors entered students' Rotter scale scores derived from the standard
 instrument used to measure locus of control orientation into an empirical
 ordered probit model estimated to explain the determination of student
 evaluation of teaching scores. The results indicate that more internally
 oriented students had a greater probability of assigning above average
 evaluation marks with respect to instructor performance whereas more
 externally oriented students had a greater probability of assigning
 average and below average instructor evaluation marks. 
Journal: The Journal of Economic Education 
Pages: 129-147 
Issue: 2 
Volume: 35 
Year: 2004 
Month: 4 
X-DOI: 10.3200/JECE.35.2.129-147 
File-URL: http://hdl.handle.net/10.3200/JECE.35.2.129-147 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:2:p:129-147




Template-Type: ReDIF-Article 1.0
Author-Name: Joseph Santos 
Author-X-Name-First: Joseph 
Author-X-Name-Last: Santos 
Author-Name: Angeline M. Lavin 
Author-X-Name-First: Angeline M. 
Author-X-Name-Last: Lavin 
Title: Do as I Do, Not as I Say: Assessing Outcomes When Students Think Like Economists 
Abstract:
  The authors measured the pedagogical value of sharing with students what
 economists do and how they do it. Ostensibly, thinking and researching
 like economists will transform students into better and more engaged
 learners as well as provide instructors with effective assessment tools.
 One way to bring students closer to what economists do is to implement an
 empirical economics research curriculum that teaches students how to
 access, chart, and interpret macroeconomic data; search and access
 peer-reviewed journal articles; and formulate, in writing, positions on
 economic issues. The authors assess student results with respect to an
 empirical research curriculum that they designed and introduced in a money
 and banking course at South Dakota State University. 
Journal: The Journal of Economic Education 
Pages: 148-161 
Issue: 2 
Volume: 35 
Year: 2004 
Month: 4 
X-DOI: 10.3200/JECE.35.2.148-161 
File-URL: http://hdl.handle.net/10.3200/JECE.35.2.148-161 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:2:p:148-161




Template-Type: ReDIF-Article 1.0
Author-Name: Wayne A. Grove 
Author-X-Name-First: Wayne A. 
Author-X-Name-Last: Grove 
Author-Name: Tim Wasserman 
Author-X-Name-First: Tim 
Author-X-Name-Last: Wasserman 
Title: The Life-Cycle Pattern of Collegiate GPA: Longitudinal Cohort Analysis and Grade Inflation 
Abstract:
  Individual semester-by-semester undergraduate grade point average for
 each of the eight semesters of the collegiate academic life cycle for five
 entire student cohorts for the classes of 1998, 1999, 2000, 2001, and 2002
 at a large, private university in the northeast (<italic>N</italic> =
 12,663) reveal a "check-mark" pattern: students' grades fell in the second
 semester, rose thereafter, and slumped in the last academic term.
 Attrition and participation in the Greek system explain over half of the
 longitudinal change in academic achievement. A comparison of the five
 cohorts of students indicates a rate of grade inflation comparable to that
 obtained for multischool studies covering the period 1960 to the late
 1990s. 
Journal: The Journal of Economic Education 
Pages: 162-174 
Issue: 2 
Volume: 35 
Year: 2004 
Month: 4 
X-DOI: 10.3200/JECE.35.2.162-174 
File-URL: http://hdl.handle.net/10.3200/JECE.35.2.162-174 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:2:p:162-174




Template-Type: ReDIF-Article 1.0
Author-Name: Yvan Lengwiler 
Author-X-Name-First: Yvan 
Author-X-Name-Last: Lengwiler 
Title: A Monetary Policy Simulation Game 
Abstract:
  The author presents a computer game that puts the player in the role of a
 central bank governor. The game is a stochastic simulation of a standard
 reduced form macro model, and the user interacts with this simulation by
 manipulating the interest rate. The problem the player faces is in many
 ways quite realistic&#x2014;just as a real monetary authority, the player
 is confronted with a constant stream of shocks he cannot unambiguously
 identify, and his decisions affect the economy only with a considerable
 lag. These are two ingredients that make monetary policy decisions so
 challenging in reality and that also make playing this game successfully
 rather difficult. The game can be used for undergraduate or continuing
 education classes. An "advanced mode" allows the teacher (or student) to
 customize many aspects of the simulation and to experiment with different
 calibrations or different monetary feedback rules. 
Journal: The Journal of Economic Education 
Pages: 175-183 
Issue: 2 
Volume: 35 
Year: 2004 
Month: 4 
X-DOI: 10.3200/JECE.35.2.175-183 
File-URL: http://hdl.handle.net/10.3200/JECE.35.2.175-183 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:2:p:175-183




Template-Type: ReDIF-Article 1.0
Author-Name: John M. Barron 
Author-X-Name-First: John M. 
Author-X-Name-Last: Barron 
Author-Name: Kelly Hunt Blanchard 
Author-X-Name-First: Kelly Hunt 
Author-X-Name-Last: Blanchard 
Author-Name: John R. Umbeck 
Author-X-Name-First: John R. 
Author-X-Name-Last: Umbeck 
Title: An Economic Analysis of a Change in an Excise Tax 
Abstract:
  The authors present an example of the effect a change in the excise tax
 can have on retail gasoline prices. The findings provide support for
 standard economic theory, as well as provide a vehicle for illustrating
 some of the subtleties of the analysis, including the implicit assumptions
 regarding the implications for the buying and selling prices of middlemen. 
Journal: The Journal of Economic Education 
Pages: 184-196 
Issue: 2 
Volume: 35 
Year: 2004 
Month: 4 
X-DOI: 10.3200/JECE.35.2.184-196 
File-URL: http://hdl.handle.net/10.3200/JECE.35.2.184-196 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:2:p:184-196




Template-Type: ReDIF-Article 1.0
Author-Name: Jerry Evensky 
Author-X-Name-First: Jerry 
Author-X-Name-Last: Evensky 
Title: Economics in Context 
Abstract:
  Academic departmentalization has limited the dimensionality and thus the
 richness of analysis in the social sciences. The author examines the case
 of a modern economics as an example. He reviews the ideas of Williamson
 (2000), who cites the limits of scope in the New Institutional Economics;
 Buchanan, who lays bare the ethical foundations of political economy in
 his constitutional economics; and Adam Smith, whose moral philosophy
 reflects a fully dimensional analysis. The author cites examples of how
 modern economic analysis can be enhanced by a reintegration with the other
 social sciences. 
Journal: The Journal of Economic Education 
Pages: 197-211 
Issue: 2 
Volume: 35 
Year: 2004 
Month: 4 
X-DOI: 10.3200/JECE.35.2.197-211 
File-URL: http://hdl.handle.net/10.3200/JECE.35.2.197-211 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:2:p:197-211




Template-Type: ReDIF-Article 1.0
Author-Name: James J. Murphy 
Author-X-Name-First: James J. 
Author-X-Name-Last: Murphy 
Title: A Simple Program to Conduct a Hand-Run Double Auction in the Classroom 
Journal: The Journal of Economic Education 
Pages: 212-212 
Issue: 2 
Volume: 35 
Year: 2004 
Month: 4 
X-DOI: 10.3200/JECE.35.2.212-212 
File-URL: http://hdl.handle.net/10.3200/JECE.35.2.212-212 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:2:p:212-212




Template-Type: ReDIF-Article 1.0
Author-Name: Mary Ellen Benedict 
Author-X-Name-First: Mary Ellen 
Author-X-Name-Last: Benedict 
Author-Name: John Hoag 
Author-X-Name-First: John 
Author-X-Name-Last: Hoag 
Title: Seating Location in Large Lectures: Are Seating Preferences or Location Related to Course Performance? 
Abstract:
  Using data on individuals taking principles of economics courses in large
 lecture rooms, the authors investigate whether a student's seating
 preference is related to success in the classroom. They find that
 individuals who prefer to sit near the front of the room have a higher
 probability of receiving As, whereas those who prefer the back have a
 higher probability of receiving Ds and Fs. A preference for sitting in the
 back, regardless whether one did so, increased the probability of
 receiving a D or F by 23 percentage points. Students unable to sit in
 their preferred locations and forced forward tend to receive higher
 grades, despite their preferences for back seats. Seating preferences and
 final seat location may be separate factors affecting grade performance.
 How instructors should teach large lectures is unclear. Developing seating
 distribution that addresses learning needs may impose high opportunity
 costs on students who have reasons unrelated to learning for their seating
 choices. 
Journal: The Journal of Economic Education 
Pages: 215-231 
Issue: 3 
Volume: 35 
Year: 2004 
Month: 7 
X-DOI: 10.3200/JECE.35.3.215-231 
File-URL: http://hdl.handle.net/10.3200/JECE.35.3.215-231 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:3:p:215-231




Template-Type: ReDIF-Article 1.0
Author-Name: Catherine S. Elliott 
Author-X-Name-First: Catherine S. 
Author-X-Name-Last: Elliott 
Title: A May <italic>American Economic Review</italic> Papers Seminar and an Analytic Project for Advanced Undergraduates 
Abstract:
  The author describes two learning activities for teaching economics at
 the advanced undergraduate level: a May <italic>American Economic Review
 (AER)</italic> papers seminar and an analytic project. Both activities
 help students learn to "do economics." The May <italic>AER</italic> papers
 seminar promotes in-depth synthesis and interpretation on the basis of
 printed session papers of the American Economics Association's annual
 meetings. The seminar relies on four structured components: a
 session-choice process, an advance question and answer exercise, a seminar
 discourse strategy, and a critical impact paper. The analytic project
 requires independent formulation and solution of a problem. Components
 include a procedure to write the project report, an oral class
 presentation, a listener-response exercise, and feedback in two phases. 
Journal: The Journal of Economic Education 
Pages: 232-242 
Issue: 3 
Volume: 35 
Year: 2004 
Month: 7 
X-DOI: 10.3200/JECE.35.3.232-242 
File-URL: http://hdl.handle.net/10.3200/JECE.35.3.232-242 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:3:p:232-242




Template-Type: ReDIF-Article 1.0
Author-Name: Bradley T. Ewing 
Author-X-Name-First: Bradley T. 
Author-X-Name-Last: Ewing 
Author-Name: Jamie B. Kruse 
Author-X-Name-First: Jamie B. 
Author-X-Name-Last: Kruse 
Author-Name: Mark A. Thompson 
Author-X-Name-First: Mark A. 
Author-X-Name-Last: Thompson 
Title: Money Demand and Risk: A Classroom Experiment 
Abstract:
  The authors describe a classroom experiment that motivates student
 understanding of behavior toward risk and its effect on money demand. In
 this experiment, students are endowed with an income stream that they can
 allocate between a risk-free fund and a risky fund. Changes in volatility
 are represented by mean-preserving changes in the variance of the risky
 fund. When volatility of the risky fund increases, reallocating to the
 risk-free fund results in an increase in aggregate money demand. By
 responding to changes in volatility and then observing the aggregate
 response of their cohort, students gain a better understanding of the
 concept of money demand, portfolio allocation, and risk. 
Journal: The Journal of Economic Education 
Pages: 243-250 
Issue: 3 
Volume: 35 
Year: 2004 
Month: 7 
X-DOI: 10.3200/JECE.35.3.243-250 
File-URL: http://hdl.handle.net/10.3200/JECE.35.3.243-250 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:3:p:243-250




Template-Type: ReDIF-Article 1.0
Author-Name: Alan J. Brokaw 
Author-X-Name-First: Alan J. 
Author-X-Name-Last: Brokaw 
Author-Name: Thomas E. Merz 
Author-X-Name-First: Thomas E. 
Author-X-Name-Last: Merz 
Title: Active Learning with Monty Hall in a Game Theory Class 
Abstract:
  The authors describe a game that students can play on the first day of a
 game theory class. The game introduces the 4 essential elements of any
 game and is designed so that its sequel, also played on the first day of
 class, has students playing the well-known Monty Hall game, which raises
 the question: Should you switch doors. By implementing a procedure
 proposed some 45 years ago, students not only quickly grasp the correct
 answer, but also become keenly aware of the importance of the assumption
 that players have common knowledge of the essential elements of a game. 
Journal: The Journal of Economic Education 
Pages: 259-268 
Issue: 3 
Volume: 35 
Year: 2004 
Month: 7 
X-DOI: 10.3200/JECE.35.3.259-268 
File-URL: http://hdl.handle.net/10.3200/JECE.35.3.259-268 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:3:p:259-268




Template-Type: ReDIF-Article 1.0
Author-Name: Holger Strulik 
Author-X-Name-First: Holger 
Author-X-Name-Last: Strulik 
Title: Solving Rational Expectations Models Using Excel 
Abstract:
  Simple problems of discrete-time optimal control can be solved using a
 standard spreadsheet software. The employed-solution method of backward
 iteration is intuitively understandable, does not require any programming
 skills, and is easy to implement so that it is suitable for classroom
 exercises with rational-expectations models. The author explains the
 method in general and shows how the basic models of neoclassical growth
 and real business cycles are solved using Microsoft Excel. 
Journal: The Journal of Economic Education 
Pages: 269-283 
Issue: 3 
Volume: 35 
Year: 2004 
Month: 7 
X-DOI: 10.3200/JECE.35.3.269-283 
File-URL: http://hdl.handle.net/10.3200/JECE.35.3.269-283 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:3:p:269-283




Template-Type: ReDIF-Article 1.0
Author-Name: Gideon Yaniv 
Author-X-Name-First: Gideon 
Author-X-Name-Last: Yaniv 
Title: Minimum Wage Compliance and the Labor Demand Curve 
Abstract:
  Contrary to the traditional analysis of the employment effects of the
 minimum wage setting, the author shows that if compliance is contingent
 upon enforcement, complying with the minimum wage law involves a
 <italic>leftward shift</italic> of the labor demand curve rather than an
 upward movement along the curve. Furthermore, the labor demand curve will
 shift leftward with enforcement even if enforcement is insufficient to
 ensure compliance, becoming vertical when the options of compliance and
 noncompliance are equally attractive. Hence, it is not paying the
 statutory minimum wage that brings about a reduction in employment down to
 the full-compliance level but enforcement that, if sufficiently high,
 induces that same reduction in employment, even if the employer is still
 noncomplying with the minimum wage law. 
Journal: The Journal of Economic Education 
Pages: 290-294 
Issue: 3 
Volume: 35 
Year: 2004 
Month: 7 
X-DOI: 10.3200/JECE.35.3.290-294 
File-URL: http://hdl.handle.net/10.3200/JECE.35.3.290-294 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:3:p:290-294




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in Undergraduate Economics Degrees, 1991 to 2003 
Journal: The Journal of Economic Education 
Pages: 304-308 
Issue: 3 
Volume: 35 
Year: 2004 
Month: 7 
X-DOI: 10.3200/JECE.35.3.304-308 
File-URL: http://hdl.handle.net/10.3200/JECE.35.3.304-308 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:3:p:304-308




Template-Type: ReDIF-Article 1.0
Author-Name: J J Arias 
Author-X-Name-First: J J 
Author-X-Name-Last: Arias 
Author-Name: Douglas M. Walker 
Author-X-Name-First: Douglas M. 
Author-X-Name-Last: Walker 
Title: Additional Evidence on the Relationship between Class Size and Student Performance 
Abstract:
  Much of the economic education literature suggests that the principles of
 economics class size does not significantly affect student performance.
 However, study methods have varied in terms of the aggregation level
 (student or class), the measure of performance (TUCE or course letter
 grade), and the class size measure (e.g., students who completed both the
 TUCE pretest and posttest). The authors perform an experiment with
 principles students using total exam points as the dependent variable in a
 model to explain student performance. By using the same instructor for all
 sections, the authors control variation in instruction, lecture material,
 and topic coverage; they also account for variation in student abilities.
 In contrast to many other studies, the authors find statistically
 significant evidence that small class size has a positive impact on
 student performance. 
Journal: The Journal of Economic Education 
Pages: 311-329 
Issue: 4 
Volume: 35 
Year: 2004 
Month: 10 
X-DOI: 10.3200/JECE.35.4.311-329 
File-URL: http://hdl.handle.net/10.3200/JECE.35.4.311-329 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:4:p:311-329




Template-Type: ReDIF-Article 1.0
Author-Name: David Colander 
Author-X-Name-First: David 
Author-X-Name-Last: Colander 
Title: On the Treatment of Fixed and Sunk Costs in the Principles Textbooks 
Abstract:
  The author argues that, although the standard principles level treatment
 of fixed and sunk costs has problems, it is logically consistent as long
 as all fixed costs are assumed to be sunk costs. As long as the instructor
 makes that assumption clear to students, the costs of making the changes
 recently suggested by X. Henry Wang and Bill Z. Yang in the
 <italic>Journal of Economic Education</italic> are greater than the
 benefits. 
Journal: The Journal of Economic Education 
Pages: 360-364 
Issue: 4 
Volume: 35 
Year: 2004 
Month: 10 
X-DOI: 10.3200/JECE.35.4.360-364 
File-URL: http://hdl.handle.net/10.3200/JECE.35.4.360-364 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:4:p:360-364




Template-Type: ReDIF-Article 1.0
Author-Name: X. Henry Wang 
Author-X-Name-First: X. Henry 
Author-X-Name-Last: Wang 
Author-Name: Bill Z. Yang 
Author-X-Name-First: Bill Z. 
Author-X-Name-Last: Yang 
Title: On the Treatment of Fixed and Sunk Costs in Principles Textbooks: A Comment and a Reply 
Abstract:
  The authors reply to Colander's comment in this issue on their earlier
 article (Wang and Yang 2001). They emphasize the necessity to define fixed
 cost differently than sunk cost because fixed vs. variable costs and sunk
 vs. avoidable costs classify the total costs from two different
 perspectives. They show that it is logically incorrect and inconsistent if
 fixed cost is a synonym of sunk cost. To avoid confusion in pedagogy and
 education of economics, they argue that fixed cost should be correctly
 defined in principles textbooks, rather than corrected later at more
 advanced levels. 
Journal: The Journal of Economic Education 
Pages: 365-369 
Issue: 4 
Volume: 35 
Year: 2004 
Month: 10 
X-DOI: 10.3200/JECE.35.4.365-369 
File-URL: http://hdl.handle.net/10.3200/JECE.35.4.365-369 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:4:p:365-369




Template-Type: ReDIF-Article 1.0
Author-Name: Daniel S. Hamermesh 
Author-X-Name-First: Daniel S. 
Author-X-Name-Last: Hamermesh 
Title: Maximizing the Substance in the Soundbite: A Media Guide for Economists 
Abstract:
  With this guide, the author aims to induce more economists to talk to
 people in the media as a means of expanding educational outreach. The
 guide provides discussions of "do's" and "don'ts" and offers advice on
 which kinds of research are likely to interest reporters. The author
 suggests specific approaches to dealing with reporters in different types
 of media, including print, radio, and television. 
Journal: The Journal of Economic Education 
Pages: 370-382 
Issue: 4 
Volume: 35 
Year: 2004 
Month: 10 
X-DOI: 10.3200/JECE.35.4.370-382 
File-URL: http://hdl.handle.net/10.3200/JECE.35.4.370-382 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:4:p:370-382




Template-Type: ReDIF-Article 1.0
Author-Name: Hal R. Varian 
Author-X-Name-First: Hal R. 
Author-X-Name-Last: Varian 
Title: How to Make a Scene 
Abstract:
  Each Thursday, the <italic>New York Times</italic> publishes a column
 called "Economic Scene" on page C2 of the Business Section. The authorship
 of the column rotates among four individuals: Alan Krueger, Virginia
 Postrel, Jeff Madrick, and the author. This essay is about how he came to
 be a columnist and how he goes about writing the columns. 
Journal: The Journal of Economic Education 
Pages: 383-390 
Issue: 4 
Volume: 35 
Year: 2004 
Month: 10 
X-DOI: 10.3200/JECE.35.4.383-390 
File-URL: http://hdl.handle.net/10.3200/JECE.35.4.383-390 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:4:p:383-390




Template-Type: ReDIF-Article 1.0
Author-Name: R. Glenn Hubbard 
Author-X-Name-First: R. Glenn 
Author-X-Name-Last: Hubbard 
Title: The Economist as Public Intellectual 
Abstract:
  Over the past two decades, the rising number of outlets for communication
 through cable networks and electronic broadcasting (not to mention
 self-promoting Web "blogs") has stimulated the demand for economic
 commentary. Only the academic economist, as "public intellectual," can
 provided this commentary in a coherent and rigorous way via the three
 levels of communication described in this article. 
Journal: The Journal of Economic Education 
Pages: 391-394 
Issue: 4 
Volume: 35 
Year: 2004 
Month: 10 
X-DOI: 10.3200/JECE.35.4.391-394 
File-URL: http://hdl.handle.net/10.3200/JECE.35.4.391-394 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:4:p:391-394




Template-Type: ReDIF-Article 1.0
Author-Name: Klaus F. Zimmermann 
Author-X-Name-First: Klaus F. 
Author-X-Name-Last: Zimmermann 
Title: Advising Policymakers through the Media 
Abstract:
  In the information age, an exchange with the media is part of the duties
 the economics profession has to deliver to educate the public. A key issue
 is the education of policymakers through the media. It is the silver
 bullet of policy advice in comparison to commissioned research and
 face-to-face advice provided to the politician. It also pleases the vanity
 of the scientist: Few economists are willing to sacrifice the celebrity of
 public visibility to the effectiveness of face-to-face advice. The author
 advocates for a stronger role of researchers in the public debate and
 suggests ways to become more influential. He argues that in the long run
 agenda setting is a more promising strategy than reactive press
 activities. 
Journal: The Journal of Economic Education 
Pages: 395-406 
Issue: 4 
Volume: 35 
Year: 2004 
Month: 10 
X-DOI: 10.3200/JECE.35.4.395-406 
File-URL: http://hdl.handle.net/10.3200/JECE.35.4.395-406 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:4:p:395-406




Template-Type: ReDIF-Article 1.0
Author-Name: Paul Solman 
Author-X-Name-First: Paul 
Author-X-Name-Last: Solman 
Title: Comments on Economic Education and Journalism 
Journal: The Journal of Economic Education 
Pages: 407-411 
Issue: 4 
Volume: 35 
Year: 2004 
Month: 10 
X-DOI: 10.3200/JECE.35.4.407-411 
File-URL: http://hdl.handle.net/10.3200/JECE.35.4.407-411 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:4:p:407-411




Template-Type: ReDIF-Article 1.0
Author-Name: Michael Mandel 
Author-X-Name-First: Michael 
Author-X-Name-Last: Mandel 
Title: Comments on Economic Education and Journalism 
Journal: The Journal of Economic Education 
Pages: 412-414 
Issue: 4 
Volume: 35 
Year: 2004 
Month: 10 
X-DOI: 10.3200/JECE.35.4.412-414 
File-URL: http://hdl.handle.net/10.3200/JECE.35.4.412-414 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:4:p:412-414




Template-Type: ReDIF-Article 1.0
Author-Name: Roger Dahlgran 
Author-X-Name-First: Roger 
Author-X-Name-Last: Dahlgran 
Title: A Multifaceted Online Futures Markets Test Bank: Content and Code 
Journal: The Journal of Economic Education 
Pages: 415-415 
Issue: 4 
Volume: 35 
Year: 2004 
Month: 10 
X-DOI: 10.3200/JECE.35.4.415-415 
File-URL: http://hdl.handle.net/10.3200/JECE.35.4.415-415 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:4:p:415-415




Template-Type: ReDIF-Article 1.0
Author-Name: Jamus Jerome Lim 
Author-X-Name-First: Jamus Jerome 
Author-X-Name-Last: Lim 
Title: The International Economics Network 
Journal: The Journal of Economic Education 
Pages: 416-416 
Issue: 4 
Volume: 35 
Year: 2004 
Month: 10 
X-DOI: 10.3200/JECE.35.4.416-416 
File-URL: http://hdl.handle.net/10.3200/JECE.35.4.416-416 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:4:p:416-416




Template-Type: ReDIF-Article 1.0
Author-Name: K. K. Fung 
Author-X-Name-First: K. K. 
Author-X-Name-Last: Fung 
Author-Name: Sri Harsha Kolar 
Author-X-Name-First: Sri Harsha 
Author-X-Name-Last: Kolar 
Title: Production and Cost (Short Run)&#x2014;Flash Animation 
Journal: The Journal of Economic Education 
Pages: 417-417 
Issue: 4 
Volume: 35 
Year: 2004 
Month: 10 
X-DOI: 10.3200/JECE.35.4.417-417 
File-URL: http://hdl.handle.net/10.3200/JECE.35.4.417-417 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:35:y:2004:i:4:p:417-417




Template-Type: ReDIF-Article 1.0
Author-Name: Paul Isely 
Author-X-Name-First: Paul 
Author-X-Name-Last: Isely 
Author-Name: Harinder Singh 
Author-X-Name-First: Harinder 
Author-X-Name-Last: Singh 
Title: Do Higher Grades Lead to Favorable Student Evaluations? 
Abstract:
  The relationship between expected grades and student evaluations of
 teaching (SET) has been controversial. The authors take another look at
 the controversy by employing class-specific observations and controlling
 for time-invariant instructor and course differences with a fixed-effects
 model. The authors' empirical results indicate that if an instructor of a
 particular course has some classes in which students expect higher grades,
 a more favorable average SET is obtained in these classes. Moreover, they
 find that it is the gap between expected grade and cumulative grade point
 average of incoming students that is the relevant explanatory variable,
 not expected grade as employed in the previous literature. 
Journal: The Journal of Economic Education 
Pages: 29-42 
Issue: 1 
Volume: 36 
Year: 2005 
Month: 1 
X-DOI: 10.3200/JECE.36.1.29-42 
File-URL: http://hdl.handle.net/10.3200/JECE.36.1.29-42 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:1:p:29-42




Template-Type: ReDIF-Article 1.0
Author-Name: Gregory A. Krohn 
Author-X-Name-First: Gregory A. 
Author-X-Name-Last: Krohn 
Author-Name: Catherine M. O'Connor 
Author-X-Name-First: Catherine M. 
Author-X-Name-Last: O'Connor 
Title: Student Effort and Performance over the Semester 
Abstract:
  The authors extend the standard education production function and student
 time allocation analysis to focus on the interactions between student
 effort and performance over the semester. The purged instrumental variable
 technique is used to obtain consistent estimators of the structural
 parameters of the model using data from intermediate macroeconomics. The
 results of their study suggest that (1) students respond to higher midterm
 scores by reducing the number of hours they subsequently allocate to
 studying for the course; (2) contrary to results based on semester totals,
 class attendance is not related to examination scores throughout the
 semester; (3) study time has a small, but statistically significant,
 negative effect on student performance; and (4) although men outperform
 women on examinations, the difference may diminish over the course of the
 semester. 
Journal: The Journal of Economic Education 
Pages: 3-28 
Issue: 1 
Volume: 36 
Year: 2005 
Month: 1 
X-DOI: 10.3200/JECE.36.1.3-28 
File-URL: http://hdl.handle.net/10.3200/JECE.36.1.3-28 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:1:p:3-28




Template-Type: ReDIF-Article 1.0
Author-Name: Harlan M. Smith II 
Author-X-Name-First: Harlan M. 
Author-X-Name-Last: Smith II 
Author-Name: Amy Broughton 
Author-X-Name-First: Amy 
Author-X-Name-Last: Broughton 
Author-Name: Jaime Copley 
Author-X-Name-First: Jaime 
Author-X-Name-Last: Copley 
Title: Evaluating the Written Work of Others: One Way Economics Students Can Learn to Write 
Abstract:
  The authors present a series of writing assignments that teaches students
 how to evaluate and critique the written economic work of others. The
 foundation text is McCloskey's (2000) <italic>Economical Writing.</italic>
 The students' dialogues with McCloskey, with each other, and with the
 authors of the pieces they evaluate sharpen their understanding of, and
 ability to use, language as an instrument of economic thought. Interviews
 with former students identify specific benefits from the student
 perspective of this approach. The authors show how the assignment series
 can be modified in several ways and how the general approach, as well as
 the foundation text, can be used in different economics courses. 
Journal: The Journal of Economic Education 
Pages: 43-58 
Issue: 1 
Volume: 36 
Year: 2005 
Month: 1 
X-DOI: 10.3200/JECE.36.1.43-58 
File-URL: http://hdl.handle.net/10.3200/JECE.36.1.43-58 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:1:p:43-58




Template-Type: ReDIF-Article 1.0
Author-Name: Roger E. Bolton 
Author-X-Name-First: Roger E. 
Author-X-Name-Last: Bolton 
Title: Computer Simulation of the Alonso Household Location Model in the Microeconomics Course 
Abstract:
  Computer simulation of the Alonso household location model can enrich the
 intermediate microeconomics course. The model includes decisions on
 location, land space, and other goods and is a valuable complement to the
 usual textbook model of household consumption. It has three decision
 variables, one of which is a "bad," and one good's price is a nonlinear
 function of another decision variable. These instructive complications are
 easily within the grasp of students. The simulation illustrates algebraic
 utility functions that are important in later courses. The author
 describes ways to simulate various versions of the model, from relatively
 simple to advanced, including a version that incorporates time-allocation
 decisions, thus giving the instructor flexibility in teaching students of
 varying ability. 
Journal: The Journal of Economic Education 
Pages: 59-76 
Issue: 1 
Volume: 36 
Year: 2005 
Month: 1 
X-DOI: 10.3200/JECE.36.1.59-76 
File-URL: http://hdl.handle.net/10.3200/JECE.36.1.59-76 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:1:p:59-76




Template-Type: ReDIF-Article 1.0
Author-Name: Peter E. Kennedy 
Author-X-Name-First: Peter E. 
Author-X-Name-Last: Kennedy 
Title: Oh No! I Got the Wrong Sign! What Should I Do? 
Abstract:
  Getting a "wrong" sign in empirical work is a common phenomenon.
 Remarkably, econometrics textbooks provide very little information to
 practitioners on how this problem can arise. The author exposits a long
 list of ways in which a wrong sign can occur and how it might be
 corrected. 
Journal: The Journal of Economic Education 
Pages: 77-92 
Issue: 1 
Volume: 36 
Year: 2005 
Month: 1 
X-DOI: 10.3200/JECE.36.1.77-92 
File-URL: http://hdl.handle.net/10.3200/JECE.36.1.77-92 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:1:p:77-92




Template-Type: ReDIF-Article 1.0
Author-Name: Edward M. Scahill 
Author-X-Name-First: Edward M. 
Author-X-Name-Last: Scahill 
Author-Name: Claire Melican 
Author-X-Name-First: Claire 
Author-X-Name-Last: Melican 
Title: The Preparation and Experience of Advanced Placement in Economics Instructors 
Abstract:
  The authors summarize the results of a survey of 1,365 instructors of
 advanced placement (AP) economics courses; responses were received from
 296 instructors (21.7 percent). The authors discuss the respondents'
 textbook preferences, graduate and undergraduate backgrounds, teaching
 experiences, and evaluations of nontextbook teaching materials. 
Journal: The Journal of Economic Education 
Pages: 93-98 
Issue: 1 
Volume: 36 
Year: 2005 
Month: 1 
X-DOI: 10.3200/JECE.36.1.93-98 
File-URL: http://hdl.handle.net/10.3200/JECE.36.1.93-98 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:1:p:93-98




Template-Type: ReDIF-Article 1.0
Author-Name: Catherine Eckel 
Author-X-Name-First: Catherine 
Author-X-Name-Last: Eckel 
Author-Name: Melayne Morgan McInnes 
Author-X-Name-First: Melayne Morgan 
Author-X-Name-Last: McInnes 
Author-Name: Sara Solnick 
Author-X-Name-First: Sara 
Author-X-Name-Last: Solnick 
Author-Name: Jean Ensminger 
Author-X-Name-First: Jean 
Author-X-Name-Last: Ensminger 
Author-Name: Roland Fryer 
Author-X-Name-First: Roland 
Author-X-Name-Last: Fryer 
Author-Name: Ronald Heiner 
Author-X-Name-First: Ronald 
Author-X-Name-Last: Heiner 
Author-Name: Gavin Samms 
Author-X-Name-First: Gavin 
Author-X-Name-Last: Samms 
Author-Name: Katri Sieberg 
Author-X-Name-First: Katri 
Author-X-Name-Last: Sieberg 
Author-Name: Rick Wilson 
Author-X-Name-First: Rick 
Author-X-Name-Last: Wilson 
Title: Bobbing for Widgets: Compensating Wage Differentials 
Abstract:
  The authors describe a classroom game that introduces the concept of
 compensating wage differentials by allowing students to negotiate over the
 assignment of jobs and wages. Two jobs are designed so that neither job
 requires special skills, but one is significantly more unpleasant than the
 other. By varying the job titles and duties, students can see how wages
 respond to changes in job characteristics. The impact of various policy
 measures, such as comparable worth legislation and safety regulation, is
 also explored. This game can be conducted in a 50-minute class and
 requires only a deck of cards, poker chips, and a container of ice water. 
Journal: The Journal of Economic Education 
Pages: 129-138 
Issue: 2 
Volume: 36 
Year: 2005 
Month: 4 
X-DOI: 10.3200/JECE.36.2.129-138 
File-URL: http://hdl.handle.net/10.3200/JECE.36.2.129-138 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:2:p:129-138




Template-Type: ReDIF-Article 1.0
Author-Name: Geert B. Woltjer 
Author-X-Name-First: Geert B. 
Author-X-Name-Last: Woltjer 
Title: Decisions and Macroeconomics: Development and Implementation of a Simulation Game 
Abstract:
  For many students macroeconomics is very abstract; it is difficult for
 them to imagine that the theories are fundamentally about the coordination
 of human decisions. The author developed a simulation game called Steer
 the Economy that creates the possibility for students to make the
 decisions of the firms that are implicit in macroeconomic models. The game
 consists of a computer network where players manage their own company for
 the equivalent of 150 months. The players make decisions about prices,
 wages, labor demand, and investment. All players together are the complete
 production sector of the economy. Consumption, government, and the Central
 Bank are incorporated in the computer model and can be manipulated by the
 game leader. The interaction between the player decisions generates
 fluctuations in, for example, unemployment, inflation, real wages, and
 investment. Players can increase the profits of their companies in the
 game by analyzing micro- and macroeconomic dynamics in the game economy. A
 system of feedback is provided to generate the necessary skills. 
Journal: The Journal of Economic Education 
Pages: 139-144 
Issue: 2 
Volume: 36 
Year: 2005 
Month: 4 
X-DOI: 10.3200/JECE.36.2.139-144 
File-URL: http://hdl.handle.net/10.3200/JECE.36.2.139-144 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:2:p:139-144




Template-Type: ReDIF-Article 1.0
Author-Name: Michael Pickhardt 
Author-X-Name-First: Michael 
Author-X-Name-Last: Pickhardt 
Title: Teaching Public Goods Theory With a Classroom Game 
Abstract:
  The author extends the work of Holt and Laury (1997) on a simple
 noncomputerized card game for teaching the essential aspects of public
 goods theory. He suggests a course of several lectures and discusses the
 behavior of subjects in various game sessions. Among other things, the
 results provide experimental evidence with respect to the private
 provision of public goods. Other aspects discussed include anomalous
 behavior patterns and a critical review of the game. He provides student
 exercises in the appendix. 
Journal: The Journal of Economic Education 
Pages: 145-159 
Issue: 2 
Volume: 36 
Year: 2005 
Month: 4 
X-DOI: 10.3200/JECE.36.2.145-159 
File-URL: http://hdl.handle.net/10.3200/JECE.36.2.145-159 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:2:p:145-159




Template-Type: ReDIF-Article 1.0
Author-Name: Roland G. Fryer 
Author-X-Name-First: Roland G. 
Author-X-Name-Last: Fryer 
Author-Name: Jacob K. Goeree 
Author-X-Name-First: Jacob K. 
Author-X-Name-Last: Goeree 
Author-Name: Charles A. Holt 
Author-X-Name-First: Charles A. 
Author-X-Name-Last: Holt 
Title: Experience-Based Discrimination: Classroom Games 
Abstract:
  The authors present a simple classroom game in which students are
 randomly designated as employers, purple workers, or green workers. This
 environment may generate "statistical" discrimination if workers of one
 color tend not to invest because they anticipate lower opportunities in
 the labor market, and these beliefs are self-confirming as employers learn
 that it is, on average, less profitable to hire workers of that color.
 Such discriminatory equilibria may arise even when workers are
 <italic>ex-ante</italic> identical, and the employer has no prior
 information regarding potential workers. The exercise typically generates
 a lively discussion about discrimination and how it may be addressed by
 alternative public policies. 
Journal: The Journal of Economic Education 
Pages: 160-170 
Issue: 2 
Volume: 36 
Year: 2005 
Month: 4 
X-DOI: 10.3200/JECE.36.2.160-170 
File-URL: http://hdl.handle.net/10.3200/JECE.36.2.160-170 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:2:p:160-170




Template-Type: ReDIF-Article 1.0
Author-Name: Sandra J. Peart 
Author-X-Name-First: Sandra J. 
Author-X-Name-Last: Peart 
Author-Name: David M. Levy 
Author-X-Name-First: David M. 
Author-X-Name-Last: Levy 
Title: Valuing (and Teaching) the Past 
Abstract:
  There is a difference between the private and social cost of preserving
 the past. Although it may be privately rational to forget the past, the
 social cost is significant: We fail to see that classical political
 economy is analytically egalitarian. The past is a rich source of
 surprises and debates, and resources on the Web are uniquely suited to
 teaching such wide-ranging debates. Our Secret History of the Dismal
 Science, at www.econlib.org, provides a series of windows on the literary
 and analytical texts and the artwork that figured in the debates. Students
 who read Smith juxtaposed with Whitman, who read the Carlyle-Mill
 exchange, and who see these images, understand the debate in a way that
 students who read only the <italic>Wealth of Nations</italic>, Ricardo's
 <italic>Principles</italic>, or John Stuart Mill cannot. 
Journal: The Journal of Economic Education 
Pages: 171-184 
Issue: 2 
Volume: 36 
Year: 2005 
Month: 4 
X-DOI: 10.3200/JECE.36.2.171-184 
File-URL: http://hdl.handle.net/10.3200/JECE.36.2.171-184 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:2:p:171-184




Template-Type: ReDIF-Article 1.0
Author-Name: Hirschel Kasper 
Author-X-Name-First: Hirschel 
Author-X-Name-Last: Kasper 
Title: Peer to Peer: Right and Wrong Lessons for Department Reviews 
Abstract:
  The author describes his experience with the process of peer reviews by
 economists of economics departments. On the bases of roughly 20 reviews of
 departments in the public and private sectors over two decades, he
 discusses how the process works and what can be accomplished by it and
 identifies some pitfalls that should be avoided. He offers lessons that
 are illustrated by actual examples of the effectiveness and mistakes of
 the process. 
Journal: The Journal of Economic Education 
Pages: 185-197 
Issue: 2 
Volume: 36 
Year: 2005 
Month: 4 
X-DOI: 10.3200/JECE.36.2.185-197 
File-URL: http://hdl.handle.net/10.3200/JECE.36.2.185-197 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:2:p:185-197




Template-Type: ReDIF-Article 1.0
Author-Name: Fabio Sabatini 
Author-X-Name-First: Fabio 
Author-X-Name-Last: Sabatini 
Title: Resources for the Study of Social Capital 
Journal: The Journal of Economic Education 
Pages: 198-198 
Issue: 2 
Volume: 36 
Year: 2005 
Month: 4 
X-DOI: 10.3200/JECE.36.2.198-198 
File-URL: http://hdl.handle.net/10.3200/JECE.36.2.198-198 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:2:p:198-198




Template-Type: ReDIF-Article 1.0
Author-Name: J. Wilson Mixon 
Author-X-Name-First: J. Wilson 
Author-X-Name-Last: Mixon 
Title: Analyzing Subsidies in Microsoft Excel 
Journal: The Journal of Economic Education 
Pages: 199-199 
Issue: 2 
Volume: 36 
Year: 2005 
Month: 4 
X-DOI: 10.3200/JECE.36.2.199-199 
File-URL: http://hdl.handle.net/10.3200/JECE.36.2.199-199 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:2:p:199-199




Template-Type: ReDIF-Article 1.0
Author-Name: David K. Round 
Author-X-Name-First: David K. 
Author-X-Name-Last: Round 
Author-Name: Martin Shanahan 
Author-X-Name-First: Martin 
Author-X-Name-Last: Shanahan 
Title: Perspectives on Teaching Economics from Around the Globe 
Journal: The Journal of Economic Education 
Pages: 203-204 
Issue: 3 
Volume: 36 
Year: 2005 
Month: 7 
X-DOI: 10.3200/JECE.36.3.203-204 
File-URL: http://hdl.handle.net/10.3200/JECE.36.3.203-204 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:3:p:203-204




Template-Type: ReDIF-Article 1.0
Author-Name: Avinash Dixit 
Author-X-Name-First: Avinash 
Author-X-Name-Last: Dixit 
Title: Restoring Fun to Game Theory 
Abstract:
  The author suggests methods for teaching game theory at an introductory
 level, using interactive games to be played in the classroom or in
 computer clusters, clips from movies to be screened and discussed, and
 excerpts from novels and historical books to be read and discussed. 
Journal: The Journal of Economic Education 
Pages: 205-219 
Issue: 3 
Volume: 36 
Year: 2005 
Month: 7 
X-DOI: 10.3200/JECE.36.3.205-219 
File-URL: http://hdl.handle.net/10.3200/JECE.36.3.205-219 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:3:p:205-219




Template-Type: ReDIF-Article 1.0
Author-Name: Theodore C. Bergstrom 
Author-X-Name-First: Theodore C. 
Author-X-Name-Last: Bergstrom 
Author-Name: Eugene Kwok 
Author-X-Name-First: Eugene 
Author-X-Name-Last: Kwok 
Title: Extracting Valuable Data from Classroom Trading Pits 
Abstract:
  How well does competitive theory explain the outcome in experimental
 markets. The authors examined the results of a large number of classroom
 trading experiments that used a pit-trading design found in
 <italic>Experiments with Economic Principles</italic>, an introductory
 economics textbook by Bergstrom and Miller. They compared experimental
 outcomes with predictions of competitive-equilibrium theory and with those
 of a simple profit-splitting theory. Neither theory was entirely
 successful in explaining the data, although in the first rounds of trading
 there was significant profit splitting and, as traders became more
 experienced, outcomes were closer to those predicted by competitive
 theory. 
Journal: The Journal of Economic Education 
Pages: 220-235 
Issue: 3 
Volume: 36 
Year: 2005 
Month: 7 
X-DOI: 10.3200/JECE.36.3.220-235 
File-URL: http://hdl.handle.net/10.3200/JECE.36.3.220-235 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:3:p:220-235




Template-Type: ReDIF-Article 1.0
Author-Name: Edward K. Y. Chen 
Author-X-Name-First: Edward K. Y. 
Author-X-Name-Last: Chen 
Title: Teaching and Learning Development Economics: Retrospect and Prospect 
Abstract:
  The author has chosen three major topics in development economics for a
 discussion on how to teach the subject: the concepts and measurement of
 development, models of growth and development, and the international
 aspects of economic development. For the concepts of development, it is
 important to emphasize the coherence of the topics to be studied. In
 teaching models of growth and development, he suggests that the classical
 models, the Marxian model, the Harrod-Domar models, and the Neoclassical
 model be discussed in the context of technology versus capital as a major
 determinant of growth and development. The role of labor, employment, and
 human capital would be discussed in the context of the Lewis-Ranis-Fei
 model, the Harris-Todaro model, and the New Growth theory. The
 international aspects should be given due emphasis in the economic
 development syllabus with a thorough discussion on trade, investment, and
 finance in this connection. 
Journal: The Journal of Economic Education 
Pages: 236-248 
Issue: 3 
Volume: 36 
Year: 2005 
Month: 7 
X-DOI: 10.3200/JECE.36.3.236-248 
File-URL: http://hdl.handle.net/10.3200/JECE.36.3.236-248 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:3:p:236-248




Template-Type: ReDIF-Article 1.0
Author-Name: David Colander 
Author-X-Name-First: David 
Author-X-Name-Last: Colander 
Title: What Economists Teach and What Economists Do 
Abstract:
  Fifty years ago what was taught in the principles of economics course
 reflected reasonably well what economists did in their research. That,
 however, is no longer the case; today what economists teach has a more
 nuanced relation to what they do. The reason is that the economics
 profession and the textbooks have evolved differently. The author
 addresses the implications of the changes that have occurred in the
 profession for the way economics is taught and the way economics is
 presented in the micro principles textbooks. First, he summarizes the
 changes he sees happening in the profession. Second, he discusses the
 stories that the principles textbooks tell in micro. Third, he discusses
 how those stories might change to reflect better what economists currently
 do. 
Journal: The Journal of Economic Education 
Pages: 249-260 
Issue: 3 
Volume: 36 
Year: 2005 
Month: 7 
X-DOI: 10.3200/JECE.36.3.249-260 
File-URL: http://hdl.handle.net/10.3200/JECE.36.3.249-260 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:3:p:249-260




Template-Type: ReDIF-Article 1.0
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Author-Name: William H. Greene 
Author-X-Name-First: William H. 
Author-X-Name-Last: Greene 
Title: Using the Nobel Laureates in Economics to Teach Quantitative Methods 
Abstract:
  The authors show how the work of Nobel Laureates in economics can enhance
 student understanding and bring them up to date on topics such as
 probability, uncertainty and decision theory, hypothesis testing,
 regression to the mean, instrumental variable techniques, discrete choice
 modeling, and time-series analysis. 
Journal: The Journal of Economic Education 
Pages: 261-277 
Issue: 3 
Volume: 36 
Year: 2005 
Month: 7 
X-DOI: 10.3200/JECE.36.3.261-277 
File-URL: http://hdl.handle.net/10.3200/JECE.36.3.261-277 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:3:p:261-277




Template-Type: ReDIF-Article 1.0
Author-Name: William L. Goffe 
Author-X-Name-First: William L. 
Author-X-Name-Last: Goffe 
Author-Name: Kim Sosin 
Author-X-Name-First: Kim 
Author-X-Name-Last: Sosin 
Title: Teaching with Technology: May You Live in Interesting Times 
Abstract:
  During the past 10 years, teaching with computer technology, such as
 e-mail and the Web, has become customary throughout undergraduate economic
 education. The authors review the literature on the implications for
 student learning, present specific educational activities that use a
 number of different computer technologies, and discuss growing problems,
 such as "cyber-plagiarism," along with suggesting potential solutions. The
 future of using technology for teaching economics will be the continuation
 of recent trends: increased portability in the access to instruction and
 increased opportunities for interaction, including students' interaction
 with the material and with the instructor and other students. 
Journal: The Journal of Economic Education 
Pages: 278-291 
Issue: 3 
Volume: 36 
Year: 2005 
Month: 7 
X-DOI: 10.3200/JECE.36.3.278-291 
File-URL: http://hdl.handle.net/10.3200/JECE.36.3.278-291 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:3:p:278-291




Template-Type: ReDIF-Article 1.0
Author-Name: John D. Hey 
Author-X-Name-First: John D. 
Author-X-Name-Last: Hey 
Title: I Teach Economics, Not Algebra and Calculus 
Abstract:
  Most people learn to drive without knowing how the engine works. In a
 similar vein, the author believes that students can learn economics
 without knowing the algebra and calculus underlying the results. If
 instructors follow the philosophy of other economics courses in using
 graphs to illustrate the results, and draw the graphs accurately, then
 they can teach economics with virtually no algebra or calculus. The
 author's intermediate micro course is taught using mathematical software
 that does the mathematics and that draws accurate graphs from which
 students can <italic>see</italic> the key results. He backs up this
 no-algebra no-calculus approach with tutorial exercises in which students
 <italic>do</italic> economics and with exams that require no knowledge of
 algebra and calculus. The students end up feeling the economics, rather
 than fearing the algebra and the calculus. 
Journal: The Journal of Economic Education 
Pages: 292-304 
Issue: 3 
Volume: 36 
Year: 2005 
Month: 7 
X-DOI: 10.3200/JECE.36.3.292-304 
File-URL: http://hdl.handle.net/10.3200/JECE.36.3.292-304 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:3:p:292-304




Template-Type: ReDIF-Article 1.0
Author-Name: John D. Hey 
Author-X-Name-First: John D. 
Author-X-Name-Last: Hey 
Title: On My Web Site, I Teach Economics, Not Algebra and Calculus 
Journal: The Journal of Economic Education 
Pages: 305-305 
Issue: 3 
Volume: 36 
Year: 2005 
Month: 7 
X-DOI: 10.3200/JECE.36.3.305-305 
File-URL: http://hdl.handle.net/10.3200/JECE.36.3.305-305 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:3:p:305-305




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: "Closing" an International Economic Education Conference in OZ 
Journal: The Journal of Economic Education 
Pages: 306-308 
Issue: 3 
Volume: 36 
Year: 2005 
Month: 7 
X-DOI: 10.3200/JECE.36.3.306-308 
File-URL: http://hdl.handle.net/10.3200/JECE.36.3.306-308 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:3:p:306-308




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in Undergraduate Economics Degrees, 1991 to 2004 
Journal: The Journal of Economic Education 
Pages: 309-312 
Issue: 3 
Volume: 36 
Year: 2005 
Month: 7 
X-DOI: 10.3200/JECE.36.3.309-312 
File-URL: http://hdl.handle.net/10.3200/JECE.36.3.309-312 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:3:p:309-312




Template-Type: ReDIF-Article 1.0
Author-Name: Nan L. Maxwell 
Author-X-Name-First: Nan L. 
Author-X-Name-Last: Maxwell 
Author-Name: John R. Mergendoller 
Author-X-Name-First: John R. 
Author-X-Name-Last: Mergendoller 
Author-Name: Yolanda Bellisimo 
Author-X-Name-First: Yolanda 
Author-X-Name-Last: Bellisimo 
Title: Problem-Based Learning and High School Macroeconomics: A Comparative Study of Instructional Methods 
Abstract:
  The authors examined the potential differences between problem-based
 learning (PBL) and traditional instructional approaches in building
 knowledge of macroeconomic concepts and principles in high school
 students. Using data from 252 economics students at 11 high schools and
 controlling for individual characteristics, most notably verbal ability,
 they found modest evidence that, in the aggregate, PBL increased learning
 of macroeconomics at the high school level as compared with traditional
 classes. They found strong evidence of an instructional interaction with
 teachers such that, for some teachers, students' learning of
 macroeconomics increased using PBL but, for others, learning increased
 using more traditional instructional methods. Still other teachers saw no
 significant difference in learning under the two instructional strategies.
 The results suggest that problem-based instruction can improve student
 learning if instructors who are well trained in both the PBL technique and
 economics implement it. 
Journal: The Journal of Economic Education 
Pages: 315-329 
Issue: 4 
Volume: 36 
Year: 2005 
Month: 10 
X-DOI: 10.3200/JECE.36.4.315-331 
File-URL: http://hdl.handle.net/10.3200/JECE.36.4.315-331 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:4:p:315-329




Template-Type: ReDIF-Article 1.0
Author-Name: Keith Brouhle 
Author-X-Name-First: Keith 
Author-X-Name-Last: Brouhle 
Author-Name: Jay Corrigan 
Author-X-Name-First: Jay 
Author-X-Name-Last: Corrigan 
Author-Name: Rachel Croson 
Author-X-Name-First: Rachel 
Author-X-Name-Last: Croson 
Author-Name: Martin Farnham 
Author-X-Name-First: Martin 
Author-X-Name-Last: Farnham 
Author-Name: Selhan Garip 
Author-X-Name-First: Selhan 
Author-X-Name-Last: Garip 
Author-Name: Luba Habodaszova 
Author-X-Name-First: Luba 
Author-X-Name-Last: Habodaszova 
Author-Name: Laurie Tipton Johnson 
Author-X-Name-First: Laurie Tipton 
Author-X-Name-Last: Johnson 
Author-Name: Martin Johnson 
Author-X-Name-First: Martin 
Author-X-Name-Last: Johnson 
Author-Name: David Reiley 
Author-X-Name-First: David 
Author-X-Name-Last: Reiley 
Title: Local Residential Sorting and Public Goods Provision: A Classroom Demonstration 
Abstract:
  This classroom exercise illustrates the Tiebout (1956) hypothesis that
 residential sorting across multiple jurisdictions leads to a more
 efficient allocation of local public goods. The exercise places students
 with heterogeneous preferences over a public good into a single classroom
 community. A simple voting mechanism determines the level of public good
 provision in the community. Next, the classroom is divided in two, and
 students may choose to move between the two smaller communities, sorting
 themselves according to their preferences for public goods. The exercise
 places cost on movement at first, then allows for costless sorting.
 Students have the opportunity to observe how social welfare rises through
 successive rounds of the exercise, as sorting becomes more complete. They
 may also observe how immobile individuals can become worse off because of
 incomplete sorting when the Tiebout assumptions do not hold perfectly. 
Journal: The Journal of Economic Education 
Pages: 332-341 
Issue: 4 
Volume: 36 
Year: 2005 
Month: 10 
X-DOI: 10.3200/JECE.36.4.332-344 
File-URL: http://hdl.handle.net/10.3200/JECE.36.4.332-344 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:4:p:332-341




Template-Type: ReDIF-Article 1.0
Author-Name: David C. Sharp 
Author-X-Name-First: David C. 
Author-X-Name-Last: Sharp 
Author-Name: Dave S. Knowlton 
Author-X-Name-First: Dave S. 
Author-X-Name-Last: Knowlton 
Author-Name: Renée E. Weiss 
Author-X-Name-First: Renée E. 
Author-X-Name-Last: Weiss 
Title: Applications of Generative Learning for the Survey of International Economics Course 
Abstract:
  Generative learning provides students with opportunities to organize
 course content, integrate new content with students' current knowledge,
 and elaborate on course content by making connections to real-world
 events. These opportunities promote less reliance on professors' lectures
 and simultaneously create more self-reliance among students. The authors
 offer categories of generative learning strategies and briefly discuss
 their merits. They offer ideas for implementing generative strategies into
 the day-to-day events of an economics course. Although the authors use a
 survey of international economics course as their example, the ideas in
 this article could be applied in a variety of economics courses. 
Journal: The Journal of Economic Education 
Pages: 345-356 
Issue: 4 
Volume: 36 
Year: 2005 
Month: 10 
X-DOI: 10.3200/JECE.36.4.345-357 
File-URL: http://hdl.handle.net/10.3200/JECE.36.4.345-357 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:4:p:345-356




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen L. Cheung 
Author-X-Name-First: Stephen L. 
Author-X-Name-Last: Cheung 
Title: A Classroom Entry and Exit Game of Supply with Price-Taking Firms 
Abstract:
  The author describes a classroom game demonstrating the process of
 adjustment to long-run equilibrium in a market consisting of price-taking
 firms. This game unites and extends key insights from several simpler
 games in a framework more consistent with the standard textbook model of a
 competitive industry. Because firms have increasing marginal costs and can
 offer multiple units for sale, they face a nontrivial supply decision.
 This is nested in an entry and exit game with price adjustment to capture
 long-run aspects of the standard model. Finally, by introducing
 heterogeneity in firms' fixed costs, the game demonstrates how the price
 mechanism not only establishes the equilibrium number of firms and the
 output of each but also the identities of the most efficient sellers. 
Journal: The Journal of Economic Education 
Pages: 358-367 
Issue: 4 
Volume: 36 
Year: 2005 
Month: 10 
X-DOI: 10.3200/JECE.36.4.358-368 
File-URL: http://hdl.handle.net/10.3200/JECE.36.4.358-368 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:4:p:358-367




Template-Type: ReDIF-Article 1.0
Author-Name: Liqun Liu 
Author-X-Name-First: Liqun 
Author-X-Name-Last: Liu 
Author-Name: Andrew J. Rettenmaier 
Author-X-Name-First: Andrew J. 
Author-X-Name-Last: Rettenmaier 
Title: A Graphical Exposition of the Link between Two Representations of the Excess Burden of Taxation 
Abstract:
  The excess burden of taxation typically has two graphical representations
 in undergraduate microeconomics and public finance textbooks: the IC/BC
 (indifference curve/budget constraint) representation and the
 demand/supply representation. The IC/BC representation has the advantage
 of showing the behavioral response to a distortionary tax and how a
 substitution effect alone contributes to the excess burden, whereas the
 demand/supply representation, also known as the Harberger Triangle, has
 the advantage of being easily estimated using observable variables. The
 authors provide a link between the two excess burden representations by
 illustrating how the Harberger Triangle in the demand/supply framework
 corresponds to the line segment that represents the excess burden in the
 IC/BC framework. 
Journal: The Journal of Economic Education 
Pages: 369-378 
Issue: 4 
Volume: 36 
Year: 2005 
Month: 10 
X-DOI: 10.3200/JECE.36.4.369-378 
File-URL: http://hdl.handle.net/10.3200/JECE.36.4.369-378 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:4:p:369-378




Template-Type: ReDIF-Article 1.0
Author-Name: Ralph C. Allen 
Author-X-Name-First: Ralph C. 
Author-X-Name-Last: Allen 
Author-Name: Jack H. Stone 
Author-X-Name-First: Jack H. 
Author-X-Name-Last: Stone 
Title: Textbook Neglect of the Constant Coefficient 
Abstract:
  The authors argue that the textbook treatments of the constant term in
 regression analysis vary extensively and are often neglectful, incomplete,
 or even incorrect. Given the potential importance of the constant
 coefficient in theoretical and applied work, they develop the factors
 biasing the estimation of the constant term to support the argument that
 textbook discussions of the constant coefficient should be made as clear
 as that of the slope coefficients. 
Journal: The Journal of Economic Education 
Pages: 379-384 
Issue: 4 
Volume: 36 
Year: 2005 
Month: 10 
X-DOI: 10.3200/JECE.36.4.379-384 
File-URL: http://hdl.handle.net/10.3200/JECE.36.4.379-384 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:4:p:379-384




Template-Type: ReDIF-Article 1.0
Author-Name: James Halteman 
Author-X-Name-First: James 
Author-X-Name-Last: Halteman 
Title: Externalities and the Coase Theorem: A Diagrammatic Presentation 
Abstract:
  In intermediate microeconomic textbooks the reciprocal nature of
 externalities is presented using numerical examples of costs and benefits.
 This treatment of the Coase theorem obscures the fact that externality
 costs and benefits are best understood as being on a continuum where costs
 vary with the degree of intensity of the externality. When these
 cost-and-benefit functions are portrayed as continuous, it is possible to
 analyze optimal levels of the externality. Total costs and benefits can be
 observed so that efficiency can be evaluated under conditions of zero
 transactions costs, positive transactions costs, and auction bidding for
 property rights. This approach also reinforces several other general
 principles of microeconomic theory. 
Journal: The Journal of Economic Education 
Pages: 385-390 
Issue: 4 
Volume: 36 
Year: 2005 
Month: 10 
X-DOI: 10.3200/JECE.36.4.385-390 
File-URL: http://hdl.handle.net/10.3200/JECE.36.4.385-390 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:4:p:385-390




Template-Type: ReDIF-Article 1.0
Author-Name: Timothy Dittmer 
Author-X-Name-First: Timothy 
Author-X-Name-Last: Dittmer 
Title: Diminishing Marginal Utility in Economics Textbooks 
Abstract:
  Many introductory microeconomics textbook authors derive the law of
 demand from the assumption of diminishing marginal utility. Authors of
 intermediate and graduate textbooks derive demand from diminishing
 marginal rate of substitution and ordinal preferences. These approaches
 are not interchangeable; diminishing marginal utility for all goods is
 neither a necessary nor sufficient condition for diminishing marginal rate
 of substitution, and the assumption of diminishing marginal utility is
 inconsistent with the assumption of ordinal preferences. In this article,
 the author argues that demand curves should not be derived from
 diminishing marginal utility in introductory textbooks and suggests that
 introductory text authors begin their treatment of demand with diminishing
 marginal value. 
Journal: The Journal of Economic Education 
Pages: 391-399 
Issue: 4 
Volume: 36 
Year: 2005 
Month: 10 
X-DOI: 10.3200/JECE.36.4.391-399 
File-URL: http://hdl.handle.net/10.3200/JECE.36.4.391-399 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:4:p:391-399




Template-Type: ReDIF-Article 1.0
Author-Name: William Bosshardt 
Author-X-Name-First: William 
Author-X-Name-Last: Bosshardt 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: Teachers' Undergraduate Coursework in Economics in the <italic>Baccalaureate and Beyond Longitudinal Study</italic>  
Abstract:
  The National Center for Educational Statistics' <italic>Baccalaureate and
 Beyond</italic> (B and B) <italic>Longitudinal Study</italic> followed a
 nationally representative sample of approximately 11,000 students after
 their graduation in the 1992-93 academic year, with interviews conducted
 in 1994 and 1997. Approximately 1,700 graduates reported working as
 teachers at some time in their careers. Using transcript data from the B
 and B study, the authors report the quantity and type of economics courses
 that these teachers completed as undergraduates and their average grades
 in these courses and then compare those figures to the overall B and B
 population. 
Journal: The Journal of Economic Education 
Pages: 400-405 
Issue: 4 
Volume: 36 
Year: 2005 
Month: 10 
X-DOI: 10.3200/JECE.36.4.400-406 
File-URL: http://hdl.handle.net/10.3200/JECE.36.4.400-406 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:36:y:2005:i:4:p:400-405




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Buckles 
Author-X-Name-First: Stephen 
Author-X-Name-Last: Buckles 
Title: Book Review 
Journal: The Journal of Economic Education 
Pages: 118-120 
Issue: 1 
Volume: 37 
Year: 2006 
Month: 1 
X-DOI: 10.3200/JECE.37.1.118-120 
File-URL: http://hdl.handle.net/10.3200/JECE.37.1.118-120 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:1:p:118-120




Template-Type: ReDIF-Article 1.0
Author-Name: Thomas Cook 
Author-X-Name-First: Thomas 
Author-X-Name-Last: Cook 
Title: Simulating a Dynamic Lecture Online: Circular Flow as an Example 
Journal: The Journal of Economic Education 
Pages: 121-121 
Issue: 1 
Volume: 37 
Year: 2006 
Month: 1 
X-DOI: 10.3200/JECE.37.1.121-121 
File-URL: http://hdl.handle.net/10.3200/JECE.37.1.121-121 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:1:p:121-121




Template-Type: ReDIF-Article 1.0
Author-Name: K. K. Fung 
Author-X-Name-First: K. K. 
Author-X-Name-Last: Fung 
Author-Name: Sri Harsha Kolar 
Author-X-Name-First: Sri Harsha 
Author-X-Name-Last: Kolar 
Author-Name: Pavan R. Karnam 
Author-X-Name-First: Pavan R. 
Author-X-Name-Last: Karnam 
Title: Profit Maximization (Short Run) for Price Takers&#x2014;Flash Animation 
Journal: The Journal of Economic Education 
Pages: 122-122 
Issue: 1 
Volume: 37 
Year: 2006 
Month: 1 
X-DOI: 10.3200/JECE.37.1.122-122 
File-URL: http://hdl.handle.net/10.3200/JECE.37.1.122-122 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:1:p:122-122




Template-Type: ReDIF-Article 1.0
Author-Name: Rosemary J. Avery 
Author-X-Name-First: Rosemary J. 
Author-X-Name-Last: Avery 
Author-Name: W. Keith Bryant 
Author-X-Name-First: W. Keith 
Author-X-Name-Last: Bryant 
Author-Name: Alan Mathios 
Author-X-Name-First: Alan 
Author-X-Name-Last: Mathios 
Author-Name: Hyojin Kang 
Author-X-Name-First: Hyojin 
Author-X-Name-Last: Kang 
Author-Name: Duncan Bell 
Author-X-Name-First: Duncan 
Author-X-Name-Last: Bell 
Title: Electronic Course Evaluations: Does an Online Delivery System Influence Student Evaluations? 
Abstract:
   <italic>Abstract</italic>: An increasing number of academic institutions
 are considering changing to Web-based systems to take advantage of
 efficiencies in the collection of end-of-semester course evaluaitons. In
 considering such a change it is important that researchers determine
 whether it will affect mean evaluaiton scores and response rates. We
 undertook this study in a department considering changing over to
 electronic course evaluations ot determine the effect such a change would
 have on the quality of resulting course evaluation data. Study results
 found that Web-based evaluation methods led to lower response rates, but
 that lower response rates did not appear to affect mean evaluation scores.
 They suggested that faculty evaluation scores will not be adversely
 affected by switching from paper to Web-based evaluations. 
Journal: The Journal of Economic Education 
Pages: 21-37 
Issue: 1 
Volume: 37 
Year: 2006 
Month: 1 
X-DOI: 10.3200/JECE.37.1.21-37 
File-URL: http://hdl.handle.net/10.3200/JECE.37.1.21-37 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:1:p:21-37




Template-Type: ReDIF-Article 1.0
Author-Name: Michael A. McPherson 
Author-X-Name-First: Michael A. 
Author-X-Name-Last: McPherson 
Title: Determinants of How Students Evaluate Teachers 
Abstract:
   <italic>Abstract</italic>: Convincingly establishing the determinants of
 student evaluation of teaching (SET) scores has been elusive, largely
 because of inadequate statistical methods and a paucity of data. The
 author uses a much larger time span than in any previous
 research&#x2014;607 economics classes over 17 semesters. This permits a
 proper treatment of unobserved heterogeneity. Results indicate that
 instructors can buy higher SET scores by awarding higher grades. In
 principles classes, the level of experience of the instructor and the
 class size are found to be significant determinants of SET scores. In
 upper-division classes, the type of student and the response rate matter.
 In both types of classes, factors specific to courses, instructors, and
 time periods are important; adjustments of scores to remove these
 influences may be warranted. 
Journal: The Journal of Economic Education 
Pages: 3-20 
Issue: 1 
Volume: 37 
Year: 2006 
Month: 1 
X-DOI: 10.3200/JECE.37.1.3-20 
File-URL: http://hdl.handle.net/10.3200/JECE.37.1.3-20 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:1:p:3-20




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Title: Testing for Depth of Understanding in Economics Using Essay Questions 
Abstract:
   <italic>Abstract</italic>: The essay test has great potential to assess
 the higher levels of student understanding of economics. The problem is
 that most instructors fail to exploit the significant advantage of this
 testing method and to avoid its pitfalls. The author highlights the
 advantages and pitfalls to essay testing in economics and gives
 instructors many practical examples and suggestions for improving the
 quality of essay questions. The general conclusion is that essay testing
 requires more work than is generally expected by economics instructors,
 but this commitment needs to be made if essay tests are to be used as an
 effective and reliable measure for depth of understanding in economics. 
Journal: The Journal of Economic Education 
Pages: 38-47 
Issue: 1 
Volume: 37 
Year: 2006 
Month: 1 
X-DOI: 10.3200/JECE.37.1.38-47 
File-URL: http://hdl.handle.net/10.3200/JECE.37.1.38-47 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:1:p:38-47




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Buckles 
Author-X-Name-First: Stephen 
Author-X-Name-Last: Buckles 
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Using Multiple-Choice Questions to Evaluate In-Depth Learning of Economics 
Abstract:
   <italic>Abstract:</italic> Multiple-choice questions are the basis of a
 significant portion of assessment in introductory economics courses.
 However, these questions, as found in course assessments, test banks, and
 textbooks, often fail to evaluate students' abilities to use and apply
 economic analysis. The authors conclude that multiple-choice questions can
 be used to measure some but not all elements of indepth understanding of
 economics. The authors interpret in-depth understanding as ability to
 reason through logical steps when those steps and the relevant economic
 concepts are not explicitly stated. They present examples of
 multiplechoice questions that do and do not measure in-depth
 understanding. 
Journal: The Journal of Economic Education 
Pages: 48-57 
Issue: 1 
Volume: 37 
Year: 2006 
Month: 1 
X-DOI: 10.3200/JECE.37.1.48-57 
File-URL: http://hdl.handle.net/10.3200/JECE.37.1.48-57 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:1:p:48-57




Template-Type: ReDIF-Article 1.0
Author-Name: Robert H. Frank 
Author-X-Name-First: Robert H. 
Author-X-Name-Last: Frank 
Title: The Economic Naturalist Writing Assignment 
Abstract:
   <italic>Abstract:</italic> Several months after having completed an
 introductory economics course, most students are no better able to answer
 simple economic questions than students who never took the course. The
 problem seems to be that principles courses try to teach students far too
 much, with the result that everything goes by in a blur. The good news is
 that a relatively small number of basic principles do most of the heavy
 lifting in economics. By focusing narrowly on these principles, it is
 possible to teach students to master them at a fairly high level in just a
 single semester. The author describes a simple pedagogical device that has
 proven effective in this effort. It is called the "economic naturalist
 writing assignment," an essay in which students must pose an interesting
 question about something they have personally observed and then use basic
 economic principles to answer it in no more than 500 words. The author
 gives examples of questions and answers. 
Journal: The Journal of Economic Education 
Pages: 58-67 
Issue: 1 
Volume: 37 
Year: 2006 
Month: 1 
X-DOI: 10.3200/JECE.37.1.58-67 
File-URL: http://hdl.handle.net/10.3200/JECE.37.1.58-67 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:1:p:58-67




Template-Type: ReDIF-Article 1.0
Author-Name: John C. Eckalbar 
Author-X-Name-First: John C. 
Author-X-Name-Last: Eckalbar 
Title: Exploring Bundling Theory with Geometry 
Abstract:
   <italic>Abstract</italic>: The author shows how instructors might
 successfully introduce students in principles and intermediate
 microeconomic theory classes to the topic of bundling (i.e., the selling
 of two or more goods as a package, rather than separately). It is
 surprising how much students can learn using only the tools of high school
 geometry. To be specific, one can prove that with independently
 distributed reservation prices, pure bundling raises both profits and
 consumers' surplus. The author also explores the topic of mixed bundling
 (i.e., when both bundles and separate sales are conducted). 
Journal: The Journal of Economic Education 
Pages: 68-82 
Issue: 1 
Volume: 37 
Year: 2006 
Month: 1 
X-DOI: 10.3200/JECE.37.1.68-82 
File-URL: http://hdl.handle.net/10.3200/JECE.37.1.68-82 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:1:p:68-82




Template-Type: ReDIF-Article 1.0
Author-Name: Youngsun Kwon 
Author-X-Name-First: Youngsun 
Author-X-Name-Last: Kwon 
Title: Third-Degree Price Discrimination Revisited 
Abstract:
   <italic>Abstract:</italic> The author derives the probability that price
 discrimination improves social welfare, using a simple model of
 third-degree price discrimination assuming two independent linear demands.
 The probability that price discrimination raises social welfare increases
 as the preferences or incomes of consumer groups become more
 heterogeneous. He derives the average revenue curve of the
 price-discriminating monopoly, corresponding to its aggregated marginal
 revenue curve. The curve is non-linear and lies above the aggregated
 demand curve of simple monopoly. The results may be used to explain to
 students the effects of third-degree price discrimination on market
 outcomes. 
Journal: The Journal of Economic Education 
Pages: 83-92 
Issue: 1 
Volume: 37 
Year: 2006 
Month: 1 
X-DOI: 10.3200/JECE.37.1.83-92 
File-URL: http://hdl.handle.net/10.3200/JECE.37.1.83-92 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:1:p:83-92




Template-Type: ReDIF-Article 1.0
Author-Name: David Colander 
Author-X-Name-First: David 
Author-X-Name-Last: Colander 
Title: Information and Pollution Permit Markets: Another View 
Abstract:
   <italic>Abstract</italic>: In a recent article, Smith and Yates (2003)
 argued that regulators could gain additional information about the optimal
 number of permits to issue from two-sided markets. The author argues that
 they are incorrect in their assertion because the market they refer to is
 an asymmetric two-sided market in which individuals are only allowed to
 decrease the number of permits. When a symmetric two-sided market is
 considered, the public good nature of the problem makes it unlikely that
 any useful information can come from a two-sided market. 
Journal: The Journal of Economic Education 
Pages: 93-97 
Issue: 1 
Volume: 37 
Year: 2006 
Month: 1 
X-DOI: 10.3200/JECE.37.1.93-97 
File-URL: http://hdl.handle.net/10.3200/JECE.37.1.93-97 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:1:p:93-97




Template-Type: ReDIF-Article 1.0
Author-Name: Peter Bofinger 
Author-X-Name-First: Peter 
Author-X-Name-Last: Bofinger 
Author-Name: Eric Mayer 
Author-X-Name-First: Eric 
Author-X-Name-Last: Mayer 
Author-Name: Timo Wollmersh&#xE4;user 
Author-X-Name-First: Timo 
Author-X-Name-Last: Wollmersh&#xE4;user 
Title: The BMW Model: A New Framework for Teaching Monetary Economics 
Abstract:
   <italic>Abstract</italic>: Although the IS/LM-AS/AD model is still the
 central tool of macroeconomic teaching in most macroeconomic textbooks, it
 has been criticized by several economists. Colander (1995) demonstrated
 that the framework is logically inconsistent, Romer (2000) showed that it
 is unable to deal with a monetary policy that uses the interest rate as
 its operating target, and Walsh criticized that it is not well suited for
 an analysis of inflation targeting. The authors present a framework that
 develops the Romer approach into a very simple but, at the same time,
 comprehensive macroeconomic model. In spite of its simplicity, it can
 carry the main insights of the New Keynesian macroeconomics to an
 intermediate level and deal with issues like inflation targeting, monetary
 policy rules, and central bank credibility. 
Journal: The Journal of Economic Education 
Pages: 98-117 
Issue: 1 
Volume: 37 
Year: 2006 
Month: 1 
X-DOI: 10.3200/JECE.37.1.98-117 
File-URL: http://hdl.handle.net/10.3200/JECE.37.1.98-117 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:1:p:98-117




Template-Type: ReDIF-Article 1.0
Author-Name: Wayne A. Grove 
Author-X-Name-First: Wayne A. 
Author-X-Name-Last: Grove 
Author-Name: Tim Wasserman 
Author-X-Name-First: Tim 
Author-X-Name-Last: Wasserman 
Author-Name: Andrew Grodner 
Author-X-Name-First: Andrew 
Author-X-Name-Last: Grodner 
Title: Choosing a Proxy for Academic Aptitude 
Abstract:
  Abstract: Although academic ability is the most important explanatory
 variable in studies of student learning, researchers control for it with a
 wide array and combinations of proxies. The authors investigated how the
 proxy choice affects estimates of undergraduate student learning by
 testing over 150 specifications of a single model, each including a
 different combination of 11 scholastic aptitude measures&#x2014;high
 school grade point average (GPA) and rank and variants of college GPA and
 Scholastic Aptitude Test (SAT) scores. Proxy choices alone cause the
 magnitude of the estimated learning gains to vary by large and meaningful
 amounts, with increases ranging from a C+ to less than a B- or to a B. The
 authors found that collegiate GPA data offer the best proxy for students'
 individual propensities to learn economics&#x2014;a result that runs
 counter to researchers' actual proxy choices. The results suggest that
 scholars should control for academic aptitude with college grades and
 either SAT scores or high school GPA or rank. 
Journal: The Journal of Economic Education 
Pages: 131-147 
Issue: 2 
Volume: 37 
Year: 2006 
Month: 4 
X-DOI: 10.3200/JECE.37.2.131-147 
File-URL: http://hdl.handle.net/10.3200/JECE.37.2.131-147 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:2:p:131-147




Template-Type: ReDIF-Article 1.0
Author-Name: Daniel R. Marburger 
Author-X-Name-First: Daniel R. 
Author-X-Name-Last: Marburger 
Title: Does Mandatory Attendance Improve Student Performance? 
Abstract:
  Abstract: Previous empirical literature indicates that student
 performance is inversely correlated with absenteeism. The author
 investigates the impact of enforcing an attendance policy on absenteeism
 and student performance. The evidence suggests that an enforced mandatory
 attendance policy significantly reduces absenteeism and improves exam
 performance. 
Journal: The Journal of Economic Education 
Pages: 148-155 
Issue: 2 
Volume: 37 
Year: 2006 
Month: 4 
X-DOI: 10.3200/JECE.37.2.148-155 
File-URL: http://hdl.handle.net/10.3200/JECE.37.2.148-155 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:2:p:148-155




Template-Type: ReDIF-Article 1.0
Author-Name: Melanie Marks 
Author-X-Name-First: Melanie 
Author-X-Name-Last: Marks 
Author-Name: David Lehr 
Author-X-Name-First: David 
Author-X-Name-Last: Lehr 
Author-Name: Ray Brastow 
Author-X-Name-First: Ray 
Author-X-Name-Last: Brastow 
Title: Cooperation versus Free Riding in a Threshold Public Goods Classroom Experiment 
Abstract:
  Abstract: The authors present a classroom public goods experiment on the
 basis of a provision-point mechanism (PPM), where subjects must make an
 all or nothing decision about providing the public good. As a teaching
 tool, this design is superior to traditional prisoner's dilemma games
 because it creates multiple equilibrium in which individual financial
 incentive to contribute less may result in a coordination failure. Because
 the PPM does not incorporate a dominant strategy to free ride, students
 must individually choose a level of cooperation without the benefits of
 communication. Students discover problems of achieving an optimal social
 outcome because failure to coordinate on an efficient equilibrium can
 eliminate benefits to the group. This experiment is an excellent vehicle
 for introducing game theoretic problems of public good provision and for
 engendering meaningful discussion of real-world applications. 
Journal: The Journal of Economic Education 
Pages: 156-170 
Issue: 2 
Volume: 37 
Year: 2006 
Month: 4 
X-DOI: 10.3200/JECE.37.2.156-170 
File-URL: http://hdl.handle.net/10.3200/JECE.37.2.156-170 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:2:p:156-170




Template-Type: ReDIF-Article 1.0
Author-Name: Cathleen Whiting 
Author-X-Name-First: Cathleen 
Author-X-Name-Last: Whiting 
Title: Data-based Active Learning in the Principles of Macroeconomics Course: A Mock FOMC Meeting 
Abstract:
  Abstract: The author presents an active-learning exercise for the
 introductory macroeconomics class in which students participate in a mock
 Federal Open Market Committee (FOMC) meeting. Preparation involves data
 gathering and writing both a research report and a policy recommendation.
 An FOMC meeting is simulated in which students give their policy
 recommendations, participate in deliberation, and vote on policy. This
 exercise fosters engagement across diverse groups of students at the
 introductory level as it develops proficiencies desired for economics
 majors. 
Journal: The Journal of Economic Education 
Pages: 171-177 
Issue: 2 
Volume: 37 
Year: 2006 
Month: 4 
X-DOI: 10.3200/JECE.37.2.171-177 
File-URL: http://hdl.handle.net/10.3200/JECE.37.2.171-177 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:2:p:171-177




Template-Type: ReDIF-Article 1.0
Author-Name: Lori Alden 
Author-X-Name-First: Lori 
Author-X-Name-Last: Alden 
Title: Rationing a "Free" Good: A Classroom Experiment 
Abstract:
  Abstract: The author describes a classroom experiment that illustrates
 the welfare effects of allocating a good on a first-come, first-served
 basis. In the first round, each student must decide how long to wait in an
 imaginary line for candy, without knowing how much will be distributed or
 how long others are willing to wait. In making this decision, a student
 must balance a desire to win candy with a desire to spend as little time
 as possible in line. The supply and demand curves for the candy are then
 revealed and the consumer surplus and time spent waiting are measured. In
 subsequent rounds, students are allowed to change their wait times in
 light of this new information. Their wait times eventually conform to the
 textbook model of nonprice allocation with perfect information. 
Journal: The Journal of Economic Education 
Pages: 178-186 
Issue: 2 
Volume: 37 
Year: 2006 
Month: 4 
X-DOI: 10.3200/JECE.37.2.178-186 
File-URL: http://hdl.handle.net/10.3200/JECE.37.2.178-186 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:2:p:178-186




Template-Type: ReDIF-Article 1.0
Author-Name: Amy W. Ando 
Author-X-Name-First: Amy W. 
Author-X-Name-Last: Ando 
Author-Name: Donna Ramirez Harrington 
Author-X-Name-First: Donna Ramirez 
Author-X-Name-Last: Harrington 
Title: Tradable Discharge Permits: A Student-Friendly Game 
Abstract:
  Abstract: An in-class game can be used to improve students' understanding
 of how a tradable discharge permit (TDP) program might work. There are,
 however, trade-offs one must face in designing such a game. An exercise
 might, in theory, demonstrate all the nuances of a TDP program and yet be
 so complex that students learn little from the experience. The authors
 develop a game that is easy enough to play that even students with limited
 backgrounds in economics and math can participate fully. Instructors can
 use this game to provide a diverse body of students with insights on the
 relative cost-effectiveness of a permit system over a uniform standard,
 the nature of permit market equilibrium, and the comparative advantages of
 different regulatory regimes. 
Journal: The Journal of Economic Education 
Pages: 187-201 
Issue: 2 
Volume: 37 
Year: 2006 
Month: 4 
X-DOI: 10.3200/JECE.37.2.187-201 
File-URL: http://hdl.handle.net/10.3200/JECE.37.2.187-201 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:2:p:187-201




Template-Type: ReDIF-Article 1.0
Author-Name: Stephanie M. Brewer 
Author-X-Name-First: Stephanie M. 
Author-X-Name-Last: Brewer 
Author-Name: James J. Jozefowicz 
Author-X-Name-First: James J. 
Author-X-Name-Last: Jozefowicz 
Title: Making Economic Principles Personal: Student Journals and Reflection Papers 
Abstract:
  Abstract: The authors address two informal writing assignments
 implemented in introductory economics classes. One assignment involves
 students writing short reflection papers, and the other assignment
 involves students writing short journal entries for a designated period of
 time. Both assignments are designed to help students realize that
 economics is directly pertinent to their daily lives. Pedagogical issues
 related to both the benefits to students and the benefits and costs to
 faculty who implement the assignments are discussed. These assignments can
 provide beneficial insights to newer faculty members, who are adjusting to
 university and local community life, and contribute to developing new
 course material of perceived relevance to students. 
Journal: The Journal of Economic Education 
Pages: 202-216 
Issue: 2 
Volume: 37 
Year: 2006 
Month: 4 
X-DOI: 10.3200/JECE.37.2.202-216 
File-URL: http://hdl.handle.net/10.3200/JECE.37.2.202-216 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:2:p:202-216




Template-Type: ReDIF-Article 1.0
Author-Name: John Considine 
Author-X-Name-First: John 
Author-X-Name-Last: Considine 
Title: The Simpsons: Public Choice in the Tradition of Swift and Orwell 
Abstract:
  Abstract: The author disagrees with Homer Simpson who claims that"
 &#x2026; cartoons don't have any deep meaning. They're just stupid
 drawings that give you a cheap laugh." He argues that <italic>The
 Simpsons</italic> have a deep meaning in the same way as the works of
 Jonathan Swift and George Orwell. The message in <italic>The
 Simpsons</italic>, Swift, and Orwell is that those in charge do not always
 undertake action with the public interest in mind&#x2014;the basic premise
 of public choice. All three sources provide examples of other public
 choice themes, and they deliver their message through popular satire with
 layers of allusion. 
Journal: The Journal of Economic Education 
Pages: 217-228 
Issue: 2 
Volume: 37 
Year: 2006 
Month: 4 
X-DOI: 10.3200/JECE.37.2.217-228 
File-URL: http://hdl.handle.net/10.3200/JECE.37.2.217-228 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:2:p:217-228




Template-Type: ReDIF-Article 1.0
Author-Name: Zenon X. Zygmont 
Author-X-Name-First: Zenon X. 
Author-X-Name-Last: Zygmont 
Title: Debating the Socialist Calculation Debate: A Classroom Exercise 
Abstract:
  Abstract: The author describes a classroom exercise that introduces the
 Socialist Calculation Debate (SCD) to undergraduate economics students.
 The SCD concerns an issue that remains one of the most consequential of
 the 20th century&#x2014; the belief in the superiority of socialism and
 central planning over capitalism and the free market. The exercise
 presents the SCD in an active learning atmosphere by requiring the
 students to read, interpret, and discuss the writings of three notable
 participants in the debate&#x2014;Ludwig von Mises, Oskar Lange, and
 Friedrich Hayek. He discusses the format and objectives of the exercise,
 required and optional readings, and current relevance of the SCD. 
Journal: The Journal of Economic Education 
Pages: 229-235 
Issue: 2 
Volume: 37 
Year: 2006 
Month: 4 
X-DOI: 10.3200/JECE.37.2.229-235 
File-URL: http://hdl.handle.net/10.3200/JECE.37.2.229-235 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:2:p:229-235




Template-Type: ReDIF-Article 1.0
Author-Name: David K. Round 
Author-X-Name-First: David K. 
Author-X-Name-Last: Round 
Author-Name: Ron P. Mclver 
Author-X-Name-First: Ron P. 
Author-X-Name-Last: Mclver 
Title: Teaching Third-Degree Price Discrimination 
Abstract:
  Abstract: Third-degree price discrimination is taught in almost every
 intermediate microeconomics class. The theory, geometry, and the algebra
 behind the concept are simple, and the phenomenon is commonly associated
 with the sale of many of the goods and services used frequently by
 students. Classroom discussion is usually vibrant as students can relate
 their experiences of being on the receiving end of third-degree price
 discrimination, usually to their advantage. However, the precision of the
 language used in the exposition of the theory in textbooks is generally
 less precise than one would hope for, leading students to confuse slope
 and elasticity. The authors ask textbook writers to provide greater
 precision in their explanation of why differing elasticities are
 associated with the prices paid by two (or more) distinct groups of buyers
 facing third-degree price discrimination. 
Journal: The Journal of Economic Education 
Pages: 236-243 
Issue: 2 
Volume: 37 
Year: 2006 
Month: 4 
X-DOI: 10.3200/JECE.37.2.236-243 
File-URL: http://hdl.handle.net/10.3200/JECE.37.2.236-243 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:2:p:236-243




Template-Type: ReDIF-Article 1.0
Author-Name: Michael Nieswiadomy 
Author-X-Name-First: Michael 
Author-X-Name-Last: Nieswiadomy 
Title: LSAT Scores of Economics Majors: The 2003-2004 Class Update 
Abstract:
  Abstract: Using 1994-1995 data, Nieswiadomy (1998) found that economics
 majors scored well on the Law School Admissions Test. These results are
 frequently posted on university Web sites by economics departments.
 However, because the results are nearly 10 years old, it may be
 interesting to determine if economics majors still perform as well. The
 author, using current data for the 2003-2004 class of students entering
 law school, finds that economics majors still performed at or near the top
 of all majors taking the test. Economics majors rank first (156.6) of the
 12 largest disciplines (those with more than 2,200 students entering law
 school). Economics ranks third behind physics/math (158.9) and
 philosophy/religion (157.4) in a set of 29 discipline groupings that are
 created to yield at least 700 students with similar majors. 
Journal: The Journal of Economic Education 
Pages: 244-247 
Issue: 2 
Volume: 37 
Year: 2006 
Month: 4 
X-DOI: 10.3200/JECE.37.2.244-247 
File-URL: http://hdl.handle.net/10.3200/JECE.37.2.244-247 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:2:p:244-247




Template-Type: ReDIF-Article 1.0
Author-Name: K. K. Fung 
Author-X-Name-First: K. K. 
Author-X-Name-Last: Fung 
Author-Name: Sri Harsha Kolar 
Author-X-Name-First: Sri Harsha 
Author-X-Name-Last: Kolar 
Author-Name: Pavan Karnam 
Author-X-Name-First: Pavan 
Author-X-Name-Last: Karnam 
Title: Profit Maximization (Short Run) for Single-Price Searchers&#x2014;Flash Animation 
Journal: The Journal of Economic Education 
Pages: 248-248 
Issue: 2 
Volume: 37 
Year: 2006 
Month: 4 
X-DOI: 10.3200/JECE.37.2.248-248 
File-URL: http://hdl.handle.net/10.3200/JECE.37.2.248-248 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:2:p:248-248




Template-Type: ReDIF-Article 1.0
Author-Name: Luca Stanca 
Author-X-Name-First: Luca 
Author-X-Name-Last: Stanca 
Title: The Effects of Attendance on Academic Performance: Panel Data Evidence for Introductory Microeconomics 
Abstract:
  Abstract: The author presents new evidence on the effects of attendance
 on academic performance. He used a large panel data set for introductory
 microeconomics students to explicitly take into account the effect of
 unobservable factors correlated with attendance, such as ability, effort,
 and motivation. He found that neither proxy variables nor instrumental
 variables provide a solution to the omitted variable bias. Panel
 estimators indicate that attendance has a smaller but significant impact
 on performance. Lecture and classes have a similar effect on performance
 individually, although their impact cannot be identified separately.
 Overall, the results indicate that, after controlling for unobservable
 student characteristics, attendance has a statistically significant and
 quantitatively relevant effect on student learning. 
Journal: The Journal of Economic Education 
Pages: 251-266 
Issue: 3 
Volume: 37 
Year: 2006 
Month: 7 
X-DOI: 10.3200/JECE.37.3.251-266 
File-URL: http://hdl.handle.net/10.3200/JECE.37.3.251-266 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:3:p:251-266




Template-Type: ReDIF-Article 1.0
Author-Name: Mark Dickie 
Author-X-Name-First: Mark 
Author-X-Name-Last: Dickie 
Title: Do Classroom Experiments Increase Learning in Introductory Microeconomics? 
Abstract:
  Abstract: Interest in using classroom experiments to teach economics is
 increasing whereas empirical evidence on how experiments affect learning
 is limited and mixed. The author used a pretest-posttest control-group
 design to test whether classroom experiments and grade incentives that
 reward performance in experiments affect learning of introductory
 microeconomics. The author measured the partial effects of experiments
 independently of instructor quality and teaching methods using Test of
 Understanding in College Economics scores. Experiments without incentives
 are associated with higher posttest scores and greater improvement over
 pretest scores, but grade incentives may offset benefits of experiments.
 Controlling for student aptitude and other characteristics, limiting
 influence of potential outliers, or adjusting for potential selection bias
 from incomplete observation of test scores does not alter the conclusion
 that experiments increase learning whereas grade incentives do not. 
Journal: The Journal of Economic Education 
Pages: 267-288 
Issue: 3 
Volume: 37 
Year: 2006 
Month: 7 
X-DOI: 10.3200/JECE.37.3.267-288 
File-URL: http://hdl.handle.net/10.3200/JECE.37.3.267-288 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:3:p:267-288




Template-Type: ReDIF-Article 1.0
Author-Name: Robert Dixon 
Author-X-Name-First: Robert 
Author-X-Name-Last: Dixon 
Author-Name: William Griffiths 
Author-X-Name-First: William 
Author-X-Name-Last: Griffiths 
Title: Survival on the Titanic: Illustrating Wald and Lagrange Multiplier Tests for Proportions and Logits 
Abstract:
  Abstract: Students are interested in lecture examples and class exercises
 involving data connected to the maiden voyage and the sinking of the liner
 Titanic. Information on the passengers and their fate can be used to
 explore relationships between various tests for differences in survival
 rates between different groups of passengers. Among the concepts the
 authors examined are tests for differences of proportions using a normal
 distribution, a chi-square test for independence, a test for the equality
 of two logits, and a test for the significance of the coefficient of a
 binary variable in logit model. The authors examined the relationship
 between Wald and Lagrange Multiplier test statistics and give two related
 examples. 
Journal: The Journal of Economic Education 
Pages: 289-304 
Issue: 3 
Volume: 37 
Year: 2006 
Month: 7 
X-DOI: 10.3200/JECE.37.3.289-304 
File-URL: http://hdl.handle.net/10.3200/JECE.37.3.289-304 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:3:p:289-304




Template-Type: ReDIF-Article 1.0
Author-Name: Virtudes Alba-Fern&#xE1;ndez 
Author-X-Name-First: Virtudes 
Author-X-Name-Last: Alba-Fern&#xE1;ndez 
Author-Name: Pablo Bra&#xF1;as-Garza 
Author-X-Name-First: Pablo 
Author-X-Name-Last: Bra&#xF1;as-Garza 
Author-Name: Francisca Jiménez-Jiménez 
Author-X-Name-First: Francisca 
Author-X-Name-Last: Jiménez-Jiménez 
Author-Name: Javier Rodero-Cosano 
Author-X-Name-First: Javier 
Author-X-Name-Last: Rodero-Cosano 
Title: Teaching Nash Equilibrium and Dominance: A Classroom Experiment on the Beauty Contest 
Abstract:
  Abstract: The authors' aim in this article was to show how the use of
 classroom experiments may be a good pedagogical tool to teach the Nash
 equilibrium (NE) concept. The basic game is a version of the beauty
 contest game (BCG), a simple guessing game in which repetition lets
 students react to other players' choices and converge iteratively to the
 equilibrium solution. The authors perform this experiment with
 undergraduate students with no previous training in game theory. After
 four rounds, they observe a clear decreasing tendency in the average
 submitted number in all groups. Thus, the findings show that by playing a
 repeated BCG, students quickly learn how to reach the NE solution. 
Journal: The Journal of Economic Education 
Pages: 305-322 
Issue: 3 
Volume: 37 
Year: 2006 
Month: 7 
X-DOI: 10.3200/JECE.37.3.305-322 
File-URL: http://hdl.handle.net/10.3200/JECE.37.3.305-322 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:3:p:305-322




Template-Type: ReDIF-Article 1.0
Author-Name: Brian Kent Strow 
Author-X-Name-First: Brian Kent 
Author-X-Name-Last: Strow 
Author-Name: Claudia Wood Strow 
Author-X-Name-First: Claudia Wood 
Author-X-Name-Last: Strow 
Title: A Rent-Seeking Experiment for the Classroom 
Abstract:
  Abstract: Recent research has demonstrated that active learning
 techniques improve student comprehension and retention of abstract
 economic ideas such as rent seeking. Instructors can reinforce the concept
 of rent seeking with a classroom game, particularly one involving real
 money. The authors improve upon a game first introduced by Goeree and Holt
 (1999) and later expanded upon by Bischoff and Hofmann (2002). The authors
 present a version of the game in which students participate in an all-pay
 auction, risking their own money, and discover first hand the potential
 inefficiencies of rent seeking. The authors suggest extensions of the
 rent-seeking game, including discussions of social welfare effects,
 equity, campaign finance reform, tax simplification, and congressional
 reforms designed to limit the influence of rent seeking in the economy. 
Journal: The Journal of Economic Education 
Pages: 323-330 
Issue: 3 
Volume: 37 
Year: 2006 
Month: 7 
X-DOI: 10.3200/JECE.37.3.323-330 
File-URL: http://hdl.handle.net/10.3200/JECE.37.3.323-330 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:3:p:323-330




Template-Type: ReDIF-Article 1.0
Author-Name: Paul Pecorino 
Author-X-Name-First: Paul 
Author-X-Name-Last: Pecorino 
Title: Rent Seeking: A Textbook Example 
Abstract:
  Abstract: The author argues that the college textbook market provides a
 clear example of monopoly seeking as described by Tullock (1967, 1980).
 This behavior is also known as rent seeking. Because this market is
 important to students, this example of rent seeking will be of particular
 interest to them. 
Journal: The Journal of Economic Education 
Pages: 331-339 
Issue: 3 
Volume: 37 
Year: 2006 
Month: 7 
X-DOI: 10.3200/JECE.37.3.331-339 
File-URL: http://hdl.handle.net/10.3200/JECE.37.3.331-339 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:3:p:331-339




Template-Type: ReDIF-Article 1.0
Author-Name: Frank G. Steindl 
Author-X-Name-First: Frank G. 
Author-X-Name-Last: Steindl 
Title: A Graphical Exposition of the Inconsistency of Optimal Monetary Plans 
Abstract:
  Abstract: The author presents a geometrical framework in which the
 inability of discretionary policy (consistent policy in the sense of
 Kydland and Prescott) to be socially optimal is demonstrated. Policy based
 on a rule results in a higher level of utility. The author extends the
 model to demonstrate that policy of a Rogoff conservative central banker
 results in approaching the same equilibrium as that from a monetary rule.
 Finally, the framework shows that attempts to exploit the Phillips curve
 result in stagflation. 
Journal: The Journal of Economic Education 
Pages: 340-347 
Issue: 3 
Volume: 37 
Year: 2006 
Month: 7 
X-DOI: 10.3200/JECE.37.3.340-347 
File-URL: http://hdl.handle.net/10.3200/JECE.37.3.340-347 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:3:p:340-347




Template-Type: ReDIF-Article 1.0
Author-Name: Dale B. Truett 
Author-X-Name-First: Dale B. 
Author-X-Name-Last: Truett 
Author-Name: Lila J. Truett 
Author-X-Name-First: Lila J. 
Author-X-Name-Last: Truett 
Title: Production Function Geometry With "Knightian" Total Product 
Abstract:
  Abstract: Authors of principles and price theory textbooks generally
 illustrate short-run production using a total product curve that displays
 first increasing and then diminishing marginal returns to employment of
 the variable input(s). Although it seems reasonable that a temporary range
 of increasing returns to variable inputs will likely occur as variable
 inputs are added to a set of fixed ones. This proposition implies an
 isoquant diagram that is not a familiar one in text-books. The authors
 examine a linearly homogeneous production function conforming to the
 textbook case and construct its isoquant diagram. They then use a
 geometrical proof attributable to Geoffrey Jehle (2002) to demonstrate
 that, in general, isoquants must have, outside the traditional ridge
 lines, a range where they are convex toward those (<italic>MP</italic> =
 0) ridge lines and another range where they are concave toward them if
 there are short-run increasing, then diminishing, marginal returns. The
 authors suggest how this issue might be presented to students. 
Journal: The Journal of Economic Education 
Pages: 348-358 
Issue: 3 
Volume: 37 
Year: 2006 
Month: 7 
X-DOI: 10.3200/JECE.37.3.348-358 
File-URL: http://hdl.handle.net/10.3200/JECE.37.3.348-358 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:3:p:348-358




Template-Type: ReDIF-Article 1.0
Author-Name: Debra A. Barbezat 
Author-X-Name-First: Debra A. 
Author-X-Name-Last: Barbezat 
Title: Gender Differences in Research Patterns Among PhD Economists 
Abstract:
  This study is based on a 1996 survey of PhD economists working in the
 academic and nonacademic sectors since 1989. Despite a raw gender
 difference in all types of research output, the male dummy variable proves
 statistically significant in predicting only one publication measure. In a
 full sample and faculty subsample, number of years since receipt of PhD,
 publication in a refereed journal as a graduate student, and the total
 number of presentations made in professional forums were consistently,
 positively related to research productivity. The importance of other
 independent variables varies by research output. Typically unavailable
 variables such as workload, time use, submissions data, and family
 circumstances are also examined. 
Journal: The Journal of Economic Education 
Pages: 359-375 
Issue: 3 
Volume: 37 
Year: 2006 
Month: 7 
X-DOI: 10.3200/JECE.37.3.359-375 
File-URL: http://hdl.handle.net/10.3200/JECE.37.3.359-375 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:3:p:359-375




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in Undergraduate Economics Degrees, 1991-2005 
Journal: The Journal of Economic Education 
Pages: 376-381 
Issue: 3 
Volume: 37 
Year: 2006 
Month: 7 
X-DOI: 10.3200/JECE.37.3.376-381 
File-URL: http://hdl.handle.net/10.3200/JECE.37.3.376-381 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:3:p:376-381




Template-Type: ReDIF-Article 1.0
Author-Name: Arthur J. Caplan 
Author-X-Name-First: Arthur J. 
Author-X-Name-Last: Caplan 
Author-Name: Yuya Sasaki 
Author-X-Name-First: Yuya 
Author-X-Name-Last: Sasaki 
Title: Interactive Geometry for Surplus Sharing in Cooperative Games 
Journal: The Journal of Economic Education 
Pages: 382-382 
Issue: 3 
Volume: 37 
Year: 2006 
Month: 7 
X-DOI: 10.3200/JECE.37.3.382-382 
File-URL: http://hdl.handle.net/10.3200/JECE.37.3.382-382 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:3:p:382-382




Template-Type: ReDIF-Article 1.0
Author-Name: Kurtis J. Swope 
Author-X-Name-First: Kurtis J. 
Author-X-Name-Last: Swope 
Author-Name: Pamela M. Schmitt 
Author-X-Name-First: Pamela M. 
Author-X-Name-Last: Schmitt 
Title: The Performance of Economics Graduates over the Entire Curriculum: The Determinants of Success 
Abstract:
  Most studies of the determinants of understanding in economics focus on
 performance in a single course or standardized exam. Taking advantage of a
 large data set available at the U.S. Naval Academy (USNA), the authors
 examined the performance of economics majors over an entire curriculum.
 They found that gender was not a significant predictor of grade point
 average in economics courses, but grades of male minority students were
 lower than their counterparts'. The USNA dataset also provides information
 on Scholastic Aptitude Test scores and personality variables, allowing
 exploration of their influence on performance. Students characterized as
 "judging types" (described as decisive, organized, and self-regimented)
 generally performed better than did students characterized as "perceiving
 types" (described as curious, adaptable, and spontaneous). 
Journal: The Journal of Economic Education 
Pages: 387-394 
Issue: 4 
Volume: 37 
Year: 2006 
Month: 10 
X-DOI: 10.3200/JECE.37.4.387-394 
File-URL: http://hdl.handle.net/10.3200/JECE.37.4.387-394 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:4:p:387-394




Template-Type: ReDIF-Article 1.0
Author-Name: Robert C. Dolan 
Author-X-Name-First: Robert C. 
Author-X-Name-Last: Dolan 
Author-Name: Jerry L. Stevens 
Author-X-Name-First: Jerry L. 
Author-X-Name-Last: Stevens 
Title: Business Conditions and Economic Analysis: An Experiential Learning Program for Economics Students 
Abstract:
  The authors describe the Business Conditions and Economic Analysis (BCEA)
 program developed at the University of Richmond. The BCEA program is an
 experiential learning format for economics students built on the success
 of student-managed investment funds (SMIF) in finance. In its initial
 implementation, the BCEA group conducts domestic and global macroeconomic
 analysis and industry studies to support the portfolio decisions of
 student fund managers. At a more mature stage, the BCEA program includes a
 Web-based publication for disseminating macroeconomic forecasts and
 special-topic articles written by BCEA and SMIF students. Generally, the
 BCEA program is a curricular extension for economics students seeking
 higher levels of rigor in their course work, academic distinction in
 economics, and refinement of competencies for careers in financial
 economics. 
Journal: The Journal of Economic Education 
Pages: 395-405 
Issue: 4 
Volume: 37 
Year: 2006 
Month: 10 
X-DOI: 10.3200/JECE.37.4.395-405 
File-URL: http://hdl.handle.net/10.3200/JECE.37.4.395-405 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:4:p:395-405




Template-Type: ReDIF-Article 1.0
Author-Name: Robert L. Sexton 
Author-X-Name-First: Robert L. 
Author-X-Name-Last: Sexton 
Title: Using Short Movie and Television Clips in the Economics Principles Class 
Abstract:
  Abstract: The author describes a teaching method that uses powerful
 contemporary media, movie and television clips, to demonstrate the
 enormous breadth and depth of economic concepts. Many different movie and
 television clips can be used to show the power of economic analysis. The
 author describes the scenes and the economic concepts within those scenes
 for a number of movies. 
Journal: The Journal of Economic Education 
Pages: 406-417 
Issue: 4 
Volume: 37 
Year: 2006 
Month: 10 
X-DOI: 10.3200/JECE.37.4.406-417 
File-URL: http://hdl.handle.net/10.3200/JECE.37.4.406-417 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:4:p:406-417




Template-Type: ReDIF-Article 1.0
Author-Name: Simon G&#xE4;chter 
Author-X-Name-First: Simon 
Author-X-Name-Last: G&#xE4;chter 
Author-Name: Christian Th&#xF6;ni 
Author-X-Name-First: Christian 
Author-X-Name-Last: Th&#xF6;ni 
Author-Name: Jean-Robert Tyran 
Author-X-Name-First: Jean-Robert 
Author-X-Name-Last: Tyran 
Title: Cournot Competition and Hit-and-Run Entry and Exit in a Teaching Experiment 
Abstract:
  Instructors can use a computerized experiment to introduce students to
 imperfect competition in courses on introductory economics, industrial
 organization, game theory, and strategy and management. In addition to
 introducing students to strategic thinking in general, the experiment
 serves to demonstrate that profits of a firm fall as the number of
 competitors is increased in a market and that firms enter profitable
 markets. The authors have used the experiment in undergraduate classes on
 strategy and management as well as in master of business administration
 courses with great success. 
Journal: The Journal of Economic Education 
Pages: 418-430 
Issue: 4 
Volume: 37 
Year: 2006 
Month: 10 
X-DOI: 10.3200/JECE.37.4.418-430 
File-URL: http://hdl.handle.net/10.3200/JECE.37.4.418-430 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:4:p:418-430




Template-Type: ReDIF-Article 1.0
Author-Name: Niven Winchester 
Author-X-Name-First: Niven 
Author-X-Name-Last: Winchester 
Title: A Classroom Tariff-Setting Game 
Abstract:
  The author outlines a classroom tariff-setting game that allows students
 to explore the consequences of import tariffs imposed by large countries
 (countries able to influence world prices). Groups of students represent
 countries, which are organized into trading pairs. Each group's objective
 is to maximize welfare by choosing an appropriate ad valorem tariff that
 may be changed intermittently throughout the game. The game is built on a
 computable general-equilibrium model, which allows each nation's utility
 and terms of trade under alternative tariff regimes to be expressed
 quantitatively. The exercise encourages students to consider
 terms-of-trade improvements and efficiency losses resulting from
 large-country tariffs and provides a framework to discuss the Nash
 equilibrium of a tariff war. The game is a useful supplement to
 traditional teaching methods. 
Journal: The Journal of Economic Education 
Pages: 431-441 
Issue: 4 
Volume: 37 
Year: 2006 
Month: 10 
X-DOI: 10.3200/JECE.37.4.431-441 
File-URL: http://hdl.handle.net/10.3200/JECE.37.4.431-441 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:4:p:431-441




Template-Type: ReDIF-Article 1.0
Author-Name: Charles H. Anderton 
Author-X-Name-First: Charles H. 
Author-X-Name-Last: Anderton 
Author-Name: John R. Carter 
Author-X-Name-First: John R. 
Author-X-Name-Last: Carter 
Title: Applying Intermediate Microeconomics to Terrorism 
Abstract:
  The authors show how microeconomic concepts and principles are applicable
 to the study of terrorism. The utility maximization model provides
 insights into both terrorist resource allocation choices and government
 counterterrorism efforts, and basic game theory helps characterize the
 strategic interdependencies among terrorists and governments. 
Journal: The Journal of Economic Education 
Pages: 442-458 
Issue: 4 
Volume: 37 
Year: 2006 
Month: 10 
X-DOI: 10.3200/JECE.37.4.442-458 
File-URL: http://hdl.handle.net/10.3200/JECE.37.4.442-458 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:4:p:442-458




Template-Type: ReDIF-Article 1.0
Author-Name: Craig Brett 
Author-X-Name-First: Craig 
Author-X-Name-Last: Brett 
Title: Some Marginalist Intuition Concerning the Optimal Commodity Tax Problem 
Abstract:
  The author offers a simple intuition that can be exploited to derive and
 to help interpret some canonical results in the theory of optimal
 commodity taxation. He develops and explores the principle that the
 marginal social welfare loss per last unit of tax revenue generated be
 equalized across tax instruments. A simple two-consumer,
 two-taxed-commodity economy is used to explore how this intuition can be
 used to derive the famous inverse elasticity rule, as well as the
 modifications and extensions needed to account for the redistributive
 effects of commodity taxes. 
Journal: The Journal of Economic Education 
Pages: 459-469 
Issue: 4 
Volume: 37 
Year: 2006 
Month: 10 
X-DOI: 10.3200/JECE.37.4.459-469 
File-URL: http://hdl.handle.net/10.3200/JECE.37.4.459-469 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:4:p:459-469




Template-Type: ReDIF-Article 1.0
Author-Name: James P. McCoy 
Author-X-Name-First: James P. 
Author-X-Name-Last: McCoy 
Author-Name: Martin I. Milkman 
Author-X-Name-First: Martin I. 
Author-X-Name-Last: Milkman 
Title: Evolution of the Masters in Economics 
Abstract:
  In this article, the authors update their previous study of terminal
 master's degree in economics programs to determine whether changes in the
 characteristics and students or the desired outcomes of master's programs
 have occurred during the decade between the two studies. The authors find
 that there are now fewer programs and on average, there has been a
 reduction in rigor in terms of degree requirements. They also find some
 evidence for increased diversity of faculty in these programs. The average
 number of students in programs remained about the same over the decade,
 but the average number of faculty serving these students decreased. While
 some differences are found, overall the authors conclude that master's in
 economics programs have not dramatically changed over the past 10 years. 
Journal: The Journal of Economic Education 
Pages: 470-476 
Issue: 4 
Volume: 37 
Year: 2006 
Month: 10 
X-DOI: 10.3200/JECE.37.4.470-476 
File-URL: http://hdl.handle.net/10.3200/JECE.37.4.470-476 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:4:p:470-476




Template-Type: ReDIF-Article 1.0
Author-Name: Donald H. Dutkowsky 
Author-X-Name-First: Donald H. 
Author-X-Name-Last: Dutkowsky 
Author-Name: Jerry M. Evensky 
Author-X-Name-First: Jerry M. 
Author-X-Name-Last: Evensky 
Author-Name: Gerald S. Edmonds 
Author-X-Name-First: Gerald S. 
Author-X-Name-Last: Edmonds 
Title: Teaching College Economics in the High Schools: The Role of Concurrent Enrollment Programs 
Abstract:
  The authors examine concurrent enrollment programs (CEP) as an effective
 means of teaching college economics in high school. They describe the
 establishment of the National Alliance of Concurrent Enrollment
 Partnerships to set national standards for CEP. They also investigate the
 performance of high school students taking the Syracuse University
 one-semester micro/macro principles of economics course through its CEP,
 Project Advance, on the Test of Economic Literacy. CEP students average
 nearly 1 percentage point higher than do the advanced placement/honors
 economics group and score considerably better in fundamentals and
 international economics. By cognitive levels, CEP students score over 4
 percentage points in the knowledge area and exhibit better performance on
 application questions. 
Journal: The Journal of Economic Education 
Pages: 477-482 
Issue: 4 
Volume: 37 
Year: 2006 
Month: 10 
X-DOI: 10.3200/JECE.37.4.477-482 
File-URL: http://hdl.handle.net/10.3200/JECE.37.4.477-482 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:4:p:477-482




Template-Type: ReDIF-Article 1.0
Author-Name: Tod S. Porter 
Author-X-Name-First: Tod S. 
Author-X-Name-Last: Porter 
Author-Name: Kriss Schueller 
Author-X-Name-First: Kriss 
Author-X-Name-Last: Schueller 
Author-Name: Teresa Riley 
Author-X-Name-First: Teresa 
Author-X-Name-Last: Riley 
Author-Name: Rochelle Ruffer 
Author-X-Name-First: Rochelle 
Author-X-Name-Last: Ruffer 
Author-Name: Ebenge Usip 
Author-X-Name-First: Ebenge 
Author-X-Name-Last: Usip 
Title: MarketSim: A Simulated Economy for Microeconomics 
Abstract:
  MarketSim helps students understand microeconomic theory. They take the
 roles of consumers and producers in a simulated economy. Exchanges are
 made by posting and accepting offers at terms they choose. In the
 "Simultaneous Play" version, students must participate in a game at the
 same time. The simulations, designed for principles classes, can be used
 in intermediate theory. 
Journal: The Journal of Economic Education 
Pages: 483-483 
Issue: 4 
Volume: 37 
Year: 2006 
Month: 10 
X-DOI: 10.3200/JECE.37.4.483-483 
File-URL: http://hdl.handle.net/10.3200/JECE.37.4.483-483 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:4:p:483-483




Template-Type: ReDIF-Article 1.0
Author-Name: K. K. Fung 
Author-X-Name-First: K. K. 
Author-X-Name-Last: Fung 
Author-Name: Sri Harsha Kolar 
Author-X-Name-First: Sri Harsha 
Author-X-Name-Last: Kolar 
Author-Name: Pavan R. Karnam 
Author-X-Name-First: Pavan R. 
Author-X-Name-Last: Karnam 
Title: Profit Versus Efficiency Maximization (Single vs. Discriminating Pricing)&#x2014;Flash Animation 
Journal: The Journal of Economic Education 
Pages: 484-484 
Issue: 4 
Volume: 37 
Year: 2006 
Month: 10 
X-DOI: 10.3200/JECE.37.4.484-484 
File-URL: http://hdl.handle.net/10.3200/JECE.37.4.484-484 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:37:y:2006:i:4:p:484-484




Template-Type: ReDIF-Article 1.0
Author-Name: Yun-kwong Kwok 
Author-X-Name-First: Yun-kwong 
Author-X-Name-Last: Kwok 
Title: To Save or to Consume: Linking Growth Theory with the Keynesian Model 
Abstract:
  In the neoclassical growth theory, higher saving rate gives rise to
 higher output per capita. However, in the Keynesian model, higher saving
 rate causes lower consumption, which may lead to a recession. Students may
 ask, "Should we save or should we consume?" In most of the macroeconomics
 textbooks, economic growth and Keynesian economics are in separate,
 sometimes unsequential, chapters. The connection between the short run and
 the long run is not apparent. The author builds a bridge between the
 neoclassical growth theory and the Keynesian model. He links the Solow
 diagram and the IS-LM curves and depicts the short-run to long-run
 transition of the economy after changes in saving and other macroeconomic
 policies. 
Journal: The Journal of Economic Education 
Pages: 109-123 
Issue: 1 
Volume: 38 
Year: 2007 
Month: 1 
X-DOI: 10.3200/JECE.38.1.109-123 
File-URL: http://hdl.handle.net/10.3200/JECE.38.1.109-123 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:1:p:109-123




Template-Type: ReDIF-Article 1.0
Author-Name: Tomas Dvorak 
Author-X-Name-First: Tomas 
Author-X-Name-Last: Dvorak 
Title: An Annotated Sample Paper in Econometrics 
Journal: The Journal of Economic Education 
Pages: 124-124 
Issue: 1 
Volume: 38 
Year: 2007 
Month: 1 
X-DOI: 10.3200/JECE.38.1.124 
File-URL: http://hdl.handle.net/10.3200/JECE.38.1.124 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:1:p:124-124




Template-Type: ReDIF-Article 1.0
Author-Name: Clifford Nowell 
Author-X-Name-First: Clifford 
Author-X-Name-Last: Nowell 
Author-Name: Richard M. Alston 
Author-X-Name-First: Richard M. 
Author-X-Name-Last: Alston 
Title: I Thought I Got an A! Overconfidence Across the Economics Curriculum 
Abstract:
  Students often exhibit overconfident grade expectations and tend to
 overestimate the actual course grade at the completion of a course.
 Current theories of student motivation suggest such overconfidence may
 lead students to study less than if they had accurate grade perceptions.
 The authors report the findings of a survey of students enrolled in
 economics and quantitative courses at a large public university. They
 analyze the difference between a student's expected and actual grade and
 how teacher pedagogies can influence student overconfidence. They find
 male students and those with lower GPAs exhibit greater overconfidence.
 Students in lower division classes have a greater tendency to be
 overconfident than do those in upper division classes. The findings also
 indicate that grading practices influence overconfidence. 
Journal: The Journal of Economic Education 
Pages: 131-142 
Issue: 2 
Volume: 38 
Year: 2007 
Month: 4 
X-DOI: 10.3200/JECE.38.2.131-142 
File-URL: http://hdl.handle.net/10.3200/JECE.38.2.131-142 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:131-142




Template-Type: ReDIF-Article 1.0
Author-Name: Kim Hawtrey 
Author-X-Name-First: Kim 
Author-X-Name-Last: Hawtrey 
Title: Using Experiential Learning Techniques 
Abstract:
  The author advocates the application of experiential learning in
 economics courses at the tertiary level. The author evaluates a range of
 learning methods, both passive and active, in a student survey that
 provides data on under-graduate attitudes to various class activities. The
 results indicate a clear student preference for learning activities in
 economics that can be described as experiential. Analysis of reported
 student preferences also detects differences according to gender and day
 or evening class attendance. 
Journal: The Journal of Economic Education 
Pages: 143-152 
Issue: 2 
Volume: 38 
Year: 2007 
Month: 4 
X-DOI: 10.3200/JECE.38.2.143-152 
File-URL: http://hdl.handle.net/10.3200/JECE.38.2.143-152 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:143-152




Template-Type: ReDIF-Article 1.0
Author-Name: James Sawler 
Author-X-Name-First: James 
Author-X-Name-Last: Sawler 
Title: A Classroom Demonstration for Teaching Network Effects 
Abstract:
  The introduction of the concept of network effects is useful at the
 principles level to facilitate discussions of the determinants of
 monopoly, the need for standards in high-tech industries, and the general
 complexity of real-world competition. The author describes a demonstration
 and an extension that help students understand how consumers make choices
 in markets where network effects are prominent and how these choices
 affect market outcomes. He then provides an outline for a classroom
 discussion of the results. 
Journal: The Journal of Economic Education 
Pages: 153-159 
Issue: 2 
Volume: 38 
Year: 2007 
Month: 4 
X-DOI: 10.3200/JECE.38.2.153-159 
File-URL: http://hdl.handle.net/10.3200/JECE.38.2.153-159 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:153-159




Template-Type: ReDIF-Article 1.0
Author-Name: Bryan C. McCannon 
Author-X-Name-First: Bryan C. 
Author-X-Name-Last: McCannon 
Title: Using Game Theory and the Bible to Build Critical Thinking Skills 
Abstract:
  The author describes a course designed to build the critical thinking
 skills of undergraduate economics students. The course introduces and uses
 game theory to study the Bible. Students gain experience using game theory
 to formalize events and, by drawing parallels between the Bible and common
 economic concepts, illustrate the pervasiveness of game-theoretic
 reasoning across topics within economics as well as various fields of
 study. 
Journal: The Journal of Economic Education 
Pages: 160-164 
Issue: 2 
Volume: 38 
Year: 2007 
Month: 4 
X-DOI: 10.3200/JECE.38.2.160-164 
File-URL: http://hdl.handle.net/10.3200/JECE.38.2.160-164 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:160-164




Template-Type: ReDIF-Article 1.0
Author-Name: Joachim Zietz 
Author-X-Name-First: Joachim 
Author-X-Name-Last: Zietz 
Title: Dynamic Programming: An Introduction by Example 
Abstract:
  The author introduces some basic dynamic programming techniques, using
 examples, with the help of the computer algebra system
 <italic>Maple</italic>. The emphasis is on building confidence and
 intuition for the solution of dynamic problems in economics. To integrate
 the material better, the same examples are used to introduce different
 techniques. One covers the optimal extraction of a natural resource,
 another uses consumer utility maximization, and the final example solves a
 simple real business cycle model. Every example is accompanied by
 <italic>Maple</italic> computer code to allow for replication. 
Journal: The Journal of Economic Education 
Pages: 165-186 
Issue: 2 
Volume: 38 
Year: 2007 
Month: 4 
X-DOI: 10.3200/JECE.38.2.165-186 
File-URL: http://hdl.handle.net/10.3200/JECE.38.2.165-186 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:165-186




Template-Type: ReDIF-Article 1.0
Author-Name: Sheldon H. Stein 
Author-X-Name-First: Sheldon H. 
Author-X-Name-Last: Stein 
Title: A Beginner's Guide to the Solow Model 
Abstract:
  The Solow model is widely regarded as the workhorse model of the theory
 of economic growth. Although at one point this model was first encountered
 in graduate school, it has since filtered down to the intermediate and,
 occasionally, to the principles of macroeconomics course. Many have
 commented on how difficult it is to teach the Solow model to
 undergraduates, especially to students in the principles of macroeconomics
 course. The author demonstrates that under the assumption that the level
 of savings is autonomous, the essence of the stockflow adjustment of the
 Solow model becomes much easier to comprehend. 
Journal: The Journal of Economic Education 
Pages: 187-193 
Issue: 2 
Volume: 38 
Year: 2007 
Month: 4 
X-DOI: 10.3200/JECE.38.2.187-193 
File-URL: http://hdl.handle.net/10.3200/JECE.38.2.187-193 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:187-193




Template-Type: ReDIF-Article 1.0
Author-Name: Sau-Him Paul Lau 
Author-X-Name-First: Sau-Him Paul 
Author-X-Name-Last: Lau 
Author-Name: Philip Hoi-Tak Ng 
Author-X-Name-First: Philip Hoi-Tak 
Author-X-Name-Last: Ng 
Title: Loglinear Approximate Solutions to Real-Business-Cycle Models: Some Observations 
Abstract:
  Following the analytical approach suggested in Campbell, the authors
 consider a baseline real-business-cycle (RBC) model with endogenous labor
 supply. They observe that the coefficients in the loglinear approximation
 of the dynamic equations characterizing the equilibrium are related to the
 fundamental parameters in a relatively simple manner. These equations can
 be used to obtain the closed-form approximate solution with ease and to
 demonstrate the properties (uniqueness) of the solution with clarity.
 Furthermore, comparative static results can be confirmed analytically (by
 straightforward differentiation). Most of these conclusions can be
 generalized to more complicated RBC models. 
Journal: The Journal of Economic Education 
Pages: 194-204 
Issue: 2 
Volume: 38 
Year: 2007 
Month: 4 
X-DOI: 10.3200/JECE.38.2.194-207 
File-URL: http://hdl.handle.net/10.3200/JECE.38.2.194-207 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:194-204




Template-Type: ReDIF-Article 1.0
Author-Name: Frederic L. Pryor 
Author-X-Name-First: Frederic L. 
Author-X-Name-Last: Pryor 
Title: Immiserizing Growth as Seen by Bhagwati, Samuelson, and Others 
Abstract:
  Immiserizing growth is a long-term phenomenon that occurs when the gain
 in a country's social welfare arising from economic growth is more than
 offset by the loss in such welfare associated with an adverse shift in the
 terms of trade. In one case explored many years ago by Jagdish Bhagwati,
 immiserizing growth occurs in a developing nation that has started
 economic growth but faces unfavorable international demand conditions as
 it increases its traditional exports. In another case explored recently by
 Paul A. Samuelson, immiserizing growth occurs for the growing
 industrialized country when its trade partner follows a policy of import
 substituting growth and, as a result, shifts the terms of trade against
 the exporting country. Still others have specified a variety of different
 cases of immiserizing growth. The author provides a simple graphical
 method to analyze these situations and then presents data showing that
 immiserizing growth is a relatively rare phenomenon. 
Journal: The Journal of Economic Education 
Pages: 208-214 
Issue: 2 
Volume: 38 
Year: 2007 
Month: 4 
X-DOI: 10.3200/JECE.38.2.208-214 
File-URL: http://hdl.handle.net/10.3200/JECE.38.2.208-214 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:208-214




Template-Type: ReDIF-Article 1.0
Author-Name: Dennis L. Weisman 
Author-X-Name-First: Dennis L. 
Author-X-Name-Last: Weisman 
Title: An Instructional Exercise in Cost-Raising Strategies, and Perfect Complements Production 
Abstract:
  The author presents an account of the 1993 contract negotiations between
 the United Auto Workers (UAW) and Ford Motor Company to assist students in
 developing facility with perfect complements production and cost functions
 and cost-raising strategies. The author seeks an answer to why the UAW
 targeted Ford for contract negotiations to establish a benchmark for
 subsequent negotiations with Chrysler and General Motors. Contrary to
 assertions of the popular business press that "Ford drew the short straw"
 in being the first of the "Big Three" automakers to negotiate with the
 UAW, the author believes it is not implausible that this arrangement
 served the economic interests of both Ford and the UAW. The UAW targeted
 Ford because it was more likely to go along with a liberal wage and
 benefits package given its investment in robotics. In turn, Ford was able
 to raise, albeit indirectly, its rivals' costs. 
Journal: The Journal of Economic Education 
Pages: 215-221 
Issue: 2 
Volume: 38 
Year: 2007 
Month: 4 
X-DOI: 10.3200/JECE.38.2.215-221 
File-URL: http://hdl.handle.net/10.3200/JECE.38.2.215-221 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:215-221




Template-Type: ReDIF-Article 1.0
Author-Name: R. A. Somerville 
Author-X-Name-First: R. A. 
Author-X-Name-Last: Somerville 
Title: Differentiable Technology, the Curvature of the Profit Function, and the Response of Supply to Own-Price Changes 
Abstract:
  The author establishes a property of supply for a competitive firm:
 Assuming differentiability of the production frontier, linearly
 independent price vectors have disjoint image sets under the supply
 mapping. This property supports the main results. First, the author drew a
 simple proof of McFadden's proposition that differentiability of the
 production frontier is necessary and sufficient for strict quasiconvexity
 of the profit function. This proposition rules out linearity of the profit
 function on any subset of price domain, in turn ruling out supply and
 input- demand functions that are constant and have zero values for all
 price effects. Second, for discrete price changes, own-price effects in
 supply are strictly positive, assuming a differentiable technology. In
 this context, strict convexity of the production set is irrelevant. The
 author indicates implications for cost and demand theory. 
Journal: The Journal of Economic Education 
Pages: 222-228 
Issue: 2 
Volume: 38 
Year: 2007 
Month: 4 
X-DOI: 10.3200/JECE.38.2.22-228 
File-URL: http://hdl.handle.net/10.3200/JECE.38.2.22-228 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:222-228




Template-Type: ReDIF-Article 1.0
Author-Name: Frode Brevik 
Author-X-Name-First: Frode 
Author-X-Name-Last: Brevik 
Author-Name: Manfred G&#xE4;rtner 
Author-X-Name-First: Manfred 
Author-X-Name-Last: G&#xE4;rtner 
Title: Teaching Real Business Cycles to Undergraduates 
Abstract:
  The authors review the graphical approach to teaching the real business
 cycle model introduced in Barro. They then look at where this approach
 cuts corners and suggest refinements. Finally, they compare graphical and
 exact models by means of impulse-response functions. The graphical models
 yield reliable qualitative results. Sizable quantitative differences
 exist, but these can partly be remedied by adding appropriate refinements
 when taught by experienced instructors. The graphical analysis of the real
 business cycle equips students with a first understanding of the economy's
 supply side and generates dynamics that will survive closer scrutiny later
 in the curriculum. 
Journal: The Journal of Economic Education 
Pages: 229-247 
Issue: 2 
Volume: 38 
Year: 2007 
Month: 4 
X-DOI: 10.3200/JECE.38.2.229-247 
File-URL: http://hdl.handle.net/10.3200/JECE.38.2.229-247 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:229-247




Template-Type: ReDIF-Article 1.0
Author-Name: David K. Round 
Author-X-Name-First: David K. 
Author-X-Name-Last: Round 
Title: Doing a Monty: Who Opened the Door to This Game for Economists? 
Abstract:
  The Monty Hall three-door, "Let's Make a Deal" game, named after the
 1970s television show, is used widely in economics, econometrics,
 statistics, and game-theory-based teaching, as well as in many other
 disciplines. Its solutions and underlying assumptions arouse great passion
 and argument, in both the academic and popular press. Most economists
 believe that the first popular elucidation of the game was presented by
 Nalebuff in the <italic>Journal of Economic Literature</italic>. However,
 the game and its controversial solution were spelled out in <italic>The
 American Statistician</italic> years earlier by Selvin, at the time a
 young biostatistician at the University of California at Berkeley.
 Mathematicians give him due credit. The author argues that economists
 should also recognise his contribution. 
Journal: The Journal of Economic Education 
Pages: 248-252 
Issue: 2 
Volume: 38 
Year: 2007 
Month: 4 
X-DOI: 10.3200/JECE.38.2.248-252 
File-URL: http://hdl.handle.net/10.3200/JECE.38.2.248-252 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:248-252




Template-Type: ReDIF-Article 1.0
Author-Name: Sarah Jennings 
Author-X-Name-First: Sarah 
Author-X-Name-Last: Jennings 
Author-Name: Sophie Hibberd 
Author-X-Name-First: Sophie 
Author-X-Name-Last: Hibberd 
Author-Name: Kevin Lyall 
Author-X-Name-First: Kevin 
Author-X-Name-Last: Lyall 
Author-Name: Beverly Goldfarb 
Author-X-Name-First: Beverly 
Author-X-Name-Last: Goldfarb 
Title: Partial Equilibrium Analysis of a Customs Union 
Journal: The Journal of Economic Education 
Pages: 253-253 
Issue: 2 
Volume: 38 
Year: 2007 
Month: 4 
X-DOI: 10.3200/JECE.38.2.253 
File-URL: http://hdl.handle.net/10.3200/JECE.38.2.253 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:253-253




Template-Type: ReDIF-Article 1.0
Author-Name: Rebecca Weiner 
Author-X-Name-First: Rebecca 
Author-X-Name-Last: Weiner 
Title: Globalization101.org: A Free Web Site for Teaching About Globalization 
Journal: The Journal of Economic Education 
Pages: 254-254 
Issue: 2 
Volume: 38 
Year: 2007 
Month: 4 
X-DOI: 10.3200/JECE.38.2.254 
File-URL: http://hdl.handle.net/10.3200/JECE.38.2.254 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:254-254




Template-Type: ReDIF-Article 1.0
Author-Name: K. K. Fung 
Author-X-Name-First: K. K. 
Author-X-Name-Last: Fung 
Author-Name: Sri Harsha Kolar 
Author-X-Name-First: Sri Harsha 
Author-X-Name-Last: Kolar 
Author-Name: Pavan Karnam 
Author-X-Name-First: Pavan 
Author-X-Name-Last: Karnam 
Title: Regulating Natural Monopoly&#x2014;Flash Animation 
Journal: The Journal of Economic Education 
Pages: 255-255 
Issue: 2 
Volume: 38 
Year: 2007 
Month: 4 
X-DOI: 10.3200/JECE.38.2.255 
File-URL: http://hdl.handle.net/10.3200/JECE.38.2.255 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:255-255




Template-Type: ReDIF-Article 1.0
Author-Name: Steven Yamarik 
Author-X-Name-First: Steven 
Author-X-Name-Last: Yamarik 
Title: Does Cooperative Learning Improve Student Learning Outcomes? 
Abstract:
  What is the effect of small-group learning on student learning outcomes
 in economic instruction? In spring 2002 and fall 2004, the author applied
 cooperative learning to one section of intermediate macroeconomics and
 taught another section using a traditional lecture format. He identified
 and then tracked measures of student learning outcomes. Using multivariate
 regression analysis, he found that students taught by cooperative learning
 achieved greater academic performance in the form of higher exam scores. 
Journal: The Journal of Economic Education 
Pages: 259-277 
Issue: 3 
Volume: 38 
Year: 2007 
Month: 7 
X-DOI: 10.3200/JECE.38.3.259-277 
File-URL: http://hdl.handle.net/10.3200/JECE.38.3.259-277 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:3:p:259-277




Template-Type: ReDIF-Article 1.0
Author-Name: Derek Pyne 
Author-X-Name-First: Derek 
Author-X-Name-Last: Pyne 
Title: Does the Choice of Introductory Microeconomics Textbook Matter? 
Abstract:
  The author examines the effects of different introductory microeconomics
 textbooks on student performance in subsequent economics courses
 (specifically, Intermediate Microeconomics I and Money and Banking). In
 some cases, the effects are significant and sizeable. There is also
 evidence of other variables affecting student performance in later
 courses, such as taking first-year microeconomics by distance, math
 background, effects of having taken other economics courses, and the time
 between introductory economics and later courses. 
Journal: The Journal of Economic Education 
Pages: 279-296 
Issue: 3 
Volume: 38 
Year: 2007 
Month: 7 
X-DOI: 10.3200/JECE.38.3.279-296 
File-URL: http://hdl.handle.net/10.3200/JECE.38.3.279-296 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:3:p:279-296




Template-Type: ReDIF-Article 1.0
Author-Name: J. Patrick Meister 
Author-X-Name-First: J. Patrick 
Author-X-Name-Last: Meister 
Author-Name: Kyle J. Anderson 
Author-X-Name-First: Kyle J. 
Author-X-Name-Last: Anderson 
Title: A Classroom Auction With Externalities: Applied to Mergers and Acquisitions 
Abstract:
  The authors describe an in-class exercise in which students participate
 in an auction to buy US Airways. The exercise is based on events of late
 1995, in which neither United nor American Airlines decided to bid for US
 Airways. Two teams of students participate in an English auction. Students
 learn that the equilibrium of the sequential game is that neither firm bid
 and, thereby, learn why US Airways did not sell at that time. In addition,
 two other teams participate in a sealed-bid auction, in which US Airways
 will sell in Nash equilibrium. Results typically have lined up with
 theoretical predictions. 
Journal: The Journal of Economic Education 
Pages: 297-307 
Issue: 3 
Volume: 38 
Year: 2007 
Month: 7 
X-DOI: 10.3200/JECE.38.3.297-307 
File-URL: http://hdl.handle.net/10.3200/JECE.38.3.297-307 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:3:p:297-307




Template-Type: ReDIF-Article 1.0
Author-Name: Mark Griffin Smith 
Author-X-Name-First: Mark Griffin 
Author-X-Name-Last: Smith 
Title: Case Studies on Location: Taking to the Field in Economics 
Abstract:
  The author describes how to conceptualize and organize a successful,
 multi-day field trip organized around a case study problem. By doing so,
 the instructor exposes students to diverse perspectives and leads them
 through the process of policy analysis from collecting and organizing
 information to identifying the relevant economic concepts and applying
 them in a complex real-world setting. 
Journal: The Journal of Economic Education 
Pages: 308-317 
Issue: 3 
Volume: 38 
Year: 2007 
Month: 7 
X-DOI: 10.3200/JECE.38.3.308-317 
File-URL: http://hdl.handle.net/10.3200/JECE.38.3.308-317 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:3:p:308-317




Template-Type: ReDIF-Article 1.0
Author-Name: Ranjit S. Dighe 
Author-X-Name-First: Ranjit S. 
Author-X-Name-Last: Dighe 
Title: The Fable of the Allegory: The Wizard of Oz in Economics: Comment 
Abstract:
  Although recent research strongly suggests that L. Frank Baum did not
 write <italic>The Wonderful Wizard of Oz</italic> as a monetary or
 political allegory, the Populist-parable interpretation of his book
 remains a tremendous teaching tool in economics classes. The author offers
 some background on the rise and fall of the Populist interpretation, in
 recognition of students' natural curiosity about Baum's intentions. He
 also offers a classroom-ready version of the parable that synthesizes
 several different versions of that interpretation. 
Journal: The Journal of Economic Education 
Pages: 318-324 
Issue: 3 
Volume: 38 
Year: 2007 
Month: 7 
X-DOI: 10.3200/JECE.38.3.318-324 
File-URL: http://hdl.handle.net/10.3200/JECE.38.3.318-324 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:3:p:318-324




Template-Type: ReDIF-Article 1.0
Author-Name: Clifton T. Jones 
Author-X-Name-First: Clifton T. 
Author-X-Name-Last: Jones 
Author-Name: Mark A. Thompson 
Author-X-Name-First: Mark A. 
Author-X-Name-Last: Thompson 
Title: The Short-Run Expansion Path for the Firm 
Abstract:
  There is some confusion about the nature of the short-run expansion path
 (SREP) for the firm as presented in many intermediate microeconomics
 textbooks. The traditional view is that the SREP is a horizontal line
 because the firm is stuck with a fixed amount of capital. However, this
 view does not usually acknowledge that the firm could choose to idle some
 of its capital when seeking to reduce its output in the short run. The
 authors show that the traditional horizontal SREP is not invalidated when
 they explicitly allow for such capital reductions; in fact, it is the
 optimal path for the firm in the short run. 
Journal: The Journal of Economic Education 
Pages: 325-330 
Issue: 3 
Volume: 38 
Year: 2007 
Month: 7 
X-DOI: 10.3200/JECE.38.3.325-330 
File-URL: http://hdl.handle.net/10.3200/JECE.38.3.325-330 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:3:p:325-330




Template-Type: ReDIF-Article 1.0
Author-Name: Marc D. Hayford 
Author-X-Name-First: Marc D. 
Author-X-Name-Last: Hayford 
Title: Using Supply, Demand, and the Cournot Model to Understand Corruption 
Abstract:
  The author combines the supply and demand model of taxes with a Cournot
 model of bribe takers to develop a simple and useful framework for
 understanding the effect of corruption on economic activity. There are
 many examples of corruption in both developed and developing countries.
 Because corruption decreases the level of economic activity and seems more
 common in developing countries, it is likely to be part of the explanation
 of the wide disparity of income between rich and poor countries. The model
 presented could be used in courses on microeconomics, economic growth,
 public finance, political economy, and economic development. 
Journal: The Journal of Economic Education 
Pages: 331-340 
Issue: 3 
Volume: 38 
Year: 2007 
Month: 7 
X-DOI: 10.3200/JECE.38.3.331-340 
File-URL: http://hdl.handle.net/10.3200/JECE.38.3.331-340 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:3:p:331-340




Template-Type: ReDIF-Article 1.0
Author-Name: Jonathan B. Wight 
Author-X-Name-First: Jonathan B. 
Author-X-Name-Last: Wight 
Title: The Treatment of Smith's Invisible Hand 
Abstract:
  Adam Smith used the metaphor of an invisible hand to represent the
 instincts of human nature that direct behavior. Moderated by self-control
 and guided by proper institutional incentives, actions grounded in
 instincts can be shown to generate a beneficial social order even if not
 intended. Smith's concept, however, has been diluted and distorted over
 time through extension and misuse. Common misperceptions are that Smith
 unconditionally endorsed <italic>laissez-faire</italic> markets, selfish
 individualism, and Pareto efficiency. The author draws upon recent
 literature to clarify Smith's meaning and to discuss ways of improving its
 classroom presentation. The author argues that the invisible hand operates
 within a variety of institutional settings and that a number of
 arrangements are compatible with economic progress. 
Journal: The Journal of Economic Education 
Pages: 341-358 
Issue: 3 
Volume: 38 
Year: 2007 
Month: 7 
X-DOI: 10.3200/JECE.38.3.341-358 
File-URL: http://hdl.handle.net/10.3200/JECE.38.3.341-358 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:3:p:341-358




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in Undergraduate Economics Degrees, 1991-2006 
Journal: The Journal of Economic Education 
Pages: 360-364 
Issue: 3 
Volume: 38 
Year: 2007 
Month: 7 
X-DOI: 10.3200/JECE.38.3.360-364 
File-URL: http://hdl.handle.net/10.3200/JECE.38.3.360-364 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:3:p:360-364




Template-Type: ReDIF-Article 1.0
Author-Name: Michael P. Murray 
Author-X-Name-First: Michael P. 
Author-X-Name-Last: Murray 
Title: Book Review 
Journal: The Journal of Economic Education 
Pages: 365-367 
Issue: 3 
Volume: 38 
Year: 2007 
Month: 7 
X-DOI: 10.3200/JECE.38.3.365-367 
File-URL: http://hdl.handle.net/10.3200/JECE.38.3.365-367 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:3:p:365-367




Template-Type: ReDIF-Article 1.0
Author-Name: Nathan D. Grawe 
Author-X-Name-First: Nathan D. 
Author-X-Name-Last: Grawe 
Title: A Simulation of Counter-Cyclical Intervention: Some Practical Lessons 
Abstract:
  The author introduces a simulation of counter-cyclical interventions that
 highlights important issues surrounding the practice of government
 intervention. The simulation provides experiential insight as to why
 economists have long debated the degree of persistence exhibited by
 disequilibrating shocks and connects this debate to discussions about
 policy lags. In addition, the author explores the related issues such as
 unintended procyclical stimuli created by the political business cycle,
 the importance of central bank independence, the role of automatic
 stabilizers, and the value of forecasting. The simulation reminds students
 of the real-life complexities behind curve-shifting textbook problems and
 cautions that even optimal strategies may fail over short time horizons. 
Journal: The Journal of Economic Education 
Pages: 371-392 
Issue: 4 
Volume: 38 
Year: 2007 
Month: 9 
X-DOI: 10.3200/JECE.38.4.371-392 
File-URL: http://hdl.handle.net/10.3200/JECE.38.4.371-392 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:4:p:371-392




Template-Type: ReDIF-Article 1.0
Author-Name: James R. Wolf 
Author-X-Name-First: James R. 
Author-X-Name-Last: Wolf 
Author-Name: Mark A. Myerscough 
Author-X-Name-First: Mark A. 
Author-X-Name-Last: Myerscough 
Title: Reputations in Markets With Asymmetric Information: A Classroom Game 
Abstract:
  The authors describe a classroom game used to teach students about the
 impact of reputations in markets with asymmetric information. The game is
 an extension of Holt and Sherman's lemons market game and simulates a
 market under three information conditions. In the full information
 setting, all participants know both the quality and the price of the items
 for sale. In the second setting, sellers have better quality information
 than buyers. In the third setting, sellers maintain their information
 advantage, but buyers may post feedback on the sellers' performance. The
 posted feedback generally increases buyer trust and disciplines sellers,
 resulting in higher levels of trade and higher average product quality.
 The game can be completed in one class period and includes discussion
 questions. 
Journal: The Journal of Economic Education 
Pages: 393-405 
Issue: 4 
Volume: 38 
Year: 2007 
Month: 9 
X-DOI: 10.3200/JECE.38.4.393-405 
File-URL: http://hdl.handle.net/10.3200/JECE.38.4.393-405 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:4:p:393-405




Template-Type: ReDIF-Article 1.0
Author-Name: Carsten Lange 
Author-X-Name-First: Carsten 
Author-X-Name-Last: Lange 
Author-Name: Amy L. Baylor 
Author-X-Name-First: Amy L. 
Author-X-Name-Last: Baylor 
Title: Teaching the Repeated Prisoner's Dilemma With a Computerized Tournament 
Abstract:
  The authors present a constructivist approach for teaching game theory,
 on the basis, in part, of Axelrod's research approach. Using the Axelrod
 tournament multi-user system (ATMUS) software, students create strategies
 for a repeated prisoner's dilemma (RPD). Later, these strategies are
 matched with those of their classmates' in a classroom tournament while
 the instructor interactively and graphically demonstrates the behavior of
 the strategies. A two- to three-week instructional implementation strategy
 is provided to highlight effective use of the ATMUS software, according to
 constructivist learning principles, to ensure that students are engaged in
 critical thinking regarding RPD. 
Journal: The Journal of Economic Education 
Pages: 407-418 
Issue: 4 
Volume: 38 
Year: 2007 
Month: 9 
X-DOI: 10.3200/JECE.38.4.407-418 
File-URL: http://hdl.handle.net/10.3200/JECE.38.4.407-418 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:4:p:407-418




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen B. DeLoach 
Author-X-Name-First: Stephen B. 
Author-X-Name-Last: DeLoach 
Author-Name: Steven A. Greenlaw 
Author-X-Name-First: Steven A. 
Author-X-Name-Last: Greenlaw 
Title: Effectively Moderating Electronic Discussions 
Abstract:
  Although instructors are increasingly using electronic discussions with
 both traditional and online classes, little has been written about how to
 best moderate these discussions. Moderating online discussions requires
 tremendous skill. As with in-class discussions, the primary goal of the
 moderator is to ensure that the discussion continually makes progress
 toward more advanced critical thinking. Because of this, moderator
 comments should be limited to helping students make the transitions
 associated with increasing cognitive complexity rather than leading them
 to predetermined answers. Building on the existing literature on both
 in-class and online discussions to teach critical thinking, the authors
 develop concrete strategies that can be used to make discussions more
 productive. 
Journal: The Journal of Economic Education 
Pages: 419-434 
Issue: 4 
Volume: 38 
Year: 2007 
Month: 9 
X-DOI: 10.3200/JECE.38.4.419-434 
File-URL: http://hdl.handle.net/10.3200/JECE.38.4.419-434 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:4:p:419-434




Template-Type: ReDIF-Article 1.0
Author-Name: Yuntong Wang 
Author-X-Name-First: Yuntong 
Author-X-Name-Last: Wang 
Title: The Long-Run Effect of a Tax-Rebate Program 
Abstract:
  In each period of a dynamic tax-rebate program, a (fixed) quantity tax is
 imposed on each unit of a given good, and the tax revenue is rebated back
 to the consumer in the next period. The program lasts for infinite number
 of periods. The author considers a representative consumer's dynamic
 consumption behavior, the long-run steady-state consumption, and the
 consumer's welfare. Under the standard continuity and strict convexity
 assumptions on the consumer's preferences, he shows that the tax strictly
 reduces the consumption of the good in each period as well as in the
 steady state, and the consumer is strictly worse off. He also provides
 numerical analysis when the consumer has the quasilinear or the
 Cobb-Douglas utility functions. 
Journal: The Journal of Economic Education 
Pages: 435-445 
Issue: 4 
Volume: 38 
Year: 2007 
Month: 9 
X-DOI: 10.3200/JECE.38.4.435-445 
File-URL: http://hdl.handle.net/10.3200/JECE.38.4.435-445 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:4:p:435-445




Template-Type: ReDIF-Article 1.0
Author-Name: T. Randolph Beard 
Author-X-Name-First: T. Randolph 
Author-X-Name-Last: Beard 
Author-Name: David L. Kaserman 
Author-X-Name-First: David L. 
Author-X-Name-Last: Kaserman 
Author-Name: John W. Mayo 
Author-X-Name-First: John W. 
Author-X-Name-Last: Mayo 
Title: A Graphical Approach to the Stiglerian Theory of Regulation 
Abstract:
  Although many authors have drawn on the basic insights of the early
 founders of the economic theory of regulation, the ability to cogently
 present the general form of the theory in a readily accessible graphical
 format has only recently emerged. Although providing a promising approach
 for illustrating and analyzing regulatory and deregulatory outcomes, the
 analysis presented to this point appears to require the derivation of
 several graphs. The result is that, although stemming from a single
 paradigmatic framework, the graphical approach fails to offer a single
 unified basis for illustrating the general economic theory of regulation.
 The authors seek to fill this lacuna by providing a simple yet powerful
 unifying graphical construct for presenting the myriad implications of
 that theory. 
Journal: The Journal of Economic Education 
Pages: 447-451 
Issue: 4 
Volume: 38 
Year: 2007 
Month: 9 
X-DOI: 10.3200/JECE.38.4.447-451 
File-URL: http://hdl.handle.net/10.3200/JECE.38.4.447-451 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:4:p:447-451




Template-Type: ReDIF-Article 1.0
Author-Name: Christian E. Weber 
Author-X-Name-First: Christian E. 
Author-X-Name-Last: Weber 
Title: Gains From Trade for Nonmaterialists, Environmentalists, and the Overworked 
Abstract:
  The author proposes an alternative to the traditional definition of the
 gains from international trade and, hence, an alternative defense of free
 trade. Rather than showing that free trade allows a country to consume
 more of all final goods, the author's approach shows that free trade
 allows a country to consume the same basket of final goods that it would
 consume in autarchy but at a reduced cost measured in terms of foregone
 productive resources. Thus, free trade gives a country the option to
 maintain the same material standard of living that it would have enjoyed
 in autarchy while enjoying more leisure and using fewer natural resources
 in production. 
Journal: The Journal of Economic Education 
Pages: 452-460 
Issue: 4 
Volume: 38 
Year: 2007 
Month: 9 
X-DOI: 10.3200/JECE.38.4.452-460 
File-URL: http://hdl.handle.net/10.3200/JECE.38.4.452-460 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:4:p:452-460




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Author-Name: Wendy A. Stock 
Author-X-Name-First: Wendy A. 
Author-X-Name-Last: Stock 
Title: The Undergraduate Origins of PhD Economists 
Abstract:
  The authors document the types of undergraduate colleges and universities
 attended by those who earned a doctorate in economics from an American
 university from 1966 through 2003. They examine relationships between type
 of undergraduate institution and attrition and time-to-degree in PhD
 programs. The total number of new economics PhDs awarded to U.S. citizens
 has declined precipitously over the past 30 years. Concurrently, the
 number of new economics doctorates who hold undergraduate degrees from
 U.S. universities has fallen by half, from a high of about 800 in 1972 to
 about 400 in 2003. Among those who have earned undergraduate degrees from
 American institutions, the mix of schools attended by the doctorates has
 remained relatively stable, with about 55 percent of those who earn a PhD
 in economics each year holding their bachelor's degree from a university
 that offers a PhD in economics and a bit more than 10 percent holding a
 bachelors degree from a selective liberal arts college. Currently, 18 of
 the 25 American undergraduate institutions that send the largest
 percentage of their graduating classes on to earn a PhD in economics are
 liberal arts colleges. Graduates of liberal arts colleges also have
 shorter time-to-degree and higher verbal Graduate Record Exam (GRE) scores
 than other economics PhD students. 
Journal: The Journal of Economic Education 
Pages: 461-482 
Issue: 4 
Volume: 38 
Year: 2007 
Month: 9 
X-DOI: 10.3200/JECE.38.4.461-482 
File-URL: http://hdl.handle.net/10.3200/JECE.38.4.461-482 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:4:p:461-482




Template-Type: ReDIF-Article 1.0
Author-Name: J. Wilson Mixon 
Author-X-Name-First: J. Wilson 
Author-X-Name-Last: Mixon 
Author-Name: William D. Sockwell 
Author-X-Name-First: William D. 
Author-X-Name-Last: Sockwell 
Title: The Solow Growth Model 
Journal: The Journal of Economic Education 
Pages: 483-483 
Issue: 4 
Volume: 38 
Year: 2007 
Month: 9 
X-DOI: 10.3200/JECE.38.4.483 
File-URL: http://hdl.handle.net/10.3200/JECE.38.4.483 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:38:y:2007:i:4:p:483-483




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Buckles 
Author-X-Name-First: Stephen 
Author-X-Name-Last: Buckles 
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Title: The National Assessment of Educational Progress in Economics: Test Framework, Content Specifications, and Results 
Abstract:
  A significant event for the advancement of economic education in the
 schools is the development of the National Assessment of Educational
 Progress (NAEP) in economics. For the first time, national data from a
 representative sample of students are available to measure the achievement
 of high school students in economics. The achievement results are reported
 overall, across three content areas, by cognitive levels, and for
 different subgroups of students. The results and data set are a valuable
 resource for evaluating the status of economic education in schools and
 for recommending needed changes. The authors review seven issues that had
 to be resolved in the preparation of this assessment to provide insights
 about this measure for potential users of the assessment results and data.
 They also provide a brief description of the results from the 2006
 testing. 
Journal: The Journal of Economic Education 
Pages: 100-106 
Issue: 1 
Volume: 39 
Year: 2008 
Month: 1 
X-DOI: 10.3200/JECE.39.1.100-106 
File-URL: http://hdl.handle.net/10.3200/JECE.39.1.100-106 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:1:p:100-106




Template-Type: ReDIF-Article 1.0
Author-Name: Robert Lawson 
Author-X-Name-First: Robert 
Author-X-Name-Last: Lawson 
Author-Name: Joshua Hall 
Author-X-Name-First: Joshua 
Author-X-Name-Last: Hall 
Author-Name: G. Dirk Mateer 
Author-X-Name-First: G. Dirk 
Author-X-Name-Last: Mateer 
Title: From Abba to Zeppelin, Led: Using Music to Teach Economics 
Journal: The Journal of Economic Education 
Pages: 107-107 
Issue: 1 
Volume: 39 
Year: 2008 
Month: 1 
X-DOI: 10.3200/JECE.39.1.107 
File-URL: http://hdl.handle.net/10.3200/JECE.39.1.107 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:1:p:107-107




Template-Type: ReDIF-Article 1.0
Author-Name: Oskar R. Harmon 
Author-X-Name-First: Oskar R. 
Author-X-Name-Last: Harmon 
Author-Name: James Lambrinos 
Author-X-Name-First: James 
Author-X-Name-Last: Lambrinos 
Title: Are Online Exams an Invitation to Cheat? 
Abstract:
  In this study, the authors use data from two online courses in principles
 of economics to estimate a model that predicts exam scores from
 independent variables of student characteristics. In one course, the final
 exam was proctored, and in the other course, the final exam was not
 proctored. In both courses, the first three exams were unproctored. If no
 cheating took place, the authors expected the prediction model to have the
 same explanatory power for all exams, and, conversely, if cheating
 occurred in the unproctored exam, the explanatory power would be lower.
 Their findings are that both across and within class, variations in the
 <italic>R</italic>-squared statistic suggest that cheating was taking
 place when the exams were not proctored. 
Journal: The Journal of Economic Education 
Pages: 116-125 
Issue: 2 
Volume: 39 
Year: 2008 
Month: 4 
X-DOI: 10.3200/JECE.39.2.116-125 
File-URL: http://hdl.handle.net/10.3200/JECE.39.2.116-125 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:2:p:116-125




Template-Type: ReDIF-Article 1.0
Author-Name: Thomas F. Cargill 
Author-X-Name-First: Thomas F. 
Author-X-Name-Last: Cargill 
Author-Name: Jennifer Jurosky 
Author-X-Name-First: Jennifer 
Author-X-Name-Last: Jurosky 
Author-Name: Jeanne Wendel 
Author-X-Name-First: Jeanne 
Author-X-Name-Last: Wendel 
Title: Implementing Economics Standards: A Pilot Transition Program 
Abstract:
  Most states have adopted high school economics standards, but
 implementation efforts face two hurdles: evidence indicates that five or
 six college-level economics courses are needed for high school economics
 teachers and that standalone high school economics classes are more
 effective than strategies that infuse economics into history or civics
 classes. The authors developed a pilot program to test whether solid
 results could be achieved by partial solutions to these problems. The
 pilot program focused on a self-contained, nine-week economics module that
 was included in a required one-year civics class. Teacher training was
 condensed, but the training included discussion of teaching strategies
 along with economics content, and the pilot-program teachers were funded
 to design the module themselves. Test scores for the pilot-program
 students increased significantly, indicating that this program is a viable
 transition strategy. 
Journal: The Journal of Economic Education 
Pages: 126-134 
Issue: 2 
Volume: 39 
Year: 2008 
Month: 4 
X-DOI: 10.3200/JECE.39.2.126-134 
File-URL: http://hdl.handle.net/10.3200/JECE.39.2.126-134 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:2:p:126-134




Template-Type: ReDIF-Article 1.0
Author-Name: Shane Sanders 
Author-X-Name-First: Shane 
Author-X-Name-Last: Sanders 
Author-Name: Dennis L. Weisman 
Author-X-Name-First: Dennis L. 
Author-X-Name-Last: Weisman 
Author-Name: Dong Li 
Author-X-Name-First: Dong 
Author-X-Name-Last: Li 
Title: Child Safety Seats on Commercial Airliners: A Demonstration of Cross-Price Elasticities 
Abstract:
  The cross-price elasticity concept can be difficult for microeconomics
 students to grasp. The authors provide a real-life application of
 cross-price elasticities in policymaking. After a debate that spanned more
 than a decade and included input from safety engineers, medical personnel,
 politicians, and economists, the Federal Aviation Administration (FAA)
 recently announced that it would not mandate the use of child safety seats
 on commercial airliners. The FAA's analysis revealed that if families were
 forced to purchase additional airline tickets, they might opt to drive
 rather than fly, and driving represents a far more dangerous mode of
 travel. Given the relatively high cross-price elasticity between
 automobile travel and air travel, the FAA concluded that the mandatory
 child safety seat policy failed to pass the cost-benefit test&#x2014;the
 policy would lead to a net increase in the number of fatalities. The
 authors review the FAA's decision-making process and highlight the role of
 economic analysis in developing public policy. 
Journal: The Journal of Economic Education 
Pages: 135-144 
Issue: 2 
Volume: 39 
Year: 2008 
Month: 4 
X-DOI: 10.3200/JECE.39.2.135-144 
File-URL: http://hdl.handle.net/10.3200/JECE.39.2.135-144 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:2:p:135-144




Template-Type: ReDIF-Article 1.0
Author-Name: John Gilbert 
Author-X-Name-First: John 
Author-X-Name-Last: Gilbert 
Author-Name: Reza Oladi 
Author-X-Name-First: Reza 
Author-X-Name-Last: Oladi 
Title: A Geometric Comparison of the Transformation Loci with Specific and Mobile Capital 
Abstract:
  The authors show how the transformation loci in the specific factors
 model (capital specificity) and the Heckscher-Ohlin-Samuelson model
 (capital mobility) can be rigorously derived and easily compared by using
 geometric techniques on the basis of Savosnick geometry. The approach
 shows directly that the transformation locus with capital specificity has
 a greater degree of curvature than with capital mobility, given the same
 technology, and that the latter is an envelope of the former. It can also
 be used to show how incentives in the short run would lead to the long-run
 capital reallocation implied by the assumption of capital mobility. 
Journal: The Journal of Economic Education 
Pages: 145-152 
Issue: 2 
Volume: 39 
Year: 2008 
Month: 4 
X-DOI: 10.3200/JECE.39.2.145-152 
File-URL: http://hdl.handle.net/10.3200/JECE.39.2.145-152 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:2:p:145-152




Template-Type: ReDIF-Article 1.0
Author-Name: Arthur H. Goldsmith 
Author-X-Name-First: Arthur H. 
Author-X-Name-Last: Goldsmith 
Title: Rethinking the Relation between Government Spending and Economic Growth: A Composition Approach to Fiscal Policy Instruction for Principles Students 
Abstract:
  Standard introductory textbook authors assert that an increase in
 government spending expands aggregate demand in the short run but also
 raises the interest rate and, thus, crowds out private investment in the
 long run. Because the decrease in investment results in a smaller capital
 stock, potential output or production capacity decreases. The author
 challenges the standard assertion by dividing government spending into two
 components: public consumption and public investment. The short-run
 effects of an increase in government spending are the same for both
 components but the long-run effects are dramatically different. The author
 demonstrates the importance of the composition of public spending to
 long-run economic performance, using the conventional graphs found in the
 leading principles of economics textbooks. 
Journal: The Journal of Economic Education 
Pages: 153-173 
Issue: 2 
Volume: 39 
Year: 2008 
Month: 4 
X-DOI: 10.3200/JECE.39.2.153-173 
File-URL: http://hdl.handle.net/10.3200/JECE.39.2.153-173 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:2:p:153-173




Template-Type: ReDIF-Article 1.0
Author-Name: Alan B. Krueger 
Author-X-Name-First: Alan B. 
Author-X-Name-Last: Krueger 
Author-Name: Molly F. McIntosh 
Author-X-Name-First: Molly F. 
Author-X-Name-Last: McIntosh 
Title: Using a Web-Based Questionnaire as an Aide for High School Economics Instruction 
Abstract:
  The authors describe a new, Web-based survey instrument that may serve as
 an aide for teachers and as an interactive exercise for high school
 economics students. The questionnaire asks students about their
 involvement with the economy, inquiring about employment, consumption, and
 living standards, and includes a few hypothetical consumer-demand
 questions. Teachers can request an automated report on the basis of their
 classes' responses, containing comparisons with a national sample. The
 motivation for the survey is twofold. First, in addition to enhancing
 their understanding of their students' backgrounds and familiarity with
 the U.S. economy, teachers will receive suggestions on ways to use the
 survey responses to illustrate economic concepts. Second, with lesson
 plans grounded in students' own experiences, the authors hope that
 students will be more actively engaged in learning. 
Journal: The Journal of Economic Education 
Pages: 174-197 
Issue: 2 
Volume: 39 
Year: 2008 
Month: 4 
X-DOI: 10.3200/JECE.39.2.174-197 
File-URL: http://hdl.handle.net/10.3200/JECE.39.2.174-197 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:2:p:174-197




Template-Type: ReDIF-Article 1.0
Author-Name: William Bosshardt 
Author-X-Name-First: William 
Author-X-Name-Last: Bosshardt 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: Undergraduate Students' Coursework in Economics 
Abstract:
  The National Center for Educational Statistics' Baccalaureate and Beyond
 study, which had data from its second follow-up released in 1999, drew a
 nationally representative sample of approximately 11,000 graduates in the
 1992-93 academic year. Using transcript data from the study, the authors
 report what economics courses students in different majors took and some
 measures of different majors' academic success in principles courses. 
Journal: The Journal of Economic Education 
Pages: 198-205 
Issue: 2 
Volume: 39 
Year: 2008 
Month: 4 
X-DOI: 10.3200/JECE.39.2.198-205 
File-URL: http://hdl.handle.net/10.3200/JECE.39.2.198-205 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:2:p:198-205




Template-Type: ReDIF-Article 1.0
Author-Name: Nathan Sivers Boyce 
Author-X-Name-First: Nathan Sivers 
Author-X-Name-Last: Boyce 
Title: Exploring Economic Efficiency: Efficiency.xls 
Journal: The Journal of Economic Education 
Pages: 206-206 
Issue: 2 
Volume: 39 
Year: 2008 
Month: 4 
X-DOI: 10.3200/JECE.39.2.206 
File-URL: http://hdl.handle.net/10.3200/JECE.39.2.206 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:2:p:206-206




Template-Type: ReDIF-Article 1.0
Author-Name: Norman R. Cloutier 
Author-X-Name-First: Norman R. 
Author-X-Name-Last: Cloutier 
Author-Name: Dennis A. Kaufman 
Author-X-Name-First: Dennis A. 
Author-X-Name-Last: Kaufman 
Author-Name: Rebecca S. Kaufman 
Author-X-Name-First: Rebecca S. 
Author-X-Name-Last: Kaufman 
Title:  <italic>Show Me the Money!</italic> An Interactive Lesson on Demand, Total Revenue, and Pricing in Professional Sports 
Journal: The Journal of Economic Education 
Pages: 207-207 
Issue: 2 
Volume: 39 
Year: 2008 
Month: 4 
X-DOI: 10.3200/JECE.39.2.207 
File-URL: http://hdl.handle.net/10.3200/JECE.39.2.207 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:2:p:207-207




Template-Type: ReDIF-Article 1.0
Author-Name: Jennjou Chen 
Author-X-Name-First: Jennjou 
Author-X-Name-Last: Chen 
Author-Name: Tsui-Fang Lin 
Author-X-Name-First: Tsui-Fang 
Author-X-Name-Last: Lin 
Title: Class Attendance and Exam Performance: A Randomized Experiment 
Abstract:
  The determination of college students' academic performance is an
 important issue in higher education. Whether students' attendance at
 lectures affects students' exam performance has received considerable
 attention. The authors conduct a randomized experiment to study the
 average attendance effect for students who choose to attend lectures,
 which is known in program evaluation literature as the average treatment
 effect on the treated. This effect has long been neglected by researchers
 when estimating the impact of lecture attendance on students' academic
 performance. Under the randomized experiment approach, the results suggest
 that class attendance has a positive and significant impact on college
 students' exam performance. On average, the effect of attending lectures
 corresponds to a 9.4 percent to 18.0 percent improvement in exam
 performance for those who choose to attend classes. In comparison, the
 improvement is only 5.1 percent, using the empirical method of existing
 studies, which measures the overall average attendance impact. 
Journal: The Journal of Economic Education 
Pages: 213-227 
Issue: 3 
Volume: 39 
Year: 2008 
Month: 7 
X-DOI: 10.3200/JECE.39.3.213-227 
File-URL: http://hdl.handle.net/10.3200/JECE.39.3.213-227 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:3:p:213-227




Template-Type: ReDIF-Article 1.0
Author-Name: Atin Basuchoudhary 
Author-X-Name-First: Atin 
Author-X-Name-Last: Basuchoudhary 
Author-Name: Christopher Metcalf 
Author-X-Name-First: Christopher 
Author-X-Name-Last: Metcalf 
Author-Name: Kai Pommerenke 
Author-X-Name-First: Kai 
Author-X-Name-Last: Pommerenke 
Author-Name: David Reiley 
Author-X-Name-First: David 
Author-X-Name-Last: Reiley 
Author-Name: Christian Rojas 
Author-X-Name-First: Christian 
Author-X-Name-Last: Rojas 
Author-Name: Marzena Rostek 
Author-X-Name-First: Marzena 
Author-X-Name-Last: Rostek 
Author-Name: James Stodder 
Author-X-Name-First: James 
Author-X-Name-Last: Stodder 
Title: Price Discrimination and Resale: A Classroom Experiment 
Abstract:
  The authors present a classroom experiment designed to illustrate key
 concepts of third-degree price discrimination. By participating as buyers
 and sellers, students actively learn (1) how group pricing differs from
 uniform pricing, (2) how resale between buyers limits a seller's ability
 to price discriminate, and (3) how preventing price discrimination might
 reduce welfare. The exercise challenges sellers to set optimal prices
 against unknown demand curves by using a concrete story of pharmaceutical
 pricing to American and Mexican consumers. By working through profit
 calculations, students arrive at the optimal seller prices in three
 different settings: uniform pricing, price discrimination to two groups,
 and price discrimination to two groups who can resell to each other. The
 experimental design encourages students to converge reliably to the
 theoretical predictions. Classroom discussion can focus on real-world
 examples of price discrimination and on regulatory policy questions in
 industrial organization and international trade. 
Journal: The Journal of Economic Education 
Pages: 229-244 
Issue: 3 
Volume: 39 
Year: 2008 
Month: 7 
X-DOI: 10.3200/JECE.39.3.229-244 
File-URL: http://hdl.handle.net/10.3200/JECE.39.3.229-244 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:3:p:229-244




Template-Type: ReDIF-Article 1.0
Author-Name: Morton I. Kamien 
Author-X-Name-First: Morton I. 
Author-X-Name-Last: Kamien 
Title: Entrepreneurship by the Books 
Abstract:
  The history of invention and innovation makes clear the importance of
 entrepreneurship as a driver of economic growth. This is especially
 important today, when we face the twin challenges of developing new
 economic energy sources while avoiding the threat of global warming. Thus,
 it is essential that we provide potential entrepreneurs access to the less
 well-known insights provided by book learning in addition to the
 well-known lessons from learning by doing. 
Journal: The Journal of Economic Education 
Pages: 245-250 
Issue: 3 
Volume: 39 
Year: 2008 
Month: 7 
X-DOI: 10.3200/JECE.39.3.245-250 
File-URL: http://hdl.handle.net/10.3200/JECE.39.3.245-250 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:3:p:245-250




Template-Type: ReDIF-Article 1.0
Author-Name: Ora Freedman 
Author-X-Name-First: Ora 
Author-X-Name-Last: Freedman 
Title: Sex, Class, and History: An Experiment in Teaching Economics in an Interdisciplinary Setting 
Abstract:
  The author reports on various aspects of teaching economics in an
 interdisciplinary, team-taught course, including reflections on a unique
 experiment in teaching economics to nonmajors. By the incorporation of
 selected topics of gender economics into the interdisciplinary course
 about the changing economic statuses of women throughout history, the
 students are introduced to the fundamentals of economic thinking and
 encouraged to become economically literate. Faced with the constraints of
 no prerequisites and the presence of two instructors at all classes, the
 author implements pedagogical models of teaching adopted from the
 education field to achieve a desirable level of comprehension and
 integration. The author outlines the course design, the challenges, and
 suggestions about how to improve the course. 
Journal: The Journal of Economic Education 
Pages: 251-259 
Issue: 3 
Volume: 39 
Year: 2008 
Month: 7 
X-DOI: 10.3200/JECE.39.3.251-259 
File-URL: http://hdl.handle.net/10.3200/JECE.39.3.251-259 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:3:p:251-259




Template-Type: ReDIF-Article 1.0
Author-Name: Kevin M. Currier 
Author-X-Name-First: Kevin M. 
Author-X-Name-Last: Currier 
Author-Name: Brian K. Jackson 
Author-X-Name-First: Brian K. 
Author-X-Name-Last: Jackson 
Title: A Pedagogical Note on the Superiority of Price-Cap Regulation to Rate-of-Return Regulation 
Abstract:
  The two forms of natural monopoly regulation that are typically discussed
 in intermediate microeconomics textbooks are marginal cost pricing and
 average cost pricing (rate-of-return regulation). However, within the last
 20 years, price-cap regulation has largely replaced rate-of-return
 regulation because of the former's potential to generate more efficient
 pricing structures and strong incentives for cost reduction. However,
 price-cap regulation has received little attention in microeconomics
 textbooks. The authors provide a simple discussion of price-cap regulation
 that demonstrates its superiority over conventional rate-of-return
 regulation, which forms the basis for a lecture on contemporary natural
 monopoly regulation. 
Journal: The Journal of Economic Education 
Pages: 261-268 
Issue: 3 
Volume: 39 
Year: 2008 
Month: 7 
X-DOI: 10.3200/JECE.39.3.261-268 
File-URL: http://hdl.handle.net/10.3200/JECE.39.3.261-268 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:3:p:261-268




Template-Type: ReDIF-Article 1.0
Author-Name: Paul A. Nelson 
Author-X-Name-First: Paul A. 
Author-X-Name-Last: Nelson 
Author-Name: Terry D. Monson 
Author-X-Name-First: Terry D. 
Author-X-Name-Last: Monson 
Title: GMAT Scores of Undergraduate Economics Majors 
Abstract:
  The average score of economics majors on the Graduate Management
 Admission Test (GMAT) exceeds those of nearly all humanities and arts,
 social sciences, and business undergraduate majors but not those of most
 science, engineering, and mathematics majors. 
Journal: The Journal of Economic Education 
Pages: 269-272 
Issue: 3 
Volume: 39 
Year: 2008 
Month: 7 
X-DOI: 10.3200/JECE.39.3.269-272 
File-URL: http://hdl.handle.net/10.3200/JECE.39.3.269-272 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:3:p:269-272




Template-Type: ReDIF-Article 1.0
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Title: A Little More than Chalk and Talk: Results from a Third National Survey of Teaching Methods in Undergraduate Economics Courses 
Abstract:
  In 1995, 2000, and 2005, the authors surveyed U.S. academic economists to
 investigate how economics is taught in four different types of
 undergraduate courses at postsecondary institutions. They especially
 looked for any changes in teaching methods that occurred over this decade,
 when there were several prominent calls for economists and postsecondary
 instructors in other fields to devote more attention and effort to
 teaching and to make greater use of active, student-centered learning
 methods, with less use of direct instruction (<italic>chalk and
 talk</italic>). By 2005, although standard lectures and chalkboard
 presentations were still dominant, there was evidence of slow growth in
 the use of other teaching methods, including classroom discussions
 (especially teacher-directed discussions), computer-generated displays
 (such as PowerPoint), providing students with prepared sets of class
 notes, and computer lab assignments in econometrics and statistics
 courses. Internet database searches were used by a small but growing
 minority of instructors. Classroom experiments were used by a small share
 of instructors in introductory courses. Assignments or classroom
 references to the popular financial press, sports, literature, drama, or
 music were used somewhat more often. Cooperative learning methods were
 rarely used. 
Journal: The Journal of Economic Education 
Pages: 273-286 
Issue: 3 
Volume: 39 
Year: 2008 
Month: 7 
X-DOI: 10.3200/JECE.39.3.273-286 
File-URL: http://hdl.handle.net/10.3200/JECE.39.3.273-286 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:3:p:273-286




Template-Type: ReDIF-Article 1.0
Author-Name: KimMarie McGoldrick 
Author-X-Name-First: KimMarie 
Author-X-Name-Last: McGoldrick 
Title: Writing Requirements and Economic Research Opportunities in the Undergraduate Curriculum: Results from a Survey of Departmental Practices 
Abstract:
  In a review of the purpose and structure of the undergraduate economics
 major, J. Siegfried et al. (1991) suggested that every student should be
 required to "do economics" and specifically recommended the development of
 skills through writing requirements and research-oriented courses, as in a
 capstone experience. The author describes results of a survey of economics
 departments at U.S. institutions designed to determine the degree to which
 writing assignments are required and the existence and form of
 research-oriented opportunities, such as honors, capstone and senior
 experiences, and the senior thesis. Results indicate that, although a
 majority of departments (70 percent) require a writing component as part
 of the major, less than half offer research-intensive experiences
 consistent with capstone and senior experience courses (49 percent),
 honors programs (37 percent), or senior theses (17 percent). When
 institutions offer such research courses, however, respondents state
 overwhelmingly that such experiences are indeed designed to encourage
 students to develop skills associated with "doing economics" 
Journal: The Journal of Economic Education 
Pages: 287-296 
Issue: 3 
Volume: 39 
Year: 2008 
Month: 7 
X-DOI: 10.3200/JECE.39.3.287-296 
File-URL: http://hdl.handle.net/10.3200/JECE.39.3.287-296 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:3:p:287-296




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in Undergraduate Economics Degrees, 1991-2007 
Journal: The Journal of Economic Education 
Pages: 297-301 
Issue: 3 
Volume: 39 
Year: 2008 
Month: 7 
X-DOI: 10.3200/JECE.39.3.297-301 
File-URL: http://hdl.handle.net/10.3200/JECE.39.3.297-301 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:3:p:297-301




Template-Type: ReDIF-Article 1.0
Author-Name: G. Dirk Mateer 
Author-X-Name-First: G. Dirk 
Author-X-Name-Last: Mateer 
Author-Name: Herman Li 
Author-X-Name-First: Herman 
Author-X-Name-Last: Li 
Title: Movie Scenes for Economics 
Journal: The Journal of Economic Education 
Pages: 303-303 
Issue: 3 
Volume: 39 
Year: 2008 
Month: 7 
X-DOI: 10.3200/JECE.39.3.303 
File-URL: http://hdl.handle.net/10.3200/JECE.39.3.303 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:3:p:303-303




Template-Type: ReDIF-Article 1.0
Author-Name: Ivo J. M. Arnold 
Author-X-Name-First: Ivo J. M. 
Author-X-Name-Last: Arnold 
Title: Course Level and the Relationship between Research Productivity and Teaching Effectiveness 
Abstract:
  The author examines the relationship between research productivity and
 teaching effectiveness using data from the Erasmus School of Economics.
 The initial findings indicate a positive overall relationship between the
 variables. A more detailed analysis reveals a sharp reversal in the nature
 of the relationship. Although the relationship is negative in the first
 two years of the bachelor's programs, it becomes positive later on. This
 suggests that the applicability of the various models that have been
 advanced to explain either a negative or positive relationship may depend
 on course level. The result also has implications with respect to the most
 effective allocation of faculty in bachelor's and master's programs. 
Journal: The Journal of Economic Education 
Pages: 307-321 
Issue: 4 
Volume: 39 
Year: 2008 
Month: 9 
X-DOI: 10.3200/JECE.39.4.307-321 
File-URL: http://hdl.handle.net/10.3200/JECE.39.4.307-321 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:4:p:307-321




Template-Type: ReDIF-Article 1.0
Author-Name: David H. Reiley 
Author-X-Name-First: David H. 
Author-X-Name-Last: Reiley 
Author-Name: Michael B. Urbancic 
Author-X-Name-First: Michael B. 
Author-X-Name-Last: Urbancic 
Author-Name: Mark Walker 
Author-X-Name-First: Mark 
Author-X-Name-Last: Walker 
Title: Stripped-Down Poker: A Classroom Game with Signaling and Bluffing 
Abstract:
  The authors present a simplified, "stripped-down" version of poker as an
 instructional classroom game. Although Stripped-Down Poker is extremely
 simple, it nevertheless provides an excellent illustration of a number of
 topics: signaling, bluffing, mixed strategies, the value of information,
 and Bayes's Rule. The authors begin with a description of Stripped-Down
 Poker: how to play it, what makes it an interesting classroom game, and
 how to teach its solution to students. They describe how signaling,
 bluffing, and so forth emerge naturally as important features of the game
 and then discuss possible applications of this game-theoretic model to
 real-world interactions, such as litigation, tax evasion, and domestic or
 international diplomacy. They also suggest modifications of the game
 either for use in class or as student exercises. For reference, they
 conclude with a brief history of game-theoretic treatments of poker. 
Journal: The Journal of Economic Education 
Pages: 323-341 
Issue: 4 
Volume: 39 
Year: 2008 
Month: 9 
X-DOI: 10.3200/JECE.39.4.323-341 
File-URL: http://hdl.handle.net/10.3200/JECE.39.4.323-341 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:4:p:323-341




Template-Type: ReDIF-Article 1.0
Author-Name: KimMarie McGoldrick 
Author-X-Name-First: KimMarie 
Author-X-Name-Last: McGoldrick 
Title: Doing Economics: Enhancing Skills through a Process-Oriented Senior Research Course 
Abstract:
  The author describes a senior-level course designed to promote student
 skills in "acting like economists." Although most departments offer
 senior-level courses, this one is unique in that it was developed on the
 basis of learning as opposed to content objectives, assignments are
 designed to reinforce and further develop research skills through a
 project of the student's choosing, and it more closely models what it
 means to "act like an economist" (W. L. Hansen 2006). The author discusses
 the development of this course and its unique features, the research
 process followed by students and the outcomes generated, and some of the
 advantages and disadvantages associated with this form of senior research
 course. 
Journal: The Journal of Economic Education 
Pages: 342-356 
Issue: 4 
Volume: 39 
Year: 2008 
Month: 9 
X-DOI: 10.3200/JECE.39.4.342-356 
File-URL: http://hdl.handle.net/10.3200/JECE.39.4.342-356 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:4:p:342-356




Template-Type: ReDIF-Article 1.0
Author-Name: Michelle S. Goeree 
Author-X-Name-First: Michelle S. 
Author-X-Name-Last: Goeree 
Author-Name: Jeroen Hinloopen 
Author-X-Name-First: Jeroen 
Author-X-Name-Last: Hinloopen 
Title: Cooperation in the Classroom: Experimenting with R&D Cooperatives 
Abstract:
  The authors describe a classroom experiment that illustrates the research
 and development investment incentives facing firms when technological
 spillovers are present. The game involves two stages in which student
 "sellers" first make investment decisions and then production decisions.
 The classroom game can be used to motivate discussions of research joint
 ventures, the free-rider problem, collusion, and antitrust policy
 regarding research and development. 
Journal: The Journal of Economic Education 
Pages: 357-373 
Issue: 4 
Volume: 39 
Year: 2008 
Month: 9 
X-DOI: 10.3200/JECE.39.4.357-373 
File-URL: http://hdl.handle.net/10.3200/JECE.39.4.357-373 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:4:p:357-373




Template-Type: ReDIF-Article 1.0
Author-Name: Morton Paglin 
Author-X-Name-First: Morton 
Author-X-Name-Last: Paglin 
Author-Name: Mark Paglin 
Author-X-Name-First: Mark 
Author-X-Name-Last: Paglin 
Title: The Number of Goods as a Welfare Variable: A Simplified Graphic Approach 
Abstract:
  Trade, the Internet, and product innovation have greatly enlarged the
 number of goods (<italic>N</italic>) in the consumer's choice set. The
 welfare effect of the growth in <italic>N</italic> has been extensively
 discussed in the specialized literature, but very little has filtered down
 to our textbook models of a competitive equilibrium. These focus on the
 Pareto-optimal allocation of resources for a given <italic>N</italic>,
 avoiding the problem of the optimum number of goods, or the welfare gains
 when the optimum number is increased through trade. This neglect stems
 from the limitations of our partial-equilibrium analytical
 tools&#x2014;for example, indifference maps in which <italic>N</italic> is
 fixed. The authors fill this gap in the Hicksian ordinal revolution by
 developing new indifference curves that express <italic>N</italic> as a
 variable, thus allowing them to estimate the variety gains from trade and
 the real-income gains as new goods enlarge <italic>N</italic> and to use
 new <italic>pp</italic> curves to provide a graphic description of the
 optimum number of goods in a competitive economy. 
Journal: The Journal of Economic Education 
Pages: 374-390 
Issue: 4 
Volume: 39 
Year: 2008 
Month: 9 
X-DOI: 10.3200/JECE.39.4.374-390 
File-URL: http://hdl.handle.net/10.3200/JECE.39.4.374-390 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:4:p:374-390




Template-Type: ReDIF-Article 1.0
Author-Name: Paul Solman 
Author-X-Name-First: Paul 
Author-X-Name-Last: Solman 
Title: Economics of War 
Abstract:
  The author describes and elaborates on how to use his public-television
 reports on the costs of the war in Iraq to teach economics. He shows how
 the Iraq war can provide economics instructors with an example for
 discussing cost-benefit analysis and opportunity costs in class. 
Journal: The Journal of Economic Education 
Pages: 391-400 
Issue: 4 
Volume: 39 
Year: 2008 
Month: 9 
X-DOI: 10.3200/JECE.39.4.391-400 
File-URL: http://hdl.handle.net/10.3200/JECE.39.4.391-400 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:4:p:391-400




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew McKenzie 
Author-X-Name-First: Andrew 
Author-X-Name-Last: McKenzie 
Author-Name: Steven Nichols 
Author-X-Name-First: Steven 
Author-X-Name-Last: Nichols 
Author-Name: James Smartt 
Author-X-Name-First: James 
Author-X-Name-Last: Smartt 
Title: Basis Trader 
Journal: The Journal of Economic Education 
Pages: 401-402 
Issue: 4 
Volume: 39 
Year: 2008 
Month: 9 
X-DOI: 10.3200/JECE.39.4.401-402 
File-URL: http://hdl.handle.net/10.3200/JECE.39.4.401-402 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:4:p:401-402




Template-Type: ReDIF-Article 1.0
Author-Name: J. Wilson Mixon 
Author-X-Name-First: J. Wilson 
Author-X-Name-Last: Mixon 
Author-Name: Bradley N. Hopkins 
Author-X-Name-First: Bradley N. 
Author-X-Name-Last: Hopkins 
Title: General Equilibrium Analysis Using Microsoft Excel 
Journal: The Journal of Economic Education 
Pages: 403-403 
Issue: 4 
Volume: 39 
Year: 2008 
Month: 9 
X-DOI: 10.3200/JECE.39.4.403 
File-URL: http://hdl.handle.net/10.3200/JECE.39.4.403 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:39:y:2008:i:4:p:403-403




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Book Review 
Journal: The Journal of Economic Education 
Pages: 103-106 
Issue: 1 
Volume: 40 
Year: 2009 
Month: 1 
X-DOI: 10.3200/JECE.40.1.103-106 
File-URL: http://hdl.handle.net/10.3200/JECE.40.1.103-106 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:1:p:103-106




Template-Type: ReDIF-Article 1.0
Author-Name: Thomas Mitchell 
Author-X-Name-First: Thomas 
Author-X-Name-Last: Mitchell 
Title: Visualizing Long-Run Average Cost with an Interactive Excel Module 
Journal: The Journal of Economic Education 
Pages: 107-107 
Issue: 1 
Volume: 40 
Year: 2009 
Month: 1 
X-DOI: 10.3200/JECE.40.1.107-107 
File-URL: http://hdl.handle.net/10.3200/JECE.40.1.107-107 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:1:p:107-107




Template-Type: ReDIF-Article 1.0
Author-Name: Fiona Maclachlan 
Author-X-Name-First: Fiona 
Author-X-Name-Last: Maclachlan 
Author-Name: W. J. Bolte 
Author-X-Name-First: W. J. 
Author-X-Name-Last: Bolte 
Author-Name: Seth Chandler 
Author-X-Name-First: Seth 
Author-X-Name-Last: Chandler 
Title: Interactive Economic Models from the Wolfram Demonstrations Project 
Journal: The Journal of Economic Education 
Pages: 108-108 
Issue: 1 
Volume: 40 
Year: 2009 
Month: 1 
X-DOI: 10.3200/JECE.40.1.108-108 
File-URL: http://hdl.handle.net/10.3200/JECE.40.1.108-108 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:1:p:108-108




Template-Type: ReDIF-Article 1.0
Author-Name: AJ A. Bostian 
Author-X-Name-First: AJ A. 
Author-X-Name-Last: Bostian 
Author-Name: Charles A. Holt 
Author-X-Name-First: Charles A. 
Author-X-Name-Last: Holt 
Title: Price Bubbles with Discounting: A Web-Based Classroom Experiment 
Abstract:
  The authors describe a Web-based classroom experiment with two assets:
 cash and a stock that pays a random dividend. The interest rate on cash,
 coupled with a well-chosen final redemption value for the stock, induces a
 flat trajectory for the fundamental value of the stock. However, prices
 typically rise above this value during a session. The bubbles and crashes
 that occur in this experiment can stimulate a discussion of asset
 valuation, discounting, and pricing patterns that are determined by
 expectations and "animal spirits." 
Journal: The Journal of Economic Education 
Pages: 27-37 
Issue: 1 
Volume: 40 
Year: 2009 
Month: 1 
X-DOI: 10.3200/JECE.40.1.027-037 
File-URL: http://hdl.handle.net/10.3200/JECE.40.1.027-037 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:1:p:27-37




Template-Type: ReDIF-Article 1.0
Author-Name: Chiara Gratton-Lavoie 
Author-X-Name-First: Chiara 
Author-X-Name-Last: Gratton-Lavoie 
Author-Name: Denise Stanley 
Author-X-Name-First: Denise 
Author-X-Name-Last: Stanley 
Title: Teaching and Learning Principles of Microeconomics Online: An Empirical Assessment 
Abstract:
  How do students enrolled in online courses perform relative to those who
 choose a more traditional classroom environment? What student
 characteristics help explain differences in student academic achievement
 in the two modes of instruction? What factors affect the students' choice
 of instruction mode? The authors address these questions in relation to
 the teaching of introductory economics courses. They find that the two
 groups of students are significantly different in age, gender composition,
 marital status and number of children, GPA, previous economics exposure,
 planned major, and other important characteristics. The raw data suggested
 a higher mean score for the online class sections. But after considering
 course selection bias, the findings indicated that age and GPA positively
 affect students' performance in the course, whereas the online teaching
 mode has a narrowly insignificant, or even negative, effect. Semester
 effects are most important for the online subsample, and male students
 enjoy a premium in the traditional classroom setting. 
Journal: The Journal of Economic Education 
Pages: 3-25 
Issue: 1 
Volume: 40 
Year: 2009 
Month: 1 
X-DOI: 10.3200/JECE.40.1.003-025 
File-URL: http://hdl.handle.net/10.3200/JECE.40.1.003-025 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:1:p:3-25




Template-Type: ReDIF-Article 1.0
Author-Name: To N. Nguyen 
Author-X-Name-First: To N. 
Author-X-Name-Last: Nguyen 
Author-Name: Richard T. Woodward 
Author-X-Name-First: Richard T. 
Author-X-Name-Last: Woodward 
Title: NutrientNet: An Internet-Based Approach to Teaching Market-Based Policy for Environmental Management 
Abstract:
  NutrientNet is an Internet-based environment in which a class can
 simulate a market-based approach for improving water quality. In
 NutrientNet, each student receives a role as either a point source or a
 nonpoint source polluter, and then the participants are allowed to trade
 water quality credits to cost-effectively reduce pollution in a watershed.
 The authors provide an overview of the content and structure of this Web
 site. They focus on the features that make NutrientNet an effective
 teaching tool for instructors and a rich learning environment for
 students. 
Journal: The Journal of Economic Education 
Pages: 38-54 
Issue: 1 
Volume: 40 
Year: 2009 
Month: 1 
X-DOI: 10.3200/JECE.40.1.038-054 
File-URL: http://hdl.handle.net/10.3200/JECE.40.1.038-054 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:1:p:38-54




Template-Type: ReDIF-Article 1.0
Author-Name: J. Atsu Amegashie 
Author-X-Name-First: J. Atsu 
Author-X-Name-Last: Amegashie 
Title: Self-Selection, Optimal Income Taxation, and Redistribution 
Abstract:
  The author makes a pedagogical contribution to optimal income taxation.
 Using a very simple model adapted from George A. Akerlof (1978), he
 demonstrates a key result in the approach to public economics and welfare
 economics pioneered by Nobel laureate James Mirrlees. He shows how
 incomplete information, in addition to the need to preserve incentives,
 acts as a limit to a government's redistributive power. The model and
 technical analysis allow easy handling of three self-selection constraints
 in a manner that is accessible to students with knowledge of only
 intermediate microeconomics and elementary algebra. The diagrammatic
 exposition allows him to present interesting and insightful results. 
Journal: The Journal of Economic Education 
Pages: 55-67 
Issue: 1 
Volume: 40 
Year: 2009 
Month: 1 
X-DOI: 10.3200/JECE.40.1.055-067 
File-URL: http://hdl.handle.net/10.3200/JECE.40.1.055-067 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:1:p:55-67




Template-Type: ReDIF-Article 1.0
Author-Name: Chemi Gotlibovski 
Author-X-Name-First: Chemi 
Author-X-Name-Last: Gotlibovski 
Author-Name: Nava Kahana 
Author-X-Name-First: Nava 
Author-X-Name-Last: Kahana 
Title: Second-Degree Price Discrimination: A Graphical and Mathematical Approach 
Abstract:
  The authors use a relatively simple diagram accompanied by mathematical
 analysis to compare two pricing strategies: price-quantity packages and a
 two-part tariff. This is done both from the monopolist's point of view and
 from the welfare point of view. The authors show that in the case of two
 consumer types, the price-quantity packages strategy dominates two-part
 tariff pricing from the monopolist's point of view. However, social
 welfare may be higher under two-part tariff pricing. 
Journal: The Journal of Economic Education 
Pages: 68-79 
Issue: 1 
Volume: 40 
Year: 2009 
Month: 1 
X-DOI: 10.3200/JECE.40.1.068-079 
File-URL: http://hdl.handle.net/10.3200/JECE.40.1.068-079 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:1:p:68-79




Template-Type: ReDIF-Article 1.0
Author-Name: Peter Bofinger 
Author-X-Name-First: Peter 
Author-X-Name-Last: Bofinger 
Author-Name: Eric Mayer 
Author-X-Name-First: Eric 
Author-X-Name-Last: Mayer 
Author-Name: Timo Wollmersh&#xE4;user 
Author-X-Name-First: Timo 
Author-X-Name-Last: Wollmersh&#xE4;user 
Title: Teaching New Keynesian Open Economy Macroeconomics at the Intermediate Level 
Abstract:
  For the open economy, the workhorse model in intermediate textbooks still
 is the Mundell-Fleming model, which basically extends the investment and
 savings, liquidity preference and money supply (IS-LM) model to open
 economy problems. The authors present a simple New Keynesian model of the
 open economy that introduces open economy considerations into the closed
 economy consensus version and that still allows for a simple and
 comprehensible analytical and graphical treatment. Above all, their model
 provides an efficient tool kit for the discussion of the costs and
 benefits of fixed and flexible exchange rates, which also was at the core
 of the Mundell-Fleming model. 
Journal: The Journal of Economic Education 
Pages: 80-102 
Issue: 1 
Volume: 40 
Year: 2009 
Month: 1 
X-DOI: 10.3200/JECE.40.1.080-102 
File-URL: http://hdl.handle.net/10.3200/JECE.40.1.080-102 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:1:p:80-102




Template-Type: ReDIF-Article 1.0
Author-Name: Johan N. M. Lagerl&#xF6;f 
Author-X-Name-First: Johan N. M. 
Author-X-Name-Last: Lagerl&#xF6;f 
Author-Name: Andrew J. Seltzer 
Author-X-Name-First: Andrew J. 
Author-X-Name-Last: Seltzer 
Title: The Effects of Remedial Mathematics on the Learning of Economics: Evidence from a Natural Experiment 
Abstract:
  The authors examined the effects of remedial mathematics on performance
 in university-level economics courses using a natural experiment. They
 studied exam results prior and subsequent to the implementation of a
 remedial mathematics course that was compulsory for a subset of students
 and unavailable for the others, controlling for background variables. They
 found that, consistent with previous studies, the level of and performance
 in secondary school mathematics have strong predictive power on students'
 performances at university-level economics. However, they found relatively
 little evidence for a positive effect of remedial mathematics on student
 performance. 
Journal: The Journal of Economic Education 
Pages: 115-137 
Issue: 2 
Volume: 40 
Year: 2009 
Month: 4 
X-DOI: 10.3200/JECE.40.2.115-137 
File-URL: http://hdl.handle.net/10.3200/JECE.40.2.115-137 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:2:p:115-137




Template-Type: ReDIF-Article 1.0
Author-Name: David G. Surdam 
Author-X-Name-First: David G. 
Author-X-Name-Last: Surdam 
Title: A Sports Franchise Simulation Game 
Abstract:
  Students in sports economics courses might better learn the basic
 concepts by running their own franchise. A simple game, based on the card
 game War, is easy and inexpensive to implement. Students quickly grasp the
 importance of weighing marginal benefits, both in terms of team record and
 marginal revenue, against the costs of improving their team. In addition,
 students learn that even the best-laid plans can, under some
 circumstances, result in disappointment. Extensions of the basic game help
 teach students the dynamics of revenue sharing, television contracts,
 salary caps, and other concepts. 
Journal: The Journal of Economic Education 
Pages: 138-149 
Issue: 2 
Volume: 40 
Year: 2009 
Month: 4 
X-DOI: 10.3200/JECE.40.2.138-149 
File-URL: http://hdl.handle.net/10.3200/JECE.40.2.138-149 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:2:p:138-149




Template-Type: ReDIF-Article 1.0
Author-Name: David T. Mitchell 
Author-X-Name-First: David T. 
Author-X-Name-Last: Mitchell 
Author-Name: Robert P. Rebelein 
Author-X-Name-First: Robert P. 
Author-X-Name-Last: Rebelein 
Author-Name: Patricia H. Schneider 
Author-X-Name-First: Patricia H. 
Author-X-Name-Last: Schneider 
Author-Name: Nicole B. Simpson 
Author-X-Name-First: Nicole B. 
Author-X-Name-Last: Simpson 
Author-Name: Eric Fisher 
Author-X-Name-First: Eric 
Author-X-Name-Last: Fisher 
Title: A Classroom Experiment on Exchange Rate Determination with Purchasing Power Parity 
Abstract:
  The authors developed a classroom experiment on exchange rate
 determination appropriate for undergraduate courses in macroeconomics and
 international economics. In the experiment, students represent citizens
 from different countries and need to obtain currency to purchase goods. By
 participating in an auction to buy currency, students gain a better
 understanding of currency markets and exchange rates. The implicit
 framework for exchange rate determination is one in which prices are
 perfectly flexible (in the long run) so that purchasing power parity (PPP)
 prevails. Additional treatments allow students to examine the effects of
 price changes, tariffs, and nontradable goods on the exchange rate and to
 explore the possible resulting deviations from PPP. The experiment is
 suitable for classes of 8 to 50 students and can be run in as short a
 period as 30 minutes. 
Journal: The Journal of Economic Education 
Pages: 150-165 
Issue: 2 
Volume: 40 
Year: 2009 
Month: 4 
X-DOI: 10.3200/JECE.40.2.150-165 
File-URL: http://hdl.handle.net/10.3200/JECE.40.2.150-165 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:2:p:150-165




Template-Type: ReDIF-Article 1.0
Author-Name: Robert J. Thornton 
Author-X-Name-First: Robert J. 
Author-X-Name-Last: Thornton 
Title: What's Your College Degree Worth? A Research Project for the Labor Economics Course 
Abstract:
  Calculating the expected rate of return to their own college degree and
 comparing it to those of students with other majors can be an interesting
 and fruitful project for students in a labor economics course. Data from
 the surveys of the National Association of Colleges and Employers (not all
 that well known but available in most college career-planning and
 placement offices) allow students to use current starting salary offers
 reported for about 80 different major fields and another 80 types of
 occupations (first jobs) to estimate the financial payoffs to their
 college training. In this article, the author discusses the various steps,
 data sources needed, and caveats for students and instructors working this
 exercise. 
Journal: The Journal of Economic Education 
Pages: 166-172 
Issue: 2 
Volume: 40 
Year: 2009 
Month: 4 
X-DOI: 10.3200/JECE.40.2.166-172 
File-URL: http://hdl.handle.net/10.3200/JECE.40.2.166-172 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:2:p:166-172




Template-Type: ReDIF-Article 1.0
Author-Name: Simon G&#xE4;chter 
Author-X-Name-First: Simon 
Author-X-Name-Last: G&#xE4;chter 
Author-Name: Manfred K&#xF6;nigstein 
Author-X-Name-First: Manfred 
Author-X-Name-Last: K&#xF6;nigstein 
Title: Design a Contract: A Simple Principal-Agent Problem as a Classroom Experiment 
Abstract:
  The authors present a simple classroom experiment that can be used as a
 teaching device to introduce important concepts of organizational
 economics and incentive contracting. First, students take the role of a
 principal and design a contract that consists of a fixed payment and an
 incentive component. Second, students take the role of agents and decide
 on an effort level. The experiment illustrates shirking opportunities of
 the agent and the importance of work incentives. Furthermore, it can be
 used to introduce students to the concepts of contractual incompleteness,
 efficiency, incentive compatibility, outside options and participation
 constraints, the Coase theorem, and the potential roles of fairness and
 reciprocity in contracting. 
Journal: The Journal of Economic Education 
Pages: 173-187 
Issue: 2 
Volume: 40 
Year: 2009 
Month: 4 
X-DOI: 10.3200/JECE.40.2.173-187 
File-URL: http://hdl.handle.net/10.3200/JECE.40.2.173-187 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:2:p:173-187




Template-Type: ReDIF-Article 1.0
Author-Name: Theodore L. Turocy 
Author-X-Name-First: Theodore L. 
Author-X-Name-Last: Turocy 
Title: Covering Your Posterior: Teaching Signaling Games Using Classroom Experiments 
Abstract:
  The author describes a protocol for classroom experiments for courses
 that introduce undergraduates to signaling games. Signaling games are
 conceptually difficult because, when analyzing the game, students are not
 naturally inclined to think in probabilistic, Bayesian terms. The
 experimental design explicitly presents the posterior frequencies of the
 unobserved events. The protocol's emphasis on the posterior enhances
 convergence to the equilibrium prediction, relative to a treatment in
 which posterior frequencies are not explicitly computed. This convergence
 reinforces the development of the theory in subsequent lecture periods. 
Journal: The Journal of Economic Education 
Pages: 188-199 
Issue: 2 
Volume: 40 
Year: 2009 
Month: 4 
X-DOI: 10.3200/JECE.40.2.188-199 
File-URL: http://hdl.handle.net/10.3200/JECE.40.2.188-199 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:2:p:188-199




Template-Type: ReDIF-Article 1.0
Author-Name: Norman C. Miller 
Author-X-Name-First: Norman C. 
Author-X-Name-Last: Miller 
Title: Optimal Consumption when Consumption Takes Time 
Abstract:
  A classic article by Gary Becker (1965) showed that when it takes time to
 consume, the first order conditions for optimal consumption require the
 marginal rate of substitution between any two goods to equal their
 relative full costs. These include the direct money price and the money
 value of the time needed to consume each good. This important conclusion
 has generally been ignored in textbooks. The present author calls
 attention to this topic by deriving Becker's conclusions within a simple
 two good framework. Then, he extends his work by showing that Becker's
 first order conditions are unlikely to be relevant if one drops Becker's
 strong assumption that time spent working (and, thus, money income) and
 time available for consuming are chosen endogenously by consumers. 
Journal: The Journal of Economic Education 
Pages: 200-212 
Issue: 2 
Volume: 40 
Year: 2009 
Month: 4 
X-DOI: 10.3200/JECE.40.2.200-212 
File-URL: http://hdl.handle.net/10.3200/JECE.40.2.200-212 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:2:p:200-212




Template-Type: ReDIF-Article 1.0
Author-Name: Gideon Yaniv 
Author-X-Name-First: Gideon 
Author-X-Name-Last: Yaniv 
Title: The Tax Compliance Demand Curve: A Diagrammatical Approach to Income Tax Evasion 
Abstract:
  One of the most interesting results in the tax evasion literature is that
 an increase in the income tax rate would increase tax compliance. Despite
 its peculiarity, this result has gained acceptance as a cornerstone for
 further developments of the rational tax evasion model. However, because
 of the mathematical format by which it is conveyed, this counterintuitive
 result has remained inaccessible to undergraduate students as well as to
 noneconomists. The author first introduces the rational tax evasion model
 in a nonmathematical style that is accessible to any reader. Second, he
 shows that the behavioral predictions of the rational tax evasion model
 can easily be obtained using a simple graphical representation of the
 optimum condition that involves the derivation of a demand curve for tax
 compliance. 
Journal: The Journal of Economic Education 
Pages: 213-224 
Issue: 2 
Volume: 40 
Year: 2009 
Month: 4 
X-DOI: 10.3200/JECE.40.2.213-224 
File-URL: http://hdl.handle.net/10.3200/JECE.40.2.213-224 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:2:p:213-224




Template-Type: ReDIF-Article 1.0
Author-Name: Bruce A. Weinberg 
Author-X-Name-First: Bruce A. 
Author-X-Name-Last: Weinberg 
Author-Name: Masanori Hashimoto 
Author-X-Name-First: Masanori 
Author-X-Name-Last: Hashimoto 
Author-Name: Belton M. Fleisher 
Author-X-Name-First: Belton M. 
Author-X-Name-Last: Fleisher 
Title: Evaluating Teaching in Higher Education 
Abstract:
  The authors develop an original measure of learning in higher education,
 based on grades in subsequent courses. Using this measure of learning,
 they show that student evaluations are positively related to current
 grades but unrelated to learning once current grades are controlled. They
 offer evidence that the weak relationship between learning and student
 evaluations arises, in part, because students are unaware of how much they
 have learned in a course. They conclude with a discussion of easily
 implemented, optimal methods for evaluating teaching. 
Journal: The Journal of Economic Education 
Pages: 227-261 
Issue: 3 
Volume: 40 
Year: 2009 
Month: 7 
X-DOI: 10.3200/JECE.40.3.227-261 
File-URL: http://hdl.handle.net/10.3200/JECE.40.3.227-261 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:3:p:227-261




Template-Type: ReDIF-Article 1.0
Author-Name: Jessica Holmes 
Author-X-Name-First: Jessica 
Author-X-Name-Last: Holmes 
Author-Name: Casey Rothschild 
Author-X-Name-First: Casey 
Author-X-Name-Last: Rothschild 
Author-Name: Mark Setterfield 
Author-X-Name-First: Mark 
Author-X-Name-Last: Setterfield 
Title: A Guide for Submissions to the <italic>JEE</italic> Content Section 
Abstract:
  The authors provide a guide to the thinking of the editorial collective
 for the Content section of the <italic>Journal of Economic Education
 (JEE)</italic>. They discuss the type of papers they are looking for, what
 in their view constitutes a good paper, and how their review process
 works. They also provide some examples of what works (and what does not).
 Although they focus specifically on Content articles for the
 <italic>JEE</italic>, many of the general issues discussed may carry over
 to other sections of the <italic>JEE</italic> and to journals more
 generally. 
Journal: The Journal of Economic Education 
Pages: 262-271 
Issue: 3 
Volume: 40 
Year: 2009 
Month: 7 
X-DOI: 10.3200/JECE.40.3.262-271 
File-URL: http://hdl.handle.net/10.3200/JECE.40.3.262-271 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:3:p:262-271




Template-Type: ReDIF-Article 1.0
Author-Name: Melvin V. Borland 
Author-X-Name-First: Melvin V. 
Author-X-Name-Last: Borland 
Author-Name: Roy M. Howsen 
Author-X-Name-First: Roy M. 
Author-X-Name-Last: Howsen 
Title: Course Presentation of the Joint-Products Problem with Costs Associated with Dumping 
Abstract:
  The typical profit-maximization solution for the joint-production problem
 found in intermediate texts, managerial texts, and other texts concerned
 with optimal pricing is oversimplified and inconsistent with profit
 maximization, unless there is either no excess of any of the joint
 products or no costs associated with dumping. However, it is an
 inappropriate method of solution where excess does exist and the costs of
 dumping are explicitly recognized and, with respect to such cases, is at
 least nongeneral. The authors present a more realistic alternative method
 of solution, although more complex, as a substitute for the textbook
 method of solution typically offered. 
Journal: The Journal of Economic Education 
Pages: 272-277 
Issue: 3 
Volume: 40 
Year: 2009 
Month: 7 
X-DOI: 10.3200/JECE.40.3.272-277 
File-URL: http://hdl.handle.net/10.3200/JECE.40.3.272-277 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:3:p:272-277




Template-Type: ReDIF-Article 1.0
Author-Name: Gigi Foster 
Author-X-Name-First: Gigi 
Author-X-Name-Last: Foster 
Title: A Diagrammatic Exposition of Regression and Instrumental Variables for the Beginning Student 
Abstract:
  Some beginning students of statistics and econometrics have difficulty
 with traditional algebraic approaches to explaining regression and related
 techniques. For these students, a simple and intuitive diagrammatic
 introduction as advocated by Kennedy (2008) may prove a useful framework
 to support further study. The author presents a series of diagrams
 following Kennedy (2008) that are designed for use in an introductory
 econometrics course as an intuitive aid when first introducing fundamental
 concepts of the field. These diagrams are easily used in the classroom as
 an enhancement to traditional teaching methods. Pedagogical suggestions
 and a few applied examples drawing on the diagrammatic framework are
 provided and discussed. 
Journal: The Journal of Economic Education 
Pages: 278-296 
Issue: 3 
Volume: 40 
Year: 2009 
Month: 7 
X-DOI: 10.3200/JECE.40.3.278-296 
File-URL: http://hdl.handle.net/10.3200/JECE.40.3.278-296 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:3:p:278-296




Template-Type: ReDIF-Article 1.0
Author-Name: Walter Nicholson 
Author-X-Name-First: Walter 
Author-X-Name-Last: Nicholson 
Author-Name: Frank Westhoff 
Author-X-Name-First: Frank 
Author-X-Name-Last: Westhoff 
Title: General Equilibrium Models: Improving the Microeconomics Classroom 
Abstract:
  General equilibrium models now play important roles in many fields of
 economics including tax policy, environmental regulation, international
 trade, and economic development. The intermediate microeconomics classroom
 has not kept pace with these trends, however. Microeconomics textbooks
 primarily focus on the insights that can be drawn from the Edgeworth box
 diagram for exchange. This treatment leaves students unprepared for
 understanding much of the policy-related literature they encounter. The
 lack of attention can be explained: The technical analytics required to
 mathematically analyze general equilibrium models overwhelm all but a
 handful of undergraduates. We offer an alternative approach that overcomes
 this obstacle by providing Web-based general equilibrium simulations. The
 simulation approach circumvents the complex mathematics so that
 undergraduates can master the most important lessons of general
 equilibrium models. 
Journal: The Journal of Economic Education 
Pages: 297-314 
Issue: 3 
Volume: 40 
Year: 2009 
Month: 7 
X-DOI: 10.3200/JECE.40.3.297-314 
File-URL: http://hdl.handle.net/10.3200/JECE.40.3.297-314 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:3:p:297-314




Template-Type: ReDIF-Article 1.0
Author-Name: Daniel E. Saros 
Author-X-Name-First: Daniel E. 
Author-X-Name-Last: Saros 
Title: Teaching Undergraduate Money and Banking: T-Bill Auctions and Stock Market Models 
Abstract:
  The author offers innovative approaches to 3 topics that are typically
 only briefly mentioned (if at all) in money and banking courses. The first
 topic is a Treasury bill auction experiment in which students have an
 opportunity to participate directly. The results from a class of 14 money
 and banking students are used to explain how an instructor might conduct
 such an experiment in the classroom. Relatively simple algebraic models
 are also developed for 2 types of stock market transactions: short selling
 and margin buying. Three analytical exercises are presented with complete
 solutions to demonstrate how an instructor might assign related problems
 for students. These experiments and models give students a lasting
 understanding of a number of rarely discussed topics in money and banking
 courses. 
Journal: The Journal of Economic Education 
Pages: 315-330 
Issue: 3 
Volume: 40 
Year: 2009 
Month: 7 
X-DOI: 10.3200/JECE.40.3.315-330 
File-URL: http://hdl.handle.net/10.3200/JECE.40.3.315-330 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:3:p:315-330




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in Undergraduate Economics Degrees, 1991-2008 
Abstract:
  The trend in U.S. undergraduate economics degrees has resumed its upward
 trajectory with the fastest growth among private colleges and
 universities. 
Journal: The Journal of Economic Education 
Pages: 331-336 
Issue: 3 
Volume: 40 
Year: 2009 
Month: 7 
X-DOI: 10.3200/JECE.40.3.331-336 
File-URL: http://hdl.handle.net/10.3200/JECE.40.3.331-336 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:3:p:331-336




Template-Type: ReDIF-Article 1.0
Author-Name: Scott J. Savage 
Author-X-Name-First: Scott J. 
Author-X-Name-Last: Savage 
Title: The Effect of Information Technology on Economic Education 
Abstract:
  <title>Abstract</title> The author evaluated the effect on student
 performance of using a new information technology (IT) enhancement that
 permits students to participate in the recording of lectures that can be
 downloaded later from the Internet. The author compared two sections of
 the same Intermediate Microeconomics class and observed the sample
 students to be representative; the empirical model accounted for any
 differences in student characteristics between the comparison and test
 groups. Model results show that students exposed to the IT enhancement
 performed about 2 percentage points better on their final exam than did
 the comparison students; however, the difference was not statistically
 different from zero. The author concluded that the use of IT appears to
 not have any substantive influence on student performance. 
Journal: The Journal of Economic Education 
Pages: 337-353 
Issue: 4 
Volume: 40 
Year: 2009 
Month: 10 
X-DOI: 10.1080/00220480903237901 
File-URL: http://hdl.handle.net/10.1080/00220480903237901 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:4:p:337-353




Template-Type: ReDIF-Article 1.0
Author-Name: Sucharita Ghosh 
Author-X-Name-First: Sucharita 
Author-X-Name-Last: Ghosh 
Author-Name: Francesco Renna 
Author-X-Name-First: Francesco 
Author-X-Name-Last: Renna 
Title: Using Electronic Response Systems in Economics Classes 
Abstract:
  <title>Abstract</title> College instructors and students participated in
 a pilot project at the University of Akron to enhance student learning
 through the use of a common teaching pedagogy, peer instruction. The
 teaching pedagogy was supported by the use of technology, an electronic
 personal response system, which recorded student responses. The authors
 report their experiences in using this technology-enhanced teaching
 pedagogy and provide another example of an active and collaborative
 learning tool that instructors can use to move beyond &#x201C;chalk and
 talk.&#x201D; Preliminary survey results from students participating in
 this pilot project are also reported. 
Journal: The Journal of Economic Education 
Pages: 354-365 
Issue: 4 
Volume: 40 
Year: 2009 
Month: 10 
X-DOI: 10.1080/00220480903297651 
File-URL: http://hdl.handle.net/10.1080/00220480903297651 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:4:p:354-365




Template-Type: ReDIF-Article 1.0
Author-Name: Theodore C. Bergstrom 
Author-X-Name-First: Theodore C. 
Author-X-Name-Last: Bergstrom 
Title: Teaching Economic Principles Interactively: A Cannibal's Dinner Party 
Abstract:
  <title>Abstract</title> The author describes techniques that he uses to
 interactively teach economics principles. He describes an experiment on
 market entry and gives examples of applications of classroom clickers.
 Clicker applications include (a) collecting data about student preferences
 that can be used to construct demand curves and supply curves, (b)
 checking students&#x2019; knowledge of central concepts, and (c) playing
 interactive games that illustrate economic concepts. 
Journal: The Journal of Economic Education 
Pages: 366-384 
Issue: 4 
Volume: 40 
Year: 2009 
Month: 10 
X-DOI: 10.1080/00220480903237935 
File-URL: http://hdl.handle.net/10.1080/00220480903237935 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:4:p:366-384




Template-Type: ReDIF-Article 1.0
Author-Name: Michael K. Salemi 
Author-X-Name-First: Michael K. 
Author-X-Name-Last: Salemi 
Title: Clickenomics: Using a Classroom Response System to Increase Student Engagement in a Large-Enrollment Principles of Economics Course 
Abstract:
  <title>Abstract</title> One of the most important challenges facing
 college instructors of economics is helping students engage. Engagement is
 particularly important in a large-enrollment Principles of Economics
 course, where it can help students achieve a long-lived understanding of
 how economists use basic economic ideas to look at the world. The author
 reports how instructors can use Classroom Response Systems (clickers) to
 promote engagement in the Principles course. He draws heavily on his own
 experience in teaching a one semester Principles course at the University
 of North Carolina at Chapel Hill but also reports on how others have used
 clickers to promote engagement. He concludes with evidence that students
 find clickers very beneficial and with an assessment of the costs and
 benefits of adopting a clicker system. 
Journal: The Journal of Economic Education 
Pages: 385-404 
Issue: 4 
Volume: 40 
Year: 2009 
Month: 10 
X-DOI: 10.1080/00220480903237950 
File-URL: http://hdl.handle.net/10.1080/00220480903237950 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:4:p:385-404




Template-Type: ReDIF-Article 1.0
Author-Name: Margo Bergman 
Author-X-Name-First: Margo 
Author-X-Name-Last: Bergman 
Author-Name: G.   Dirk Mateer 
Author-X-Name-First: G.   Dirk 
Author-X-Name-Last: Mateer 
Author-Name: Michael Reksulak 
Author-X-Name-First: Michael 
Author-X-Name-Last: Reksulak 
Author-Name: Jonathan C. Rork 
Author-X-Name-First: Jonathan C. 
Author-X-Name-Last: Rork 
Author-Name: Rick K. Wilson 
Author-X-Name-First: Rick K. 
Author-X-Name-Last: Wilson 
Author-Name: David Zirkle 
Author-X-Name-First: David 
Author-X-Name-Last: Zirkle 
Title: Your Place in Space: Classroom Experiment on Spatial Location Theory 
Abstract:
  <title>Abstract</title> The authors detail an urban economics experiment
 that is easily run in the classroom. The experiment has a flexible design
 that allows the instructor to explore how congestion, zoning, public
 transportation, and taxation levels determine the bid--rent function.
 Heterogeneous agents in the experiment compete for land use using a simple
 auction mechanism. Using the data that is collected, a bid--rent function
 is derived, and the experimental treatment is altered over the course of
 three sessions to uncover core concepts in urban economics. Moreover, this
 provides a tangible experience that can be used to help undergraduates
 relate to urban issues such as the steep rent gradient found around many
 larger colleges and universities. 
Journal: The Journal of Economic Education 
Pages: 405-421 
Issue: 4 
Volume: 40 
Year: 2009 
Month: 10 
X-DOI: 10.1080/00220480903237976 
File-URL: http://hdl.handle.net/10.1080/00220480903237976 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:4:p:405-421




Template-Type: ReDIF-Article 1.0
Author-Name: Paul Oslington 
Author-X-Name-First: Paul 
Author-X-Name-Last: Oslington 
Author-Name: Isaac Towers 
Author-X-Name-First: Isaac 
Author-X-Name-Last: Towers 
Title: Pushing Economies (and Students) Outside the Factor Price Equalization Zone 
Abstract:
  <title>Abstract</title> Despite overwhelming empirical evidence of the
 failure of factor price equalization, most teaching of international trade
 theory (even at the graduate level) assumes that economies are
 incompletely specialized and that factor price equalization holds. The
 behavior of trading economies in the absence of factor price equalization
 is not well understood, and some major textbook treatments err. The
 authors map regions of specialization and diversification for standard
 competitive economies and show how outputs, goods, and factor prices
 change as economies move within and across different regions of
 diversification and specialization. Two examples of how the analysis can
 enrich graduate-level trade teaching are given: the substitutability of
 goods trade and factor movements, and debates over the trade and
 inequality. 
Journal: The Journal of Economic Education 
Pages: 422-436 
Issue: 4 
Volume: 40 
Year: 2009 
Month: 10 
X-DOI: 10.1080/00220480903238099 
File-URL: http://hdl.handle.net/10.1080/00220480903238099 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:4:p:422-436




Template-Type: ReDIF-Article 1.0
Author-Name: Saul D. Hoffman 
Author-X-Name-First: Saul D. 
Author-X-Name-Last: Hoffman 
Title: Revisiting Marshall's Third Law: Why Does Labor's Share Interact with the Elasticity of Substitution to Decrease the Elasticity of Labor Demand? 
Abstract:
  <title>Abstract</title> The third Marshall--Hicks--Allen rule of
 elasticity of derived demand purports to show that labor demand is less
 elastic when labor is a smaller share of total costs. As Hicks, Allen, and
 then Bronfenbrenner showed, this rule is not quite correct, and actually
 is complicated by an unexpected negative relationship involving labor's
 share of total costs and the elasticity of substitution. The standard
 intuitive explanation for the exception to the rule presented by Stigler
 and referenced in many textbooks describes a situation rather different
 than the one described in the rule. The author presents an example that
 illustrates the peculiar negative impact of labor's share operating via
 the elasticity of substitution and then explains why the unexpected
 relationship between labor's share of total cost, the elasticity of
 substitution, and the elasticity of labor demand holds. 
Journal: The Journal of Economic Education 
Pages: 437-445 
Issue: 4 
Volume: 40 
Year: 2009 
Month: 10 
X-DOI: 10.1080/00220480903238032 
File-URL: http://hdl.handle.net/10.1080/00220480903238032 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:4:p:437-445




Template-Type: ReDIF-Article 1.0
Author-Name: Mary C. Suiter 
Author-X-Name-First: Mary C. 
Author-X-Name-Last: Suiter 
Author-Name: Katrina Stierholz 
Author-X-Name-First: Katrina 
Author-X-Name-Last: Stierholz 
Title: GeoFRED&#x2122;: A Picture Is Worth a Thousand Words 
Journal: The Journal of Economic Education 
Pages: 446-446 
Issue: 4 
Volume: 40 
Year: 2009 
Month: 10 
X-DOI: 10.1080/00220480903297685 
File-URL: http://hdl.handle.net/10.1080/00220480903297685 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:4:p:446-446




Template-Type: ReDIF-Article 1.0
Author-Name: Tod S. Porter 
Author-X-Name-First: Tod S. 
Author-X-Name-Last: Porter 
Title: Media for Microeconomics 
Journal: The Journal of Economic Education 
Pages: 447-447 
Issue: 4 
Volume: 40 
Year: 2009 
Month: 10 
X-DOI: 10.1080/00220480903280178 
File-URL: http://hdl.handle.net/10.1080/00220480903280178 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:40:y:2009:i:4:p:447-447




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Title: Change and Continuity 
Journal: The Journal of Economic Education 
Pages: 1-2 
Issue: 1 
Volume: 41 
Year: 2010 
Month: 1 
X-DOI: 10.1080/00220480903450938 
File-URL: http://hdl.handle.net/10.1080/00220480903450938 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:1:p:1-2




Template-Type: ReDIF-Article 1.0
Author-Name: Jeffrey Parker 
Author-X-Name-First: Jeffrey 
Author-X-Name-Last: Parker 
Title: An Empirical Examination of the Roles of Ability and Gender in Collaborative Homework Assignments 
Abstract:
  The author investigates how ability and gender affect grades on homework
 projects performed by assigned pairs of students in an undergraduate
 macroeconomics course. The assignment grade is found to depend on the
 ability of both students, and the relative importance of the stronger and
 weaker student differs in predictable ways depending on the kind of
 assignment. Male-male pairs earn lower grades than male-female or
 female-female pairs, controlling for the measured ability of the students. 
Journal: The Journal of Economic Education 
Pages: 15-30 
Issue: 1 
Volume: 41 
Year: 2010 
Month: 1 
X-DOI: 10.1080/01615440903382177 
File-URL: http://hdl.handle.net/10.1080/01615440903382177 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:1:p:15-30




Template-Type: ReDIF-Article 1.0
Author-Name: Georg Schaur 
Author-X-Name-First: Georg 
Author-X-Name-Last: Schaur 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: Not Such Innocents Abroad? 
Abstract:
  Little research in economic education has dealt with MBA programs. The
 authors investigated student performance in a microeconomics/managerial
 economics course taught in a one-year MBA program at the German
 International School of Management and Administration in Hanover, Germany,
 during the 2002--5 academic years. After controlling for other measurable
 characteristics, students who spoke English as their native language
 systematically underperformed in the course. The authors suggest this
 occurred because these students could have attended similar degree
 programs in their own countries but instead chose to study in Germany to
 tour Europe between and even during course modules. 
Journal: The Journal of Economic Education 
Pages: 3-14 
Issue: 1 
Volume: 41 
Year: 2010 
Month: 1 
X-DOI: 10.1080/00220480903280251 
File-URL: http://hdl.handle.net/10.1080/00220480903280251 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:1:p:3-14




Template-Type: ReDIF-Article 1.0
Author-Name: Graeme Wells 
Author-X-Name-First: Graeme 
Author-X-Name-Last: Wells 
Title: Teaching Aggregate Demand and Supply Models 
Abstract:
  The author analyzes the inflation-targeting model that underlies recent
 textbook expositions of the aggregate demand--aggregate supply approach
 used in introductory courses in macroeconomics. He shows how numerical
 simulations of a model with inflation inertia can be used as a tool to
 help students understand adjustments in response to demand and supply
 shocks of various kinds. 
Journal: The Journal of Economic Education 
Pages: 31-40 
Issue: 1 
Volume: 41 
Year: 2010 
Month: 1 
X-DOI: 10.1080/00220480903382313 
File-URL: http://hdl.handle.net/10.1080/00220480903382313 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:1:p:31-40




Template-Type: ReDIF-Article 1.0
Author-Name: Joseph Felder 
Author-X-Name-First: Joseph 
Author-X-Name-Last: Felder 
Author-Name: Robert Scott 
Author-X-Name-First: Robert 
Author-X-Name-Last: Scott 
Title: Two-Part Tariff and Aftermarket Duopoly: An Illustration 
Abstract:
  The authors shed light on the original equipment manufacturer's strategic
 behavior in the duopoly aftermarket. The original equipment manufacturer,
 firm 1, captures via its foremarket price some fraction of the aftermarket
 consumer surplus, where that surplus is generated by consumption of its
 own and its competitor's aftermarket products. The other firm, firm 2,
 only operates in the aftermarket and does not capture any of the
 aftermarket consumer surplus. Assuming a Cournot or Stackelberg duopoly
 aftermarket with firm 1 as the quantity leader, we find the conditions
 under which firm 1's aftermarket price is above or below its marginal
 cost; the conditions under which firm 1's profit falls or increases when
 firm 2 adds value to its aftermarket product or lowers its marginal cost;
 and the conditions under which firm 1 is less profitable or more
 profitable in sharing the aftermarket than it would be alone. 
Journal: The Journal of Economic Education 
Pages: 41-53 
Issue: 1 
Volume: 41 
Year: 2010 
Month: 1 
X-DOI: 10.1080/00220480903382222 
File-URL: http://hdl.handle.net/10.1080/00220480903382222 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:1:p:41-53




Template-Type: ReDIF-Article 1.0
Author-Name: Scott A. Beaulier 
Author-X-Name-First: Scott A. 
Author-X-Name-Last: Beaulier 
Author-Name: David L. Prychitko 
Author-X-Name-First: David L. 
Author-X-Name-Last: Prychitko 
Title: The Traders&#x2019; Cross: Identifying Traders&#x2019; Surpluses in the Traditional Edgeworth Exchange Diagram 
Abstract:
  The Edgeworth exchange diagram is a traditional tool of undergraduate
 microeconomic theory that depicts the mutually beneficial gains from
 voluntary trade. The authors take the analysis one step further. They
 identify the buyer's and seller's surpluses that accrue to both trading
 parties in the Edgeworth diagram. This is a straightforward exercise that
 has not, however, been developed in microeconomics textbooks, an exercise
 that can further hone students&#x2019; understanding of the concept of
 buyer's and seller's surpluses and the notion of gains from voluntary
 exchange. 
Journal: The Journal of Economic Education 
Pages: 54-62 
Issue: 1 
Volume: 41 
Year: 2010 
Month: 1 
X-DOI: 10.1080/00220480903382248 
File-URL: http://hdl.handle.net/10.1080/00220480903382248 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:1:p:54-62




Template-Type: ReDIF-Article 1.0
Author-Name: Frederick H. Chen 
Author-X-Name-First: Frederick H. 
Author-X-Name-Last: Chen 
Title: Expected Utility Illustrated: A Graphical Analysis of Gambles with More than Two Possible Outcomes 
Abstract:
  The author presents a simple geometric method to graphically illustrate
 the expected utility from a gamble with more than two possible outcomes.
 This geometric result gives economics students a simple visual aid for
 studying expected utility theory and enables them to analyze a richer set
 of decision problems under uncertainty compared to what they typically see
 in an intermediate-level microeconomics course. 
Journal: The Journal of Economic Education 
Pages: 63-70 
Issue: 1 
Volume: 41 
Year: 2010 
Month: 1 
X-DOI: 10.1080/00220480903382214 
File-URL: http://hdl.handle.net/10.1080/00220480903382214 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:1:p:63-70




Template-Type: ReDIF-Article 1.0
Author-Name: Bruce H. Wade 
Author-X-Name-First: Bruce H. 
Author-X-Name-Last: Wade 
Author-Name: Jack H. Stone 
Author-X-Name-First: Jack H. 
Author-X-Name-Last: Stone 
Title: Overcoming Disciplinary and Institutional Barriers: An Interdisciplinary Course in Economic and Sociological Perspectives on Health Issues 
Abstract:
  The authors describe an interdisciplinary course team-taught by an
 economist and a sociologist. Historically mindful of the less than
 amicable relationship between these disciplines, these colleagues
 developed a course that attempted to illuminate the different perspectives
 of economics and sociology in relation to selected health themes. Such a
 course is either rare or unique. It served as a general social science
 (core) requirement and as a major elective for sociology majors. The
 article describes course mechanics, pedagogy and assessment, course
 content, and institutional barriers. In particular, the article highlights
 some of the unique problems that exist in offering such a
 course&#x2014;problems that are either less severe or nonexistent in more
 traditional courses. 
Journal: The Journal of Economic Education 
Pages: 71-84 
Issue: 1 
Volume: 41 
Year: 2010 
Month: 1 
X-DOI: 10.1080/00220480903382198 
File-URL: http://hdl.handle.net/10.1080/00220480903382198 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:1:p:71-84




Template-Type: ReDIF-Article 1.0
Author-Name: Don R. Leet 
Author-X-Name-First: Don R. 
Author-X-Name-Last: Leet 
Author-Name: Nancy A. Lang 
Author-X-Name-First: Nancy A. 
Author-X-Name-Last: Lang 
Title: Consensus among Economics Teachers from Transition Economies 
Abstract:
  The authors analyze the economic opinions of teachers and economists from
 the former Soviet Union who participated in economic education programs
 sponsored by the U.S. Department of Education under the auspices of the
 National Council on Economic Education from 1995--2001. They sought to
 determine the level of consensus on economic topics among the
 participants, and then analyzed their concordance with U.S. economists.
 They conclude that there is a significant level of consensus among the
 participants from the former Soviet Union, but this consensus is often at
 odds with the views of American economists. 
Journal: The Journal of Economic Education 
Pages: 85-94 
Issue: 1 
Volume: 41 
Year: 2010 
Month: 1 
X-DOI: 10.1080/00220480903238057 
File-URL: http://hdl.handle.net/10.1080/00220480903238057 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:1:p:85-94




Template-Type: ReDIF-Article 1.0
Author-Name: M.   Ryan Haley 
Author-X-Name-First: M.   Ryan 
Author-X-Name-Last: Haley 
Author-Name: Marianne F. Johnson 
Author-X-Name-First: Marianne F. 
Author-X-Name-Last: Johnson 
Author-Name: M.   Kevin McGee 
Author-X-Name-First: M.   Kevin 
Author-X-Name-Last: McGee 
Title: A Framework for Reconsidering the Lake Wobegon Effect 
Abstract:
  The <italic>Lake Wobegon Effect</italic> (LWE) describes the potential
 measurement-error bias introduced into survey-based analyses of education
 issues. Although this effect potentially applies to any student-report
 variable, the systematic overreporting of academic achievements such as
 grade point average is often of preeminent concern. This concern can be
 easily circumvented if official records data are available; however, many
 researchers can only access student-reported data. In this article, the
 authors examine whether using student-survey data in place of official
 records data meaningfully biases regression estimates. They motivate their
 contribution by noting a useful statistical feature of overreporting on
 bounded variables such as grade point average. Specifically, the
 misreports will be negatively correlated with the true grade point
 average, yielding a form of nonclassical measurement error that actually
 counteracts the bias. The authors connect this observation to reliability
 ratios used in labor economics, which are simple ways to adjust for
 attenuation bias, when needed. In two applications, we find that it is
 unnecessary to correct for the LWE bias because it is so small. 
Journal: The Journal of Economic Education 
Pages: 95-109 
Issue: 2 
Volume: 41 
Year: 2010 
Month: 3 
X-DOI: 10.1080/00220481003617228 
File-URL: http://hdl.handle.net/10.1080/00220481003617228 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:2:p:95-109




Template-Type: ReDIF-Article 1.0
Author-Name: Bruce T. Elmslie 
Author-X-Name-First: Bruce T. 
Author-X-Name-Last: Elmslie 
Author-Name: Edinaldo Tebaldi 
Author-X-Name-First: Edinaldo 
Author-X-Name-Last: Tebaldi 
Title: Teaching Economic Growth Theory with Data 
Abstract:
  Many instructors in subjects such as economics are frequently concerned
 with how to teach technical material to undergraduate students with
 limited mathematical backgrounds. One method that has proven successful
 for the authors is to connect theoretically sophisticated material with
 actual data. This enables students to see how the theory relates to the
 real world, allowing for a deeper understanding of both. The authors
 developed a simple and insightful empirical application of the Solow
 growth model that can be used in an undergraduate macroeconomics or
 economic growth course. The exercise uses a data set on perception of
 corruption levels by country to look at the relationship between
 corruption and the level and rate of growth of output per worker across 70
 countries. The results not only allow students to see for themselves the
 impact that corruption has on gross domestic product per worker but also
 improve their understanding of the distinction between level effects and
 long-run growth effects. 
Journal: The Journal of Economic Education 
Pages: 110-124 
Issue: 2 
Volume: 41 
Year: 2010 
Month: 3 
X-DOI: 10.1080/00220481003617244 
File-URL: http://hdl.handle.net/10.1080/00220481003617244 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:2:p:110-124




Template-Type: ReDIF-Article 1.0
Author-Name: Wayne Joerding 
Author-X-Name-First: Wayne 
Author-X-Name-Last: Joerding 
Title: Teaching and Learning with Individually Unique Exercises 
Abstract:
  In this article, the author describes the pedagogical benefits of giving
 students individually unique homework exercises from an exercise template.
 Evidence from a test of this approach shows statistically significant
 improvements in subsequent exam performance by students receiving unique
 problems compared with students who received traditional paper assignments
 that were identical across students. The author also describes the
 software developed by himself and his students to implement this approach
 to homework problems. The software generates unique computer-graded
 assignments for each student from an assignment template and scores the
 resulting exercises. Instructors can create questions that require
 students to interact with diagrams or provide solutions to symbolic
 equations. The software is freely available to educators under an
 open-source license, to use, edit, and improve as they choose. 
Journal: The Journal of Economic Education 
Pages: 125-135 
Issue: 2 
Volume: 41 
Year: 2010 
Month: 3 
X-DOI: 10.1080/00220481003613813 
File-URL: http://hdl.handle.net/10.1080/00220481003613813 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:2:p:125-135




Template-Type: ReDIF-Article 1.0
Author-Name: R.   Andrew Luccasen 
Author-X-Name-First: R.   Andrew 
Author-X-Name-Last: Luccasen 
Author-Name: M.   Kathleen Thomas 
Author-X-Name-First: M.   Kathleen 
Author-X-Name-Last: Thomas 
Title: Simpsonomics: Teaching Economics Using Episodes of <italic>The Simpsons</italic>  
Abstract:
  Undergraduate students are often interested in applications of economic
 principles. Although popular television shows and movies are not
 real-world examples, drawing from these sources can motivate disinterested
 students and provide a pedagogical tool that enhances instruction. In this
 article, the authors discuss several basic introductory economic
 principles that are illustrated by the television show <italic>The
 Simpsons.</italic> Topics include economic reasoning, opportunity cost,
 incentives, comparative advantage, declining marginal benefit, elasticity,
 externalities, free-riding, and game theory. The authors provide
 discussion questions and student worksheets that instructors can use in
 their own classes. 
Journal: The Journal of Economic Education 
Pages: 136-149 
Issue: 2 
Volume: 41 
Year: 2010 
Month: 3 
X-DOI: 10.1080/00220481003613847 
File-URL: http://hdl.handle.net/10.1080/00220481003613847 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:2:p:136-149




Template-Type: ReDIF-Article 1.0
Author-Name: Stefan Szymanski 
Author-X-Name-First: Stefan 
Author-X-Name-Last: Szymanski 
Title: Teaching Competition in Professional Sports Leagues 
Abstract:
  In recent years, there has been some dispute over the appropriate way to
 model decision making in professional sports leagues. In particular,
 Szymanski and Késenne (2004) argue that formulating the decision-making
 problem in a noncooperative game leads to radically different conclusions
 about the nature of competition in sports leagues. The author describes a
 simulation model that can be used in a classroom to demonstrate how
 competition works in a noncooperative context. More generally, in
 simulation exercises, students typically gravitate quickly toward the Nash
 equilibrium, making this a simple and powerful way to introduce them to
 the concept. The supporting Excel spreadsheet used to conduct the game can
 be downloaded from the author's personal Web page, <ext-link
 ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink"
 xlink:href="http://www.cass.city.ac.uk/faculty/s.szymanski/sports-league-s
 imulation-blank.xls">http://www.cass.city.ac.uk/faculty/s.szymanski/sports
 -league-simulation-blank.xls</ext-link>. 
Journal: The Journal of Economic Education 
Pages: 150-168 
Issue: 2 
Volume: 41 
Year: 2010 
Month: 3 
X-DOI: 10.1080/00220480903382297 
File-URL: http://hdl.handle.net/10.1080/00220480903382297 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:2:p:150-168




Template-Type: ReDIF-Article 1.0
Author-Name: Antonio D'Agata 
Author-X-Name-First: Antonio 
Author-X-Name-Last: D'Agata 
Title: Geometry of Cournot-Nash Equilibrium with Application to Commons and Anticommons 
Abstract:
  The author develops a simple geometric analysis of Cournot-Nash
 equilibrium in the price-quantity space by exploiting the economic content
 of the first-order condition. The approach makes it clear that strategic
 interdependency in oligopoly originates from externalities among
 producers. This explains why cartels are unstable and casts oligopoly
 within the more general commons-anticommons framework. 
Journal: The Journal of Economic Education 
Pages: 169-176 
Issue: 2 
Volume: 41 
Year: 2010 
Month: 3 
X-DOI: 10.1080/00220481003617277 
File-URL: http://hdl.handle.net/10.1080/00220481003617277 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:2:p:169-176




Template-Type: ReDIF-Article 1.0
Author-Name: Carol   Horton Tremblay 
Author-X-Name-First: Carol   Horton 
Author-X-Name-Last: Tremblay 
Author-Name: Victor J. Tremblay 
Author-X-Name-First: Victor J. 
Author-X-Name-Last: Tremblay 
Title: The Neglect of Monotone Comparative Statics Methods 
Abstract:
  Monotone methods enable comparative static analysis without the
 restrictive assumptions of the implicit-function theorem. Ease of use and
 flexibility in solving comparative static and game-theory problems have
 made monotone methods popular in the economics literature and in graduate
 courses, but they are still absent from undergraduate mathematical
 economics courses and textbooks. In this article, the authors illustrate
 the generality of monotone comparative statics relative to the implicit
 function approach. For example, to sign the effect of a discrete policy
 shift on a choice variable, the marginal returns will increase with the
 policy parameter. They also apply monotone methods in game theory
 settings. As mathematical economics courses and majors gain popularity,
 incorporating monotone methods into curriculum and textbooks would provide
 a modern treatment of comparative static analysis. 
Journal: The Journal of Economic Education 
Pages: 177-193 
Issue: 2 
Volume: 41 
Year: 2010 
Month: 3 
X-DOI: 10.1080/00220481003617293 
File-URL: http://hdl.handle.net/10.1080/00220481003617293 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:2:p:177-193




Template-Type: ReDIF-Article 1.0
Author-Name: KimMarie McGoldrick 
Author-X-Name-First: KimMarie 
Author-X-Name-Last: McGoldrick 
Author-Name: Gail Hoyt 
Author-X-Name-First: Gail 
Author-X-Name-Last: Hoyt 
Author-Name: David Colander 
Author-X-Name-First: David 
Author-X-Name-Last: Colander 
Title: The Professional Development of Graduate Students for Teaching Activities: The Students&#x2019; Perspective 
Abstract:
  This article provides insight into the skill-development activities of
 graduate students at U.S. institutions providing graduate education in
 economics. The authors document the extent of student participation in and
 preparation for teaching-related activities while in graduate school,
 finding that more than 50 percent of students are involved in
 teaching-related activities such as grading, leading recitation sections,
 and teaching their own sections and that most were satisfied with their
 preparation. Important differences in participation in these activities
 are highlighted by assistantship assignments, institution rank, and
 gender. Findings suggest that programs could do more to prepare students
 for participation in teaching specific professional activities after
 graduation. 
Journal: The Journal of Economic Education 
Pages: 194-201 
Issue: 2 
Volume: 41 
Year: 2010 
Month: 3 
X-DOI: 10.1080/00220481003613862 
File-URL: http://hdl.handle.net/10.1080/00220481003613862 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:2:p:194-201




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Title: Preparing Graduate Students in Economics for Teaching: Survey Findings and Recommendations 
Abstract:
  Survey data from PhD-granting economics departments are used to assess
 the teaching preparation of graduate students in economics. The results
 show that relatively few departments require graduate student instructors
 to take a credit course in teaching before teaching their own course or
 leading a recitation section. Although more graduate student instructors
 are required to take a noncredit course in teaching before serving as an
 instructor or recitation leader, the value of such noncredit courses may
 be limited. The assessment of teaching preparation by department chairs
 shows mixed responses, with about three-fifths rating it as very good or
 good and about two-fifths considering it to be only adequate or poor.
 Recommendations are offered for improving the teaching preparation of
 graduate student instructors in economics. 
Journal: The Journal of Economic Education 
Pages: 202-210 
Issue: 2 
Volume: 41 
Year: 2010 
Month: 3 
X-DOI: 10.1080/00220481003613888 
File-URL: http://hdl.handle.net/10.1080/00220481003613888 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:2:p:202-210




Template-Type: ReDIF-Article 1.0
Author-Name: James P. McCoy 
Author-X-Name-First: James P. 
Author-X-Name-Last: McCoy 
Author-Name: Martin I. Milkman 
Author-X-Name-First: Martin I. 
Author-X-Name-Last: Milkman 
Title: Do Recent PhD Economists Feel Prepared to Teach Economics? 
Abstract:
  A survey of recent economics PhDs who graduated from U.S. PhD programs
 and are now teaching in either the United States or Canada revealed that
 only half of the respondents who taught a stand-alone course during their
 doctoral program had any teacher preparation training. Those who did have
 training only felt &#x201C;adequately&#x201D; prepared for teaching.
 However, as a general rule, the respondents felt that they were
 well-prepared for teaching at the completion of their graduate program.
 The authors did not find significant differences in the responses of those
 who did complete formal pedagogical training during their doctoral program
 and those who did not. Those who completed training during their doctoral
 program appear to currently be more enthusiastic about training. 
Journal: The Journal of Economic Education 
Pages: 211-215 
Issue: 2 
Volume: 41 
Year: 2010 
Month: 3 
X-DOI: 10.1080/00220481003613904 
File-URL: http://hdl.handle.net/10.1080/00220481003613904 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:2:p:211-215




Template-Type: ReDIF-Article 1.0
Author-Name: Harvey Gold 
Author-X-Name-First: Harvey 
Author-X-Name-Last: Gold 
Author-Name: Steven Gold 
Author-X-Name-First: Steven 
Author-X-Name-Last: Gold 
Title: Beat the Market: An Interactive Microeconomics Simulation 
Journal: The Journal of Economic Education 
Pages: 216-216 
Issue: 2 
Volume: 41 
Year: 2010 
Month: 3 
X-DOI: 10.1080/00220481003613920 
File-URL: http://hdl.handle.net/10.1080/00220481003613920 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:2:p:216-216




Template-Type: ReDIF-Article 1.0
Author-Name: Ann L. Owen 
Author-X-Name-First: Ann L. 
Author-X-Name-Last: Owen 
Title: Grades, Gender, and Encouragement: A Regression Discontinuity Analysis 
Abstract:
  The author employs a regression discontinuity design to provide direct
 evidence on the effects of grades earned in economics principles classes
 on the decision to major in economics and finds a differential effect for
 male and female students. Specifically, for female students, receiving an
 A for a final grade in the first economics class is associated with a
 meaningful increase in the probability of majoring in economics, even
 after controlling for the numerical grade earned in the class. This
 suggests that for female students, the feedback that is embedded in the
 course letter grade has an encouragement effect on their decision to study
 economics further. The author finds no evidence of a similar effect for
 male students. 
Journal: The Journal of Economic Education 
Pages: 217-234 
Issue: 3 
Volume: 41 
Year: 2010 
Month: 6 
X-DOI: 10.1080/00220485.2010.486718 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.486718 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:3:p:217-234




Template-Type: ReDIF-Article 1.0
Author-Name: John C. Bernard 
Author-X-Name-First: John C. 
Author-X-Name-Last: Bernard 
Author-Name: Amalia Yiannaka 
Author-X-Name-First: Amalia 
Author-X-Name-Last: Yiannaka 
Title: Understanding Patenting Decisions: A Classroom Exercise 
Abstract:
  Although many students have some knowledge of patents, it can be
 difficult for them to understand the components of an innovator's
 decision-making process. Key issues, such as whether to patent or to use
 trade secrecy, how broad a scope to claim, and what to do in the event of
 patent infringement, can be difficult to grasp from a standard lecture.
 The authors present a classroom exercise in which students assume the role
 of an innovator and their decisions at each stage have direct consequences
 on the profits they earn. Realistic probabilities are used to determine
 whether patents are infringed or court cases are won. The exercise is
 additionally useful in providing lessons on behavior under risk and
 uncertainty and the profit-maximizing goal of firms. 
Journal: The Journal of Economic Education 
Pages: 235-251 
Issue: 3 
Volume: 41 
Year: 2010 
Month: 6 
X-DOI: 10.1080/00220485.2010.486720 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.486720 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:3:p:235-251




Template-Type: ReDIF-Article 1.0
Author-Name: Peggy Dalton 
Author-X-Name-First: Peggy 
Author-X-Name-Last: Dalton 
Title: The Use of Narrative Interview in Teaching Principles of Macroeconomics 
Abstract:
  The author describes the design and implementation of one experiential
 learning assignment used in a principles of macroeconomics course. The
 learning exercise provides an active role for students and results in a
 relational experience that provides traditional undergraduate students
 with a frame of reference with which to interpret the impact of
 macroeconomic events and policy on their daily lives. 
Journal: The Journal of Economic Education 
Pages: 252-258 
Issue: 3 
Volume: 41 
Year: 2010 
Month: 6 
X-DOI: 10.1080/00220485.2010.486724 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.486724 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:3:p:252-258




Template-Type: ReDIF-Article 1.0
Author-Name: Aju J. Fenn 
Author-X-Name-First: Aju J. 
Author-X-Name-Last: Fenn 
Author-Name: Daniel K. N. Johnson 
Author-X-Name-First: Daniel K. N. 
Author-X-Name-Last: Johnson 
Author-Name: Mark   Griffin Smith 
Author-X-Name-First: Mark   Griffin 
Author-X-Name-Last: Smith 
Author-Name: J. L. Stimpert 
Author-X-Name-First: J. L. 
Author-X-Name-Last: Stimpert 
Title: Doing Publishable Research with Undergraduate Students 
Abstract:
  Many economics majors write a senior thesis. Although this experience can
 be the pinnacle of their education, publication is not the common standard
 for undergraduates. The authors describe four approaches that have allowed
 students to get their work published: (1) identify a topic, such as
 competitive balance in sports, and have students work on various
 subtopics, such as specific sports; (2) develop a large data set and have
 students work on different problems using it; (3) divide a quantitative
 problem into distinct parts and have individual students work on each
 part; and (4) divide a qualitative problem into distinct parts and have
 individual students work on their own part. The authors also address the
 challenges of working with undergraduates: limited time and resources,
 limited skills, and the tedium of gathering data. 
Journal: The Journal of Economic Education 
Pages: 259-274 
Issue: 3 
Volume: 41 
Year: 2010 
Month: 6 
X-DOI: 10.1080/00220485.2010.486728 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.486728 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:3:p:259-274




Template-Type: ReDIF-Article 1.0
Author-Name: William D. Craighead 
Author-X-Name-First: William D. 
Author-X-Name-Last: Craighead 
Author-Name: Norman C. Miller 
Author-X-Name-First: Norman C. 
Author-X-Name-Last: Miller 
Title: The Causes of and Gains from Intertemporal Trade 
Abstract:
  The authors show how the causes of and the gains from current account
 imbalances can be integrated into undergraduate economics courses using
 the same pedagogical tools that are used to explain comparative advantage
 and the gains from trade. A nonzero current account provides a mechanism
 for intertemporal trade, and a country has a comparative advantage in
 present (or future) goods if its autarky real interest rate is below (or
 above) the world real interest rate. The authors explain why the
 intertemporal approach to the current account reaches different
 conclusions from the traditional approach regarding welfare effects. Also,
 the authors integrate alternative approaches for explaining the underlying
 cause(s) of nonzero current account balances. 
Journal: The Journal of Economic Education 
Pages: 275-291 
Issue: 3 
Volume: 41 
Year: 2010 
Month: 6 
X-DOI: 10.1080/00220485.2010.486732 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.486732 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:3:p:275-291




Template-Type: ReDIF-Article 1.0
Author-Name: Shane Sanders 
Author-X-Name-First: Shane 
Author-X-Name-Last: Sanders 
Title: A Model of the Relative Income Hypothesis 
Abstract:
  James Duesenberry's (1949) relative income hypothesis holds substantial
 empirical credibility, as well as a rich set of implications. Although
 present in the pages of leading economics journals, the hypothesis has
 become all but foreign to the blackboards of economics classrooms. To help
 reintegrate the concept into the undergraduate economics curriculum, the
 author constructs a model of the relative income hypothesis to present a
 few of its important properties and implications. Negative spending
 externalities, the effect of public provision taxes on wasteful spending
 races, and the Pareto implications of universal income growth are
 illustrated within a two-good consumption space as a method of introducing
 this rich literature to a greater number of introductory and intermediate
 economics students. 
Journal: The Journal of Economic Education 
Pages: 292-305 
Issue: 3 
Volume: 41 
Year: 2010 
Month: 6 
X-DOI: 10.1080/00220485.2010.486733 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.486733 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:3:p:292-305




Template-Type: ReDIF-Article 1.0
Author-Name: David W. Findlay 
Author-X-Name-First: David W. 
Author-X-Name-Last: Findlay 
Title: Modeling Imports in a Keynesian Expenditure Model 
Abstract:
  The author discusses several issues that instructors of introductory
 macroeconomics courses should consider when introducing imports in the
 Keynesian expenditure model. The analysis suggests that the specification
 of the import function should partially, if not completely, be the result
 of a simple discussion about the spending and import behaviors of the
 household, firm, and government sectors. The analysis also indicates that
 instructors who use certain import functions that are in some introductory
 textbooks will inadvertently impose restrictions on the model and
 potentially confuse students. The author examines several implications of
 the specification proposed by Robert Cherry (2001) and shows how the
 restrictions imposed by Cherry's specification make it difficult for
 instructors to present certain types of economic events and policies. The
 import function discussed here avoids these restrictions and allows
 instructors to present more easily certain types of examples. 
Journal: The Journal of Economic Education 
Pages: 306-313 
Issue: 3 
Volume: 41 
Year: 2010 
Month: 6 
X-DOI: 10.1080/00220485.2010.486734 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.486734 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:3:p:306-313




Template-Type: ReDIF-Article 1.0
Author-Name: S.   Kirk Elwood 
Author-X-Name-First: S.   Kirk 
Author-X-Name-Last: Elwood 
Title: Retiring the Short-Run Aggregate Supply Curve 
Abstract:
  The author argues that the aggregate demand/aggregate supply (AD/AS)
 model is significantly improved&#x2014;although certainly not
 perfected&#x2014;by trimming it of the short-run aggregate supply (SRAS)
 curve. Problems with the SRAS curve are shown first for the AD/AS model
 that casts the AD curve as identifying the equilibrium level of output
 associated with each price level (as found in most intermediate
 macroeconomics textbooks). Problems are then shown for the AD/AS model in
 which the AD curve is more modestly assumed to capture the relationship
 between the price level and aggregate expenditures (as found in principles
 of economics textbooks). 
Journal: The Journal of Economic Education 
Pages: 314-325 
Issue: 3 
Volume: 41 
Year: 2010 
Month: 6 
X-DOI: 10.1080/00220485.2010.486736 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.486736 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:3:p:314-325




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in Undergraduate Economics Degrees, 1991--2009 
Abstract:
  The trend in U.S. undergraduate economics degrees continued its upward
 trajectory in 2008--9. 
Journal: The Journal of Economic Education 
Pages: 326-330 
Issue: 3 
Volume: 41 
Year: 2010 
Month: 6 
X-DOI: 10.1080/00220485.2010.486738 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.486738 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:3:p:326-330




Template-Type: ReDIF-Article 1.0
Author-Name: Michael Nieswiadomy 
Author-X-Name-First: Michael 
Author-X-Name-Last: Nieswiadomy 
Title: LSAT&#xAE; Scores of Economics Majors: The 2008--9 Class Update 
Abstract:
  Using 1994--95 and 2002--3 data, the author (1998, 2006) has found that
 economics majors scored well on the LSAT&#xAE;. These results are
 frequently posted on university Web sites by economics (and other)
 departments. The author, who updates the previous studies by using current
 2007--8 law school applicants for the 2008--9 class of students entering
 law school, finds that economics majors still perform at or near the top
 of all majors applying for law school. Economics majors (LSAT&#xAE; score
 of 157.4; LSAC 2009) are tied for first (with philosophy) of the 12
 largest disciplines (those with more than 1,900 students entering law
 school). Economics is tied for second (with philosophy/religion [157.4])
 behind physics/math (160.0) in a set of 29 discipline groupings that the
 author created to yield groups of at least 450 students with similar
 majors. 
Journal: The Journal of Economic Education 
Pages: 331-333 
Issue: 3 
Volume: 41 
Year: 2010 
Month: 6 
X-DOI: 10.1080/00220485.2010.486739 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.486739 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:3:p:331-333




Template-Type: ReDIF-Article 1.0
Author-Name: James F. Ragan 
Author-X-Name-First: James F. 
Author-X-Name-Last: Ragan 
Author-Name: Bhavneet Walia 
Author-X-Name-First: Bhavneet 
Author-X-Name-Last: Walia 
Title: Differences in Student Evaluations of Principles and Other Economics Courses and the Allocation of Faculty across Courses 
Abstract:
  The authors analyze 19 semesters of student evaluations at Kansas State
 University. Faculty member fixed effects are sizable and indicate that
 among faculty members who teach both types of courses, the best principles
 teachers also tend to be the best nonprinciples teachers. Estimates that
 ignore faculty effects are biased because principles teachers are drawn
 from the top of the distribution and because unmeasured faculty member
 characteristics are correlated with such variables as the response rate.
 Student ratings are lowest for new faculty but stabilize quickly. Lower
 student interest and especially larger class size reduce student ratings
 and fully explain the lower evaluations of principles classes. By
 accounting for differences in characteristics over which the instructor
 has no control, departments can adjust student ratings to more accurately
 assess the contributions of their teachers. 
Journal: The Journal of Economic Education 
Pages: 335-352 
Issue: 4 
Volume: 41 
Year: 2010 
Month: 9 
X-DOI: 10.1080/00220485.2010.510389 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.510389 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:4:p:335-352




Template-Type: ReDIF-Article 1.0
Author-Name: Andreas Park 
Author-X-Name-First: Andreas 
Author-X-Name-Last: Park 
Title: Experiential Learning of the Efficient Market Hypothesis: Two Trading Games 
Abstract:
  In goods markets, an equilibrium price balances demand and supply. In a
 financial market, an equilibrium price also aggregates people's
 information to reveal the true value of a financial security. Although the
 underlying idea of informationally efficient markets is one of the
 centerpieces of capital market theory, students often have difficulties in
 grasping and accepting that asset prices fulfill this dual role of
 information revelation and demand-supply aggregation. The author presents
 two simple classroom games that illustrate the workings of information
 transmission and aggregation through prices. The games are easy to
 comprehend, simple to implement, and short. Each game, including classroom
 discussions, takes about 30 minutes. By the end, students will have an
 intuitive feel for informational efficiency. 
Journal: The Journal of Economic Education 
Pages: 353-369 
Issue: 4 
Volume: 41 
Year: 2010 
Month: 9 
X-DOI: 10.1080/00220485.2010.510391 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.510391 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:4:p:353-369




Template-Type: ReDIF-Article 1.0
Author-Name: Peter Docherty 
Author-X-Name-First: Peter 
Author-X-Name-Last: Docherty 
Author-Name: Harry Tse 
Author-X-Name-First: Harry 
Author-X-Name-Last: Tse 
Author-Name: Ross Forman 
Author-X-Name-First: Ross 
Author-X-Name-Last: Forman 
Author-Name: Jo McKenzie 
Author-X-Name-First: Jo 
Author-X-Name-Last: McKenzie 
Title: Extending the Principles of Intensive Writing to Large Macroeconomics Classes 
Abstract:
  The authors report on the design and implementation of a pilot program to
 extend the principles of intensive writing outlined by W. Lee Hansen
 (1998), Murray S. Simpson and Shireen E. Carroll (1999) and David Carless
 (2006) to large macroeconomics classes. The key aspect of this program was
 its collaborative nature, with staff from two specialist units joining
 forces with two economics instructors to provide students with significant
 resources and direction in a short program of writing, embedded within an
 intermediate macroeconomics subject at the University of Technology,
 Sydney (UTS). The objective was to test potential strategies and to
 identify points of improvement for a more intensive program of writing
 development at the next stage of implementation. The authors review the
 literature on student writing and associated assessment issues, outline
 the central design features of the UTS program, and take a closer look at
 the centerpiece of a strategy for overcoming writing problems: a series of
 writing workshops targeted at two related assignments within the
 intermediate macroeconomics course. 
Journal: The Journal of Economic Education 
Pages: 370-382 
Issue: 4 
Volume: 41 
Year: 2010 
Month: 9 
X-DOI: 10.1080/00220485.2010.510392 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.510392 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:4:p:370-382




Template-Type: ReDIF-Article 1.0
Author-Name: David Colander 
Author-X-Name-First: David 
Author-X-Name-Last: Colander 
Title: Introduction to Symposium on the Financial Crisis and the Teaching of Macroeconomics 
Journal: The Journal of Economic Education 
Pages: 383-384 
Issue: 4 
Volume: 41 
Year: 2010 
Month: 9 
X-DOI: 10.1080/00220485.2010.510395 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.510395 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:4:p:383-384




Template-Type: ReDIF-Article 1.0
Author-Name: Alan Blinder 
Author-X-Name-First: Alan 
Author-X-Name-Last: Blinder 
Title: Teaching Macro Principles <italic>after</italic> the Financial Crisis 
Abstract:
  Recent events should force everyone who teaches macroeconomics (or
 finance, for that matter) to reconsider their curriculums. In this short
 article, the author shares his thoughts about what should and should not
 be changed in the way economists teach macro principles to beginning
 students. Two tradeoffs are paramount and must be faced by every
 instructor: (1) how much additional complexity <italic>must be</italic>
 and <italic>can be</italic> introduced in a principles course in which the
 students are relatively unsophisticated; and (2) although it is easy to
 think of new topics that recent events &#x201C;demand&#x201D; instructors
 add, it is much harder to think of topics to <italic>delete</italic>. Yet
 economists should understand the necessity of choice forced by (time)
 budget constraints. 
Journal: The Journal of Economic Education 
Pages: 385-390 
Issue: 4 
Volume: 41 
Year: 2010 
Month: 9 
X-DOI: 10.1080/00220485.2010.510394 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.510394 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:4:p:385-390




Template-Type: ReDIF-Article 1.0
Author-Name: Benjamin M. Friedman 
Author-X-Name-First: Benjamin M. 
Author-X-Name-Last: Friedman 
Title: Reconstructing Economics in Light of the 2007--? Financial Crisis 
Abstract:
  The lessons learned from the recent financial crisis should significantly
 reshape the economics profession's thinking, including, importantly, what
 we teach our students. Five such lessons are that we live in a monetary
 economy and therefore aggregate demand and policies that affect aggregate
 demand are determinants of real economic outcomes; that what actually
 matters for this purpose is not money but the volume, availability, and
 price of credit; that the fact that most lending is done by financial
 institutions matters as well; that the prices set in our financial markets
 do not always exhibit the &#x201C;rationality&#x201D; economists normally
 claim for them; and that both frictions and the uneven impact of economic
 events prevent us from adapting to disturbances in the way textbook
 economics suggests. 
Journal: The Journal of Economic Education 
Pages: 391-397 
Issue: 4 
Volume: 41 
Year: 2010 
Month: 9 
X-DOI: 10.1080/00220485.2010.510397 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.510397 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:4:p:391-397




Template-Type: ReDIF-Article 1.0
Author-Name: Raghuram Rajan 
Author-X-Name-First: Raghuram 
Author-X-Name-Last: Rajan 
Title: The Financial Crisis and the Death (or Hegemony) of Development Economics 
Abstract:
   <italic>Development economics</italic> was the study of how to create
 the plumbing that would allow developing economies to become developed.
 The financial crisis leads us to question whether industrialized countries
 have the plumbing problem solved and thus leads us to question whether we
 need a development economics that is separate from macroeconomics. Indeed,
 it even leads us to question whether development economics should take as
 its goal the creation of the institutional plumbing that industrialized
 countries currently have. The consequence will be a blending of concerns
 that have been central in developing economies with the standard macro
 models. The blending can be seen as either the death of development
 economics or the hegemony of development economics. 
Journal: The Journal of Economic Education 
Pages: 398-402 
Issue: 4 
Volume: 41 
Year: 2010 
Month: 9 
X-DOI: 10.1080/00220485.2010.510398 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.510398 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:4:p:398-402




Template-Type: ReDIF-Article 1.0
Author-Name: Robert J. Shiller 
Author-X-Name-First: Robert J. 
Author-X-Name-Last: Shiller 
Title: How Should the Financial Crisis Change How We Teach Economics? 
Abstract:
  Student dissatisfaction with teaching of economics&#x2014;particularly
 with macroeconomics&#x2014;during the current financial crisis mirrors
 dissatisfaction that was expressed during the last big crisis, the Great
 Depression. Then and now, a good number of students have felt that their
 lectures bear little relation to the economic crisis raging outside the
 halls of academe. The economics profession seems unusual, when compared
 with some other professions, in complaints that the teaching is irrelevant
 to practical lives. There appear to be few complaints among physics
 students that their education does not prepare them for practical
 pursuits, such as engineering. But economics, particularly macroeconomics,
 is different from physics not because of the mode of teaching but because
 the subject matter is harder to conceptualize. Models have to be
 frequently discarded and fundamentally new ones have to be brought to bear
 to make them relevant to changed circumstances. Student dissatisfaction
 with economics, however, is, despite some vocal complaints, not intense
 overall, and enrollments are growing. Students mostly recognize that their
 teachers are struggling with the conceptual difficulties that are inherent
 in the field. Teachers can encourage such recognition and best serve their
 students if they refer regularly and respectfully to the history of
 economic thought, conveying the reasons for the theoretical constructs of
 other times and the tentativeness of current theories. 
Journal: The Journal of Economic Education 
Pages: 403-409 
Issue: 4 
Volume: 41 
Year: 2010 
Month: 9 
X-DOI: 10.1080/00220485.2010.510409 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.510409 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:4:p:403-409




Template-Type: ReDIF-Article 1.0
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Title: Economic Education in an International Context 
Abstract:
  The authors explain the purpose and context for the 2009 International
 Symposium on Economic Education that was the source for articles on four
 nations with relatively developed systems for economic education:
 Australia, England, Japan, and Korea. The authors highlight several key
 comparisons from the four articles that appear in this <italic>Journal of
 Economic Education</italic> issue. 
Journal: The Journal of Economic Education 
Pages: 410-412 
Issue: 4 
Volume: 41 
Year: 2010 
Month: 9 
X-DOI: 10.1080/00220485.2010.510407 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.510407 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:4:p:410-412




Template-Type: ReDIF-Article 1.0
Author-Name: Peter Davies 
Author-X-Name-First: Peter 
Author-X-Name-Last: Davies 
Author-Name: Guy Durden 
Author-X-Name-First: Guy 
Author-X-Name-Last: Durden 
Title: Economic Education in Schools and Universities in England 
Abstract:
  The authors review three aspects of economic education in England. They
 examine trends in undergraduate economics in England, principally in terms
 of recruitment and outcomes and connections with economics in schools.
 They also review formal instruction in schools through so-called
 &#x201C;advanced level&#x201D; courses for 16--19-year-old students and
 the role of the academic community in recent research in England on
 economic education. 
Journal: The Journal of Economic Education 
Pages: 413-424 
Issue: 4 
Volume: 41 
Year: 2010 
Month: 9 
X-DOI: 10.1080/00220485.2010.510400 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.510400 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:4:p:413-424




Template-Type: ReDIF-Article 1.0
Author-Name: David K. Round 
Author-X-Name-First: David K. 
Author-X-Name-Last: Round 
Author-Name: Martin P. Shanahan 
Author-X-Name-First: Martin P. 
Author-X-Name-Last: Shanahan 
Title: The Economics Degree in Australia: Down but Not Out? 
Abstract:
  Before 1980, strong demand existed in Australia for the economics degree.
 Since then, competition from programs in business and management has
 increased. Student preferences have shifted from university and secondary
 economics. Economics enrollments have declined in both sectors. The
 authors analyze these trends and assess economic education publications by
 Australian economists. 
Journal: The Journal of Economic Education 
Pages: 425-435 
Issue: 4 
Volume: 41 
Year: 2010 
Month: 9 
X-DOI: 10.1080/00220485.2010.510401 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.510401 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:4:p:425-435




Template-Type: ReDIF-Article 1.0
Author-Name: Jinsoo Hahn 
Author-X-Name-First: Jinsoo 
Author-X-Name-Last: Hahn 
Author-Name: Kyungho Jang 
Author-X-Name-First: Kyungho 
Author-X-Name-Last: Jang 
Title: Economic Education in Korea: Current Status and Changes 
Abstract:
  The authors describe key aspects of precollege and undergraduate economic
 education in Korea. They show that precollege students seem to have low
 economics literacy due to problems with the curriculum and insufficient
 training of teachers. At the undergraduate level, they show that economics
 departments have more male students than female students and that the
 employment rate for economics majors is lower than for business majors.
 They hope to draw more of Korean economists' attention to research
 initiatives in economic education. 
Journal: The Journal of Economic Education 
Pages: 436-447 
Issue: 4 
Volume: 41 
Year: 2010 
Month: 9 
X-DOI: 10.1080/00220485.2010.510403 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.510403 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:4:p:436-447




Template-Type: ReDIF-Article 1.0
Author-Name: Michio Yamaoka 
Author-X-Name-First: Michio 
Author-X-Name-Last: Yamaoka 
Author-Name: Tadayoshi Asano 
Author-X-Name-First: Tadayoshi 
Author-X-Name-Last: Asano 
Author-Name: Shintaro Abe 
Author-X-Name-First: Shintaro 
Author-X-Name-Last: Abe 
Title: The Present State of Economic Education in Japan 
Abstract:
  The authors describe the present state of economic education in Japan.
 There is a larger number of undergraduate students who major in economics,
 but their purpose of studying economics and their economic literacy
 differ. Precollege economic education is regulated by the course of study
 and limited by the poor ability of teachers to teach the economics
 content. 
Journal: The Journal of Economic Education 
Pages: 448-460 
Issue: 4 
Volume: 41 
Year: 2010 
Month: 9 
X-DOI: 10.1080/00220485.2010.510405 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.510405 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:41:y:2010:i:4:p:448-460




Template-Type: ReDIF-Article 1.0
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Title: In Memory of Peter Kennedy (May 18, 1943--August 30, 2010) 
Journal: The Journal of Economic Education 
Pages: 1-2 
Issue: 1 
Volume: 42 
Year: 2011 
Month: 1 
X-DOI: 10.1080/00220485.2011.536484 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.536484 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:1:p:1-2




Template-Type: ReDIF-Article 1.0
Author-Name: Samer Kherfi 
Author-X-Name-First: Samer 
Author-X-Name-Last: Kherfi 
Title: Whose Opinion Is It Anyway? Determinants of Participation in Student Evaluation of Teaching 
Abstract:
  Using data that identify the respondents to student evaluation of
 teaching (SET), the author finds that respondents and nonrespondents are
 different along several characteristics. Students respond more if they are
 first-term freshmen, or if the course is a major requirement. Men,
 students with light course loads, and students with low cumulative grade
 point average or low course grade are less likely to evaluate the course
 and the instructor. A matched-pairs test that effectively eliminates
 class- and instructor-invariant student characteristics confirms that
 students who do better in a course are more likely to participate in SET.
 In addition, students who are more likely to have strong opinions,
 identified by early participation, hold, on average, positive views toward
 the course. These results do not support the idea that SET attracts
 disproportionally more unhappy students. Given the widely documented
 positive correlation between grades and ratings, these findings suggest
 that SET ratings can be biased upward. 
Journal: The Journal of Economic Education 
Pages: 19-30 
Issue: 1 
Volume: 42 
Year: 2011 
Month: 1 
X-DOI: 10.1080/00220485.2011.536487 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.536487 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:1:p:19-30




Template-Type: ReDIF-Article 1.0
Author-Name: William D. Ferguson 
Author-X-Name-First: William D. 
Author-X-Name-Last: Ferguson 
Title: Curriculum for the Twenty-First Century: Recent Advances in Economic Theory and Undergraduate Economics 
Abstract:
  Undergraduate economics lags behind cutting-edge economic theory. The
 author briefly reviews six related advances that profoundly extend and
 deepen economic analysis: game-theoretic modeling, collective-action
 problems, information economics and contracting, social preference theory,
 conceptualizing rationality, and institutional theory. He offers
 suggestions for incorporating these into the undergraduate classes at
 various levels. He argues that game-theoretic representation of
 collective-action problems offers a unifying framework, on par with supply
 and demand, for political economy. Blending in the other developments
 deepens our micro-level understanding of internal and external contract
 enforcement, with implications on nonclearing markets, power, and
 distribution. At the macro level, these concepts illuminate the role of
 institutions in economic development and long-term growth. Undergraduate
 curricula should incorporate these new approaches. 
Journal: The Journal of Economic Education 
Pages: 31-50 
Issue: 1 
Volume: 42 
Year: 2011 
Month: 1 
X-DOI: 10.1080/00220485.2011.536488 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.536488 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:1:p:31-50




Template-Type: ReDIF-Article 1.0
Author-Name: Christopher Clark 
Author-X-Name-First: Christopher 
Author-X-Name-Last: Clark 
Author-Name: Benjamin Scafidi 
Author-X-Name-First: Benjamin 
Author-X-Name-Last: Scafidi 
Author-Name: John R. Swinton 
Author-X-Name-First: John R. 
Author-X-Name-Last: Swinton 
Title: Do Peers Influence Achievement in High School Economics? Evidence from Georgia's Economics End of Course Test 
Abstract:
  The authors provide the first estimates of the impact of peers on
 achievement in high school economics. The estimates are obtained by
 analyzing three years of data on all high school students who take
 Georgia's required economics course and its accompanying high-stakes End
 of Course Test (Georgia Department of Education). They use an instrumental
 variables approach with teacher-level fixed effects to control for
 selection bias, simultaneity, measurement error in the measure of peer
 quality, and nonrandom assignment of teachers to students. The authors
 find that an increase of one standard deviation in the prior academic
 achievement of peers increases achievement in economics by 0.03 standard
 deviation. 
Journal: The Journal of Economic Education 
Pages: 3-18 
Issue: 1 
Volume: 42 
Year: 2011 
Month: 1 
X-DOI: 10.1080/00220485.2011.536486 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.536486 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:1:p:3-18




Template-Type: ReDIF-Article 1.0
Author-Name: Beth A. Freeborn 
Author-X-Name-First: Beth A. 
Author-X-Name-Last: Freeborn 
Author-Name: Jason P. Hulbert 
Author-X-Name-First: Jason P. 
Author-X-Name-Last: Hulbert 
Title: Persuasive and Informative Advertising: A Classroom Experiment 
Abstract:
  The authors outline a pair of classroom activities designed to provide an
 intuitive foundation to the theoretical introduction of advertising in
 monopoly markets. The roles of both informative and persuasive advertising
 are covered. Each student acts as a monopolist and chooses the number of
 (costly) advertisements and the price. The experiments are intended for
 intermediate microeconomics or industrial organization courses, but might
 be used in any course that covers advertising models. 
Journal: The Journal of Economic Education 
Pages: 51-59 
Issue: 1 
Volume: 42 
Year: 2011 
Month: 1 
X-DOI: 10.1080/00220485.2011.536489 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.536489 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:1:p:51-59




Template-Type: ReDIF-Article 1.0
Author-Name: Sylvia Maxfield 
Author-X-Name-First: Sylvia 
Author-X-Name-Last: Maxfield 
Title: Teaching Economics to Business Students through the Lens of Corporate Social Responsibility and Sustainability 
Abstract:
  Corporate &#x201C;social-issues management&#x201D; courses are often
 taught without in-depth reference to economics, but they afford an
 opportunity both to review ground-level microeconomics issues including
 pricing and profit maximization under different market structures and to
 introduce more advanced topics such as externalities, introductory game
 theory, information asymmetry, antitrust law, and network and innovation
 economics. In a corporate social-issues management course grounded in
 economics, these concepts can be taught hand-in-glove with their relevance
 to the practice of corporate citizenship and sustainability. 
Journal: The Journal of Economic Education 
Pages: 60-69 
Issue: 1 
Volume: 42 
Year: 2011 
Month: 1 
X-DOI: 10.1080/00220485.2011.536490 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.536490 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:1:p:60-69




Template-Type: ReDIF-Article 1.0
Author-Name: Jay R. Corrigan 
Author-X-Name-First: Jay R. 
Author-X-Name-Last: Corrigan 
Title: The Pollution Game: A Classroom Game Demonstrating the Relative Effectiveness of Emissions Taxes and Tradable Permits 
Abstract:
  This classroom game illustrates the strengths and weaknesses of various
 regulatory frameworks aimed at internalizing negative externalities from
 pollution. Specifically, the game divides students into three
 groups&#x2014;a government regulatory agency and two polluting
 firms&#x2014;and allows them to work through a system of uniform
 command-and-control regulation, a tradable emissions permit framework, and
 an emissions tax. Students observe how flexible, market-oriented
 regulatory frameworks can outperform inflexible command-and-control. More
 important, given the ongoing debate about how best to regulate carbon
 dioxide emissions, students also can observe how the introduction of
 abatement-cost uncertainty can cause one market-oriented solution to
 outperform another. 
Journal: The Journal of Economic Education 
Pages: 70-78 
Issue: 1 
Volume: 42 
Year: 2011 
Month: 1 
X-DOI: 10.1080/00220485.2011.536491 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.536491 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:1:p:70-78




Template-Type: ReDIF-Article 1.0
Author-Name: Maro&#x161; Serv&#xE1;tka 
Author-X-Name-First: Maro&#x161; 
Author-X-Name-Last: Serv&#xE1;tka 
Author-Name: George Theocharides 
Author-X-Name-First: George 
Author-X-Name-Last: Theocharides 
Title: Understanding Credit Risk: A Classroom Experiment 
Abstract:
  This classroom experiment introduces students to the notion of credit
 risk and expected return, by allowing them to trade on comparable
 corporate bond issues from two types of markets: investment-grade and
 high-yield markets. Investment-grade issues have a lower probability of
 default than high-yield issues and thus provide a lower yield.
 Participants can earn money in three ways: from coupon payments, from the
 face value of the bond, and by capital gains. While participating in an
 experiment, students learn about the notion of risk and return, how credit
 risk affects bond prices, the movement of bond prices through time, and
 other general characteristics of the bond markets. 
Journal: The Journal of Economic Education 
Pages: 79-86 
Issue: 1 
Volume: 42 
Year: 2011 
Month: 1 
X-DOI: 10.1080/00220485.2011.536492 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.536492 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:1:p:79-86




Template-Type: ReDIF-Article 1.0
Author-Name: Robert Duval-Hern&#xE1;ndez 
Author-X-Name-First: Robert 
Author-X-Name-Last: Duval-Hern&#xE1;ndez 
Author-Name: F.   Alejandro Villag&#xF3;mez 
Author-X-Name-First: F.   Alejandro 
Author-X-Name-Last: Villag&#xF3;mez 
Title: Trends and Characteristics of Economics Degrees in a Developing Country: The Case of Mexico 
Abstract:
  This article documents trends in enrollment in undergraduate economics
 programs in Mexico in 1970--2007 and discusses the characteristics of the
 programs&#x2014;particularly the typical curriculum and graduation
 requirements&#x2014;and the entry of graduates into the job market. Recent
 data show a pattern in enrollment rates surprisingly similar to those of
 developed countries. First-year enrollment has been decreasing relative to
 enrollment in other undergraduate programs, mostly because of the rise of
 substitute majors. This confirms a declining trend observed in the
 developed world. In contrast to other developed countries, Mexico has seen
 a steady increase in the participation of women, who currently represent
 more than 40 percent of total enrollment in economics programs. This trend
 is not exclusive to economics, but is similar to the average enrollment of
 women in other majors. 
Journal: The Journal of Economic Education 
Pages: 87-94 
Issue: 1 
Volume: 42 
Year: 2011 
Month: 1 
X-DOI: 10.1080/00220485.2011.536493 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.536493 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:1:p:87-94




Template-Type: ReDIF-Article 1.0
Author-Name: John Gilbert 
Author-X-Name-First: John 
Author-X-Name-Last: Gilbert 
Author-Name: Reza Oladi 
Author-X-Name-First: Reza 
Author-X-Name-Last: Oladi 
Title: Excel Models for International Trade Theory and Policy: An Online Resource 
Abstract:
   <bold>URL:</bold> <ext-link ext-link-type="uri"
 xmlns:xlink="http://www.w3.org/1999/xlink"
 xlink:href="http://sites.google.com/site/jgilberteconomics/Home/excel/">ht
 tp://sites.google.com/site/jgilberteconomics/Home/excel/</ext-link>  
Journal: The Journal of Economic Education 
Pages: 95-95 
Issue: 1 
Volume: 42 
Year: 2011 
Month: 1 
X-DOI: 10.1080/00220481003727472 
File-URL: http://hdl.handle.net/10.1080/00220481003727472 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:1:p:95-95




Template-Type: ReDIF-Article 1.0
Author-Name: Roger B. Butters 
Author-X-Name-First: Roger B. 
Author-X-Name-Last: Butters 
Title: Online Student Competitions in Economics 
Abstract:
   <bold>URL:</bold> <ext-link ext-link-type="uri"
 xmlns:xlink="http://www.w3.org/1999/xlink"
 xlink:href="http://www.econchallenge.org/">http://www.econchallenge.org/</
 ext-link>  
Journal: The Journal of Economic Education 
Pages: 96-96 
Issue: 1 
Volume: 42 
Year: 2011 
Month: 1 
X-DOI: 10.1080/00220481003727464 
File-URL: http://hdl.handle.net/10.1080/00220481003727464 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:1:p:96-96




Template-Type: ReDIF-Article 1.0
Author-Name: Steven A. Greenlaw 
Author-X-Name-First: Steven A. 
Author-X-Name-Last: Greenlaw 
Title: Augmenting Teaching and Learning with Social Software 
Abstract:
   <bold>URL:</bold> <ext-link ext-link-type="uri"
 xmlns:xlink="http://www.w3.org/1999/xlink"
 xlink:href="http://atlss.umwblogs.org/">http://atlss.umwblogs.org/</ext-li
 nk>  
Journal: The Journal of Economic Education 
Pages: 97-97 
Issue: 1 
Volume: 42 
Year: 2011 
Month: 1 
X-DOI: 10.1080/00220485.2010.500565 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.500565 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:1:p:97-97




Template-Type: ReDIF-Article 1.0
Author-Name: Paul W. Grimes 
Author-X-Name-First: Paul W. 
Author-X-Name-Last: Grimes 
Author-Name: Meghan J. Millea 
Author-X-Name-First: Meghan J. 
Author-X-Name-Last: Millea 
Title: Economic Education in Post-Soviet Russia: The Effectiveness of the Training of Trainers Program 
Abstract:
	      The authors examined the Council for Economic Education's
 Training of Trainers program's effectiveness in post-Soviet Russia by
 evaluating teacher and student learning. The authors employed a
 randomization of teachers across treatment and control groups at two
 separate stages of the research design and found that participation in the
 workshop delivered by native Russian trainers improved teachers' Test of
 Economic Literacy scores by approximately 10 percent, when they held all
 else constant. The authors also found that student learning was greater
 for students who were taught by teachers trained by program graduates,
 <italic>ceteris paribus</italic>. When the workshop's impacts were further
 examined, the authors found that pedagogy and materials had a
 statistically significant impact of substantive magnitude on student
 learning. This result indicates that additional research is needed to
 determine the cost-effectiveness of teacher training versus curriculum
 distribution.		
Journal: The Journal of Economic Education 
Pages: 99-119 
Issue: 2 
Volume: 42 
Year: 2011 
Month: 6 
X-DOI: 10.1080/00220485.2011.555693 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.555693 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:2:p:99-119




Template-Type: ReDIF-Article 1.0
Author-Name: Robert L. Moore 
Author-X-Name-First: Robert L. 
Author-X-Name-Last: Moore 
Title: The Effect of Group Composition on Individual Student Performance in an Introductory Economics Course 
Abstract:
	      What is the best way to allocate students to small teams in
 those economics courses that rely on small group work to enhance
 individual student learning? While experts in collaborative learning
 provide many suggestions, little empirical work has been done. This
 article begins to fill the gap. It examines whether a variety of
 characteristics of the small semipermanent team to which an introductory
 economics student was randomly assigned affect the student's performance
 on the identical final exam in eight sections of a principles course over
 three years, holding individual student characteristics the same. The
 empirical results suggest that peer effects from such group
 characteristics have weak or negligible effects and do not support the
 experts' general advice on how to form teams. A few other perhaps
 surprising results emerged.	      
Journal: The Journal of Economic Education 
Pages: 120-135 
Issue: 2 
Volume: 42 
Year: 2011 
Month: 6 
X-DOI: 10.1080/00220485.2011.555694 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.555694 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:2:p:120-135




Template-Type: ReDIF-Article 1.0
Author-Name: Brendan Kennelly 
Author-X-Name-First: Brendan 
Author-X-Name-Last: Kennelly 
Author-Name: John Considine 
Author-X-Name-First: John 
Author-X-Name-Last: Considine 
Author-Name: Darragh Flannery 
Author-X-Name-First: Darragh 
Author-X-Name-Last: Flannery 
Title: Online Assignments in Economics: A Test of Their Effectiveness 
Abstract:
	      This article compares the effectiveness of online and
 paper-based assignments and tutorials using summative assessment results.
 All of the students in a large managerial economics course at National
 University of Ireland, Galway were asked to do six assignments online
 using Aplia and to do two on paper. The authors examined whether a
 student's performance on a particular section of the exam is affected (1)
 by how he or she performed on the corresponding assignment and (2) by
 whether the student completed the corresponding assignment on paper or
 online. Our results provide little evidence that a student's performance
 on an assignment helps him or her perform better on the corresponding
 section of the exam. We also found little evidence that the way in which
 one completes an assignment-on paper or online-has an effect on how one
 performs on a particular section of the exam.		
Journal: The Journal of Economic Education 
Pages: 136-146 
Issue: 2 
Volume: 42 
Year: 2011 
Month: 6 
X-DOI: 10.1080/00220485.2011.555696 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.555696 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:2:p:136-146




Template-Type: ReDIF-Article 1.0
Author-Name: Ben Miller 
Author-X-Name-First: Ben 
Author-X-Name-Last: Miller 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: Oh, the Economics You'll Find in Dr. Seuss! 
Abstract:
	      The authors list economic concepts and issues covered in the
 children's books published by Theodor Geisel and discuss his treatment of
 concepts that appear most often and that are treated in greater depth.
 Some concepts are sophisticated and taught as formal concepts only in
 college-level economics courses. Others are basic and used in economics
 units for elementary classrooms. Literature searches reveal only limited
 coverage of the topics and works presented. The present authors show that
 a much wider range of material on economic concepts is available in the
 Seuss canon and argue that these passages offer good teaching tools for
 both undergraduate and precollege classes. Using books that many students
 read as children or that their parents read to them makes economics more
 memorable and accessible.	    
Journal: The Journal of Economic Education 
Pages: 147-167 
Issue: 2 
Volume: 42 
Year: 2011 
Month: 6 
X-DOI: 10.1080/00220485.2011.555717 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.555717 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:2:p:147-167




Template-Type: ReDIF-Article 1.0
Author-Name: J. Patrick Meister 
Author-X-Name-First: J. Patrick 
Author-X-Name-Last: Meister 
Title: A Bluff-Bidding Exercise 
Abstract:
	      Consider an auction in which one potential buyer wishes to
 participate, but the other potential buyer would rather the bidding not
 start. However, once bidding starts, the reluctant firm participates
 (submits "bluff bids") simply to make the eventual winner pay more. This
 incentive exists when the marginal effect of the winning bid is to
 increase a rival's profit. In 2004, AT&T Wireless placed itself for sale
 in an English auction. Some predicted Vodafone would make bluff bids (to
 make Cingular pay more. Students experience this sort of activity in the
 game that this article describes. Students also learn that bluff bidding
 affects profits of the firms involved and therefore has important
 implications for stock prices of participating firms.		
Journal: The Journal of Economic Education 
Pages: 168-174 
Issue: 2 
Volume: 42 
Year: 2011 
Month: 6 
X-DOI: 10.1080/00220485.2011.555719 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.555719 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:2:p:168-174




Template-Type: ReDIF-Article 1.0
Author-Name: Robert H. Scott 
Author-X-Name-First: Robert H. 
Author-X-Name-Last: Scott 
Title: Tableau &Eacute;conomique: Teaching Economics with a Tablet Computer 
Abstract:
	      The typical method of instruction in economics is chalk and
 talk. Economics courses often require writing equations and drawing graphs
 and charts, which are all best done in freehand. Unlike static PowerPoint
 presentations, tablet computers create dynamic nonlinear presentations.
 Wireless technology allows professors to write on their tablets and
 project their notes to students while walking around their classrooms.
 Professors can save their handwritten notes with narration and distribute
 them electronically. This short article introduces economics professors to
 some ways in which they can use tablets to enhance their teaching.	    
Journal: The Journal of Economic Education 
Pages: 175-180 
Issue: 2 
Volume: 42 
Year: 2011 
Month: 6 
X-DOI: 10.1080/00220485.2011.555720 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.555720 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:2:p:175-180




Template-Type: ReDIF-Article 1.0
Author-Name: Carlos Rodríguez Braun 
Author-X-Name-First: Carlos Rodríguez 
Author-X-Name-Last: Braun 
Title: Capitalism in Six Westerns by John Ford 
Abstract:
	      The economic and institutional analysis of capitalism can be
 illustrated through John Ford's Westerns. This article focuses on six
 classics by Ford that show the move toward modern order, the creation of a
 new society, and the rule of law. Economic features are pervading, from
 property rights and contracts to markets, money, and trade. Ford has been
 depicted as a radical critic of capitalism, but his views prove to be more
 subtle, and they present the ingredients of capitalism in a prepolitical
 world, a world with private settlers aiming to build new communities in a
 hostile environment, frequently with no political institutions apart from
 the Army and where civil society-or pre--civil society-dominated.	    
Journal: The Journal of Economic Education 
Pages: 181-194 
Issue: 2 
Volume: 42 
Year: 2011 
Month: 6 
X-DOI: 10.1080/00220485.2011.555721 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.555721 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:2:p:181-194




Template-Type: ReDIF-Article 1.0
Author-Name: Steven C. Myers 
Author-X-Name-First: Steven C. 
Author-X-Name-Last: Myers 
Author-Name: Michael A. Nelson 
Author-X-Name-First: Michael A. 
Author-X-Name-Last: Nelson 
Author-Name: Richard W. Stratton 
Author-X-Name-First: Richard W. 
Author-X-Name-Last: Stratton 
Title: Assessment of the Undergraduate Economics Major: A National Survey 
Abstract:
	      Economics departments are faced with growing demands to
 document what their graduates have learned on completion of the
 undergraduate major. The results of a national survey of economics
 department chairs in the United States reveal that nearly two-thirds of
 the departments have a formal assessment plan. There is substantial
 agreement on the most important student-learning outcomes, which are
 consistent with the Hansen proficiencies. The most common approaches that
 departments employ to measure learning outcomes are course-embedded
 assessments and senior exit surveys. Capstone courses and senior projects
 as program assessment methods are most common in departments that are not
 in business schools and are without doctoral programs. Finally, more than
 half of the departments have adjusted their curriculum based on the
 results of their own assessment plans. 	 
Journal: The Journal of Economic Education 
Pages: 195-199 
Issue: 2 
Volume: 42 
Year: 2011 
Month: 6 
X-DOI: 10.1080/00220485.2011.555722 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.555722 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:2:p:195-199




Template-Type: ReDIF-Article 1.0
Author-Name: Roger B. Butters 
Author-X-Name-First: Roger B. 
Author-X-Name-Last: Butters 
Author-Name: Carlos J. Asarta 
Author-X-Name-First: Carlos J. 
Author-X-Name-Last: Asarta 
Title: A Survey of Economic Understanding in U.S. High Schools 
Abstract:
	      The recent widespread adoption of online competitions in
 economic education provides a unique opportunity to make frequent
 assessments of economic literacy in U.S. classrooms. In this survey,
 student responses to test items from the Test of Economic Literacy (TEL)
 are used to create economic concept and content area achievement
 benchmarks. These benchmarks provide an interim renorming of the TEL and
 allow the authors to gauge the status of economic understanding among high
 school students. The data also allow the authors to compare learning
 outcomes between regular and advanced economics classes. Finally, the
 authors find that students in advanced economics classes significantly
 outperform students in regular classes.	  
Journal: The Journal of Economic Education 
Pages: 200-205 
Issue: 2 
Volume: 42 
Year: 2011 
Month: 6 
X-DOI: 10.1080/00220485.2011.555723 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.555723 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:2:p:200-205




Template-Type: ReDIF-Article 1.0
Author-Name: Jens Peter Siebel 
Author-X-Name-First: Jens Peter 
Author-X-Name-Last: Siebel 
Title: Slutsky and Hicks Decompositions in a Java Applet 
Journal: The Journal of Economic Education 
Pages: 206-206 
Issue: 2 
Volume: 42 
Year: 2011 
Month: 6 
X-DOI: 10.1080/00220485.2010.500563 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.500563 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:2:p:206-206




Template-Type: ReDIF-Article 1.0
Author-Name: G. Dirk Mateer 
Author-X-Name-First: G. Dirk 
Author-X-Name-Last: Mateer 
Author-Name: Linda S. Ghent 
Author-X-Name-First: Linda S. 
Author-X-Name-Last: Ghent 
Author-Name: Misty Stone 
Author-X-Name-First: Misty 
Author-X-Name-Last: Stone 
Title: TV for Economics 
Journal: The Journal of Economic Education 
Pages: 207-207 
Issue: 2 
Volume: 42 
Year: 2011 
Month: 6 
X-DOI: 10.1080/00220485.2010.548229 
File-URL: http://hdl.handle.net/10.1080/00220485.2010.548229 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:2:p:207-207




Template-Type: ReDIF-Article 1.0
Author-Name: Pablo Calafiore 
Author-X-Name-First: Pablo 
Author-X-Name-Last: Calafiore 
Author-Name: Damian S. Damianov 
Author-X-Name-First: Damian S. 
Author-X-Name-Last: Damianov 
Title: The Effect of Time Spent Online on Student Achievement in Online Economics and Finance Courses 
Abstract:
  This article studies the determinants of academic achievement in online
 courses in economics and finance. The authors use the online tracking
 feature in Blackboard (Campus Edition) to retrieve the real time that each
 student spent in the course for the entire semester and to analyze the
 impact of time spent online, prior grade point average (GPA), and some
 demographic characteristics of students on their final grades. Both time
 and GPA are significant determinants of the final grade: Higher GPAs and
 longer times spent online are associated with higher grades. 
Journal: The Journal of Economic Education 
Pages: 209-223 
Issue: 3 
Volume: 42 
Year: 2011 
Month: 7 
X-DOI: 10.1080/00220485.2011.581934 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.581934 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:3:p:209-223




Template-Type: ReDIF-Article 1.0
Author-Name: Dieter Balkenborg 
Author-X-Name-First: Dieter 
Author-X-Name-Last: Balkenborg 
Author-Name: Todd Kaplan 
Author-X-Name-First: Todd 
Author-X-Name-Last: Kaplan 
Author-Name: Timothy Miller 
Author-X-Name-First: Timothy 
Author-X-Name-Last: Miller 
Title: Teaching Bank Runs with Classroom Experiments 
Abstract:
  Once relegated to cinema or history lectures, bank runs have become a
 modern phenomenon that captures the interest of students. In this article,
 the authors explain a simple classroom experiment based on the
 Diamond-Dybvig model (1983) to demonstrate how a bank run&#x2014;a
 seemingly irrational event&#x2014;can occur rationally. They then present
 possible topics for discussion including various ways to prevent bank runs
 and moral hazard. 
Journal: The Journal of Economic Education 
Pages: 224-242 
Issue: 3 
Volume: 42 
Year: 2011 
Month: 7 
X-DOI: 10.1080/00220485.2011.581936 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.581936 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:3:p:224-242




Template-Type: ReDIF-Article 1.0
Author-Name: Nancy Carson 
Author-X-Name-First: Nancy 
Author-X-Name-Last: Carson 
Author-Name: Panagiotis Tsigaris 
Author-X-Name-First: Panagiotis 
Author-X-Name-Last: Tsigaris 
Title: Illustrating Environmental Issues by Using the Production-Possibility Frontier: A Classroom Experiment 
Abstract:
  The authors develop a new classroom experimental game to illustrate
 environmental issues by using the production-possibility frontier in an
 introductory economics course. Waste evolves as a byproduct of the
 production of widgets. Environmental cleanup is produced by reallocating
 scarce resources away from the production of the dirty good. In addition
 to the description of the game and classroom discussion, the authors
 illustrate how the students&#x2019; experience with the game can be used
 as the basis for exercises on production decisions and environmental
 regulation. 
Journal: The Journal of Economic Education 
Pages: 243-254 
Issue: 3 
Volume: 42 
Year: 2011 
Month: 7 
X-DOI: 10.1080/00220485.2011.581940 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.581940 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:3:p:243-254




Template-Type: ReDIF-Article 1.0
Author-Name: Steven Beckman 
Author-X-Name-First: Steven 
Author-X-Name-Last: Beckman 
Author-Name: Lanxin Chen 
Author-X-Name-First: Lanxin 
Author-X-Name-Last: Chen 
Author-Name: Greg DeAngelo 
Author-X-Name-First: Greg 
Author-X-Name-Last: DeAngelo 
Author-Name: W.   James Smith 
Author-X-Name-First: W.   James 
Author-X-Name-Last: Smith 
Author-Name: Xieting Zhang 
Author-X-Name-First: Xieting 
Author-X-Name-Last: Zhang 
Title: Microeconomics and Psychology 
Abstract:
  Psychologists such as the Nobel Prize--winner Daniel Kahneman challenge
 the major assumptions of microeconomics: the rational pursuit of
 self-interest given unchanging tastes. One may explore these issues
 through a questionnaire that may be distributed in class. How many of your
 students behave as the psychologists predict? Should economists adapt
 their theories of the market to reflect their findings? Prospect theory,
 changes in reference points, fairness, framing effects, loss aversion, the
 ultimatum game, herding, context dependence, the dictator game, preference
 reversals and the structure of the human brain are all illustrated through
 simple questions. The body of this article connects the questions to the
 literature and introduces the debates between economists and
 psychologists. 
Journal: The Journal of Economic Education 
Pages: 255-269 
Issue: 3 
Volume: 42 
Year: 2011 
Month: 7 
X-DOI: 10.1080/00220485.2011.581943 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.581943 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:3:p:255-269




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in Undergraduate Economics Degrees, 1991--2010 
Abstract:
  The trend in U.S. undergraduate economics degrees continued its upward
 trajectory in 2009--10. 
Journal: The Journal of Economic Education 
Pages: 270-274 
Issue: 3 
Volume: 42 
Year: 2011 
Month: 7 
X-DOI: 10.1080/00220485.2011.581946 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.581946 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:3:p:270-274




Template-Type: ReDIF-Article 1.0
Author-Name: Kevin J. Mumford 
Author-X-Name-First: Kevin J. 
Author-X-Name-Last: Mumford 
Author-Name: Matthew W. Ohland 
Author-X-Name-First: Matthew W. 
Author-X-Name-Last: Ohland 
Title: Student Performance in Undergraduate Economics Courses 
Abstract:
  Using undergraduate student records from six large public universities
 from 1990 to 2003, the authors analyze the characteristics and performance
 of students by major in two economics courses: Principles of
 Microeconomics and Intermediate Microeconomics. This article documents
 important differences across students by major in the principles course
 and compares these students to those who graduate with a major in
 economics. The data indicate that about two thirds of students who
 graduate with a major in economics declared their major sometime after
 completing the Principles of Microeconomics course. The article documents
 differences in characteristics and performance for economics graduates who
 started as engineering, math, or physics majors as compared to business or
 economics majors. The authors also examine whether starting in one of the
 more math-intensive majors of engineering, math, or physics improves
 student performance in intermediate microeconomics if performance in the
 principles course was good. 
Journal: The Journal of Economic Education 
Pages: 275-282 
Issue: 3 
Volume: 42 
Year: 2011 
Month: 7 
X-DOI: 10.1080/00220485.2011.581949 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.581949 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:3:p:275-282




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Author-Name: Michael K. Salemi 
Author-X-Name-First: Michael K. 
Author-X-Name-Last: Salemi 
Title: Results from a Faculty Development Program in Teaching Economics 
Abstract:
  The Teaching Innovations Program (TIP) was a six-year project funded by
 the National Science Foundation that gave economics instructors the
 opportunity to learn interactive teaching strategies for use in
 undergraduate economics courses. TIP participants first attended a
 teaching workshop that presented various teaching strategies. They then
 could enroll in a follow-up program of online instruction and mentoring to
 learn more about one or two teaching strategies. TIP participants also had
 the opportunity to engage in the scholarship of teaching and learning
 economics to share their work. A retrospective survey was administered to
 the participants after attending the program to obtain a longitudinal
 assessment of TIP. This article presents the overall survey findings and
 discusses the results from each TIP phase (workshop, online instruction,
 and scholarship). 
Journal: The Journal of Economic Education 
Pages: 283-293 
Issue: 3 
Volume: 42 
Year: 2011 
Month: 7 
X-DOI: 10.1080/00220485.2011.581950 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.581950 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:3:p:283-293




Template-Type: ReDIF-Article 1.0
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Author-Name: Georg Schaur 
Author-X-Name-First: Georg 
Author-X-Name-Last: Schaur 
Title: Teaching and Assessment Methods in Undergraduate Economics: A Fourth National Quinquennial Survey 
Abstract:
  Surveys in 1995, 2000, 2005, and 2010 investigated teaching and
 assessment methods in different undergraduate courses. In this article,
 the authors offer basic results from the 2010 survey. &#x201C;Chalk and
 talk&#x201D; remains the dominant teaching style, but there were drops in
 mean (although not median) values for those pedagogies and some growth in
 the use of other methods, including class discussion and
 computer-generated displays. More instructors provided students with
 problem sets and class notes, and computer lab assignments were
 increasingly common in econometrics and statistics courses. Experiments
 are occasionally used in introductory courses but almost never used in
 other courses. Calculus is not viewed as important by a majority of
 instructors in any courses but is considered more important in
 intermediate theory and statistics and econometrics courses. 
Journal: The Journal of Economic Education 
Pages: 294-309 
Issue: 3 
Volume: 42 
Year: 2011 
Month: 7 
X-DOI: 10.1080/00220485.2011.581956 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.581956 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:3:p:294-309




Template-Type: ReDIF-Article 1.0
Author-Name: Philip E. Graves 
Author-X-Name-First: Philip E. 
Author-X-Name-Last: Graves 
Author-Name: Robert L. Sexton 
Author-X-Name-First: Robert L. 
Author-X-Name-Last: Sexton 
Author-Name: Lauren M. Calimeris 
Author-X-Name-First: Lauren M. 
Author-X-Name-Last: Calimeris 
Title: The Educational Choice Anomaly for Principles Students: Using Ordinary Supply and Demand Rather than Indifference Curves 
Abstract:
  The surprise value of many economic observations makes the economics
 discipline quite interesting for many students. One such anomaly is that
 providing &#x201C;free&#x201D; education in an effort to reduce the number
 of dropouts can often result in a lower level of educational quality
 purchased. This result is easy to show with indifference curves, but many
 instructors of introductory courses do not introduce this analytical
 technique. As a consequence, a result that many students find quite
 interesting is seldom presented. The authors show that it is easy to
 clarify the educational choice anomaly with ordinary supply and demand
 curves. Moreover, the exercise of doing so provides students with a
 greater understanding of benefit/cost analysis as well as consumer and
 producer surplus. 
Journal: The Journal of Economic Education 
Pages: 310-314 
Issue: 3 
Volume: 42 
Year: 2011 
Month: 7 
X-DOI: 10.1080/00220485.2011.581959 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.581959 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:3:p:310-314




Template-Type: ReDIF-Article 1.0
Author-Name: Manfred G&#xE4;rtner 
Author-X-Name-First: Manfred 
Author-X-Name-Last: G&#xE4;rtner 
Author-Name: Bj&#xF6;rn Griesbach 
Author-X-Name-First: Bj&#xF6;rn 
Author-X-Name-Last: Griesbach 
Author-Name: Florian Jung 
Author-X-Name-First: Florian 
Author-X-Name-Last: Jung 
Author-Name: Andreas Kleiner 
Author-X-Name-First: Andreas 
Author-X-Name-Last: Kleiner 
Title: An Interactive Primer on the Macroeconomics of Financial Crises 
Journal: The Journal of Economic Education 
Pages: 315-315 
Issue: 3 
Volume: 42 
Year: 2011 
Month: 7 
X-DOI: 10.1080/00220485.2011.581963 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.581963 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:3:p:315-315




Template-Type: ReDIF-Article 1.0
Author-Name: Mark Gillis 
Author-X-Name-First: Mark 
Author-X-Name-Last: Gillis 
Author-Name: Andrea Craig 
Author-X-Name-First: Andrea 
Author-X-Name-Last: Craig 
Title: Interactive Demonstration of Optimal Insurance Model 
Journal: The Journal of Economic Education 
Pages: 316-316 
Issue: 3 
Volume: 42 
Year: 2011 
Month: 7 
X-DOI: 10.1080/00220485.2011.581965 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.581965 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:3:p:316-316




Template-Type: ReDIF-Article 1.0
Author-Name: Linda S. Ghent 
Author-X-Name-First: Linda S. 
Author-X-Name-Last: Ghent 
Author-Name: Alan Grant 
Author-X-Name-First: Alan 
Author-X-Name-Last: Grant 
Author-Name: George Lesica 
Author-X-Name-First: George 
Author-X-Name-Last: Lesica 
Title: The Economics of Seinfeld 
Journal: The Journal of Economic Education 
Pages: 317-318 
Issue: 3 
Volume: 42 
Year: 2011 
Month: 7 
X-DOI: 10.1080/00220485.2011.581967 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.581967 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:3:p:317-318




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew M. Gill 
Author-X-Name-First: Andrew M. 
Author-X-Name-Last: Gill 
Author-Name: Chiara Gratton-Lavoie 
Author-X-Name-First: Chiara 
Author-X-Name-Last: Gratton-Lavoie 
Title: Retention of High School Economics Knowledge and the Effect of the California State Mandate 
Abstract:
  The authors extend the literature on the efficacy of high school
 economics instruction in two directions. First, they assess how much
 economic knowledge that California students acquired in their compulsory
 high school course is retained on their entering college. Second, using as
 a control group some college students from the state of Washington, where
 there is no mandate for high school economics instruction, the authors
 evaluate the impact of California's high school economics mandate on
 students&#x2019; economic literacy when they enter college. The testing
 instrument is the <italic>Test of Economic Literacy</italic> (TEL). 
Journal: The Journal of Economic Education 
Pages: 319-337 
Issue: 4 
Volume: 42 
Year: 2011 
Month: 10 
X-DOI: 10.1080/00220485.2011.606083 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.606083 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:4:p:319-337




Template-Type: ReDIF-Article 1.0
Author-Name: Lanier Nalley 
Author-X-Name-First: Lanier 
Author-X-Name-Last: Nalley 
Author-Name: Andrew McKenzie 
Author-X-Name-First: Andrew 
Author-X-Name-Last: McKenzie 
Title: How Much is That Exam Grade Really Worth? An Estimation of Student Risk Aversion to Their Unknown Final College Course Grades 
Abstract:
  This study created an experimental design with which students can
 empirically assess their risk behavior with respect to exam grades within
 an expected utility framework. Specifically, the authors analyzed
 students&#x2019; risk preferences associated with taking exams and earning
 a &#x201C;risky&#x201D; unknown grade versus not taking exams and instead
 obtaining a &#x201C;sure&#x201D; grade. Students have grade-choice
 decisions in nonhypothetical situations that impact their actual exam
 grades. Estimates indicate that the more risk-averse a student is, the
 more willing he or she is to accept a lower certain grade and not take an
 exam than to run the risk of actually taking it. We believe that this
 experimental setup and its binding results make it an easy but effective
 way of teaching the obtuse concept of risk aversion. 
Journal: The Journal of Economic Education 
Pages: 338-353 
Issue: 4 
Volume: 42 
Year: 2011 
Month: 10 
X-DOI: 10.1080/00220485.2011.606085 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.606085 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:4:p:338-353




Template-Type: ReDIF-Article 1.0
Author-Name: Lynne Y. Lewis 
Author-X-Name-First: Lynne Y. 
Author-X-Name-Last: Lewis 
Title: A Virtual Field Trip to the Real World of Cap and Trade: Environmental Economics and the EPA SO<sub>2</sub> Allowance Auction 
Abstract:
  In the spring of 2001, Bates College Environmental Economics classes
 bought their first sulfur dioxide emissions allowance at U.S.
 Environmental Protection Agency's annual auction, then conducted by the
 Chicago Board of Trade. In the spring of 2010, they bought their 22nd
 through 34th allowances. This article describes a three-part method for
 teaching the theory and practice of tradable pollution allowances or
 <italic>cap and trade</italic>. Experiential learning allows for
 theoretical economic concepts to become engrained in a deeper way via
 hands-on experience. Assessment through student surveys suggests that
 students do solidify their knowledge of complex concepts such as
 discounting and efficient allowance prices with trading via this
 three-part technique. 
Journal: The Journal of Economic Education 
Pages: 354-365 
Issue: 4 
Volume: 42 
Year: 2011 
Month: 10 
X-DOI: 10.1080/00220485.2011.606086 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.606086 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:4:p:354-365




Template-Type: ReDIF-Article 1.0
Author-Name: Roger B. Butters 
Author-X-Name-First: Roger B. 
Author-X-Name-Last: Butters 
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Title: Computer Versus Paper Testing in Precollege Economics 
Abstract:
  Interest is growing at the precollege level in computer testing (CT)
 instead of paper-and-pencil testing (PT) for subjects in the school
 curriculum, including economics. Before economic educators adopt CT, a
 better understanding of its likely effects on test-taking behavior and
 performance compared with PT is needed. Using two volunteer student
 samples of CT and PT test scores collected as part of the field testing
 and national norming of the <italic>Test of Economic Knowledge</italic>
 (Walstad, Rebeck, and Butters 2010), the present authors investigated how
 CT and PT affect student test responses. The authors found that eighth-
 and ninth-grade students perform better with CT than PT, that CT has the
 potential to limit item guessing, and that CT may reduce item bias from
 the order of item placement on a test. 
Journal: The Journal of Economic Education 
Pages: 366-374 
Issue: 4 
Volume: 42 
Year: 2011 
Month: 10 
X-DOI: 10.1080/00220485.2011.606087 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.606087 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:4:p:366-374




Template-Type: ReDIF-Article 1.0
Author-Name: Calvin Blackwell 
Author-X-Name-First: Calvin 
Author-X-Name-Last: Blackwell 
Title: Using a Simple Contest to Illustrate Mechanism Design 
Abstract:
  This article describes a simple classroom activity that illustrates how
 economic theory can be used for mechanism design. The rules for a set of
 contests are presented; the results typically obtained from these contests
 illustrate how the prize structure can be manipulated in order to produce
 a particular outcome. Specifically, this activity is designed to show how
 changing the prize structure can impact both the contestants&#x2019;
 average efforts and the effort level of the hardest-working contestant.
 The activity can be run in a 50-minute class, has instructions that fit on
 a single piece of paper, and, although it can be run in large classes,
 requires only six students. 
Journal: The Journal of Economic Education 
Pages: 375-387 
Issue: 4 
Volume: 42 
Year: 2011 
Month: 10 
X-DOI: 10.1080/00220485.2011.606088 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.606088 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:4:p:375-387




Template-Type: ReDIF-Article 1.0
Author-Name: Arnaud Buchs 
Author-X-Name-First: Arnaud 
Author-X-Name-Last: Buchs 
Author-Name: Odile Blanchard 
Author-X-Name-First: Odile 
Author-X-Name-Last: Blanchard 
Title: Exploring the Concept of Sustainable Development Through Role-Playing 
Abstract:
  The concept of sustainable development is used in everyday life by the
 general public, alongside researchers, institutions, and private
 companies. Nevertheless, its definition is far from being unequivocal.
 Clarifying the outline of the concept seems necessary. We have created a
 role-play for this purpose. Our article aims at depicting its main
 features and sequencing. 
Journal: The Journal of Economic Education 
Pages: 388-394 
Issue: 4 
Volume: 42 
Year: 2011 
Month: 10 
X-DOI: 10.1080/00220485.2011.606089 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.606089 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:4:p:388-394




Template-Type: ReDIF-Article 1.0
Author-Name: Keith Brouhle 
Author-X-Name-First: Keith 
Author-X-Name-Last: Brouhle 
Title: Exploring Strategic Behavior in an Oligopoly Market Using Classroom Clickers 
Abstract:
  This article discusses an innovative technique to teach strategic
 behavior in oligopoly markets. In the classroom exercise, students play
 the role of a firm that maximizes its profit given the behavior of other
 firms in the industry. Using classroom clickers to communicate pricing
 decisions, students explore first-hand the strategic nature of
 decision-making in an oligopoly market. Students see the diversity of
 equilibrium outcomes that can be supported in an oligopoly setting and
 better understand the conditions that lead to one equilibrium over
 another. The game also illustrates different game theoretic concepts such
 as the Nash equilibrium (Nash 1950, 1951) and backward induction. The
 exercise is designed for use in an intermediate microeconomics class,
 although the technique and exercise could be modified for other courses
 that examine strategic behavior. 
Journal: The Journal of Economic Education 
Pages: 395-404 
Issue: 4 
Volume: 42 
Year: 2011 
Month: 10 
X-DOI: 10.1080/00220485.2011.606093 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.606093 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:4:p:395-404




Template-Type: ReDIF-Article 1.0
Author-Name: Judith A. McDonald 
Author-X-Name-First: Judith A. 
Author-X-Name-Last: McDonald 
Author-Name: Robert J. Thornton 
Author-X-Name-First: Robert J. 
Author-X-Name-Last: Thornton 
Title: Estimating Gender Wage Gaps 
Abstract:
  Course research projects that use easy-to-access real-world data and that
 generate findings with which undergraduate students can readily identify
 are hard to find. The authors describe a project that requires students to
 estimate the current female-male earnings gap for new college graduates.
 The project also enables students to see to what extent female-male
 differences in college majors and types of first jobs affect the gender
 earnings gap. The data set is the annual salary survey reports of the
 National Association of Colleges and Employers (NACE) and is available in
 many colleges&#x2019; career placement offices. Moreover, the estimation
 procedure requires only basic Excel calculations. 
Journal: The Journal of Economic Education 
Pages: 405-413 
Issue: 4 
Volume: 42 
Year: 2011 
Month: 10 
X-DOI: 10.1080/00220485.2011.606094 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.606094 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:4:p:405-413




Template-Type: ReDIF-Article 1.0
Author-Name: Jose   Miguel Abito 
Author-X-Name-First: Jose   Miguel 
Author-X-Name-Last: Abito 
Author-Name: Katarina Borovickova 
Author-X-Name-First: Katarina 
Author-X-Name-Last: Borovickova 
Author-Name: Hays Golden 
Author-X-Name-First: Hays 
Author-X-Name-Last: Golden 
Author-Name: Jacob Goldin 
Author-X-Name-First: Jacob 
Author-X-Name-Last: Goldin 
Author-Name: Matthew A. Masten 
Author-X-Name-First: Matthew A. 
Author-X-Name-Last: Masten 
Author-Name: Miguel Morin 
Author-X-Name-First: Miguel 
Author-X-Name-Last: Morin 
Author-Name: Alexandre Poirier 
Author-X-Name-First: Alexandre 
Author-X-Name-Last: Poirier 
Author-Name: Vincent Pons 
Author-X-Name-First: Vincent 
Author-X-Name-Last: Pons 
Author-Name: Israel Romem 
Author-X-Name-First: Israel 
Author-X-Name-Last: Romem 
Author-Name: Tyler Williams 
Author-X-Name-First: Tyler 
Author-X-Name-Last: Williams 
Author-Name: Chamna Yoon 
Author-X-Name-First: Chamna 
Author-X-Name-Last: Yoon 
Title: How Should the Graduate Economics Core be Changed? 
Abstract:
  The authors present suggestions by graduate students from a range of
 economics departments for improving the first-year core sequence in
 economics. The students identified a number of elements that should be
 added to the core: more training in building microeconomic models, a
 discussion of the methodological foundations of model-building, more
 emphasis on institutions to motivate and contextualize macroeconomic
 models, and greater focus on econometric practice rather than theory. The
 authors hope that these suggestions will encourage departments to take a
 fresh look at the content of the first-year core. 
Journal: The Journal of Economic Education 
Pages: 414-417 
Issue: 4 
Volume: 42 
Year: 2011 
Month: 10 
X-DOI: 10.1080/00220485.2011.607371 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.607371 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:4:p:414-417




Template-Type: ReDIF-Article 1.0
Author-Name: Paul V. Hamilton 
Author-X-Name-First: Paul V. 
Author-X-Name-Last: Hamilton 
Title: How Much Should I Save? Optimal Planning by Using Esplanner Basic 
Journal: The Journal of Economic Education 
Pages: 418-418 
Issue: 4 
Volume: 42 
Year: 2011 
Month: 10 
X-DOI: 10.1080/00220485.2011.606084 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.606084 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:4:p:418-418




Template-Type: ReDIF-Article 1.0
Author-Name: Tom Neumann 
Author-X-Name-First: Tom 
Author-X-Name-Last: Neumann 
Title: Economists from History Talk about Their Lives 
Journal: The Journal of Economic Education 
Pages: 419-419 
Issue: 4 
Volume: 42 
Year: 2011 
Month: 10 
X-DOI: 10.1080/00220485.2011.606091 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.606091 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:42:y:2011:i:4:p:419-419




Template-Type: ReDIF-Article 1.0
Author-Name: Oskar R. Harmon 
Author-X-Name-First: Oskar R. 
Author-X-Name-Last: Harmon 
Author-Name: Dan Mercier 
Author-X-Name-First: Dan 
Author-X-Name-Last: Mercier 
Author-Name: Betsy Guala 
Author-X-Name-First: Betsy 
Author-X-Name-Last: Guala 
Author-Name: Margaret Brown 
Author-X-Name-First: Margaret 
Author-X-Name-Last: Brown 
Author-Name: Craig Burdick 
Author-X-Name-First: Craig 
Author-X-Name-Last: Burdick 
Title: Graph Tool 
Journal: The Journal of Economic Education 
Pages: 107-108 
Issue: 1 
Volume: 43 
Year: 2012 
Month: 1 
X-DOI: 10.1080/00220485.2012.636716 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.636716 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:1:p:107-108




Template-Type: ReDIF-Article 1.0
Author-Name: Humberto Barreto 
Author-X-Name-First: Humberto 
Author-X-Name-Last: Barreto 
Author-Name: Kealoha Widdows 
Author-X-Name-First: Kealoha 
Author-X-Name-Last: Widdows 
Title: Introductory Economics Labs 
Journal: The Journal of Economic Education 
Pages: 109-109 
Issue: 1 
Volume: 43 
Year: 2012 
Month: 1 
X-DOI: 10.1080/00220485.2012.636717 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.636717 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:1:p:109-109




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: Changing the Landscape of Economic Education: An Annual AEA Conference Cosponsored by the <italic>Journal of Economic Education</italic>  
Journal: The Journal of Economic Education 
Pages: 1-3 
Issue: 1 
Volume: 43 
Year: 2012 
Month: 1 
X-DOI: 10.1080/00220485.2012.636689 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.636689 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:1:p:1-3




Template-Type: ReDIF-Article 1.0
Author-Name: Carlos J. Asarta 
Author-X-Name-First: Carlos J. 
Author-X-Name-Last: Asarta 
Author-Name: Roger B. Butters 
Author-X-Name-First: Roger B. 
Author-X-Name-Last: Butters 
Title: The Discouraged-Business-Major Hypothesis Revisited: Could Economics be the Encouraged-Business-Major? 
Abstract:
  The term &#x201C;Discouraged-Business-Major&#x201D; (DBM) describes
 students who become discouraged with the rigorous standards of colleges of
 business and migrate to colleges of arts and sciences to complete a degree
 in economics under relaxed requirements (Salemi and Eubanks 1996).
 Following Salemi and Eubanks, the present authors examine a decade of
 demographic characteristics and ability measures for every economics and
 business graduate at a large Midwestern university. They find DBMs, but
 also note that major selection dynamics are much more complex than
 originally expected. Finally, they employ a multinomial logit model to
 estimate the marginal effects of student characteristics on major choice. 
Journal: The Journal of Economic Education 
Pages: 19-32 
Issue: 1 
Volume: 43 
Year: 2012 
Month: 1 
X-DOI: 10.1080/00220485.2011.636707 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.636707 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:1:p:19-32




Template-Type: ReDIF-Article 1.0
Author-Name: Ivo J. M. Arnold 
Author-X-Name-First: Ivo J. M. 
Author-X-Name-Last: Arnold 
Author-Name: Jerry T. Straten 
Author-X-Name-First: Jerry T. 
Author-X-Name-Last: Straten 
Title: Motivation and Math Skills as Determinants of First-Year Performance in Economics 
Abstract:
  The importance of math skills for study success in economics has been
 widely researched. This article adds to the literature by combining
 information on students&#x2019; math skills and their motivation. The
 authors are thus able to present a rich picture of why students succeed in
 their study of economics and to confirm previous findings that deficient
 math preparation bodes ill for first-year study success in economics.
 However, the authors also find that within the population of
 math-deficient students, motivation matters. Applying factor analysis to a
 survey of students at Erasmus School of Economics, the authors identify
 four motivational factors; among these, intrinsic motivation is most
 strongly related to first-year study success. The authors also show that
 intrinsic motivation may help to overcome inadequate preparatory math
 education. 
Journal: The Journal of Economic Education 
Pages: 33-47 
Issue: 1 
Volume: 43 
Year: 2012 
Month: 1 
X-DOI: 10.1080/00220485.2012.636709 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.636709 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:1:p:33-47




Template-Type: ReDIF-Article 1.0
Author-Name: Linda K. Carter 
Author-X-Name-First: Linda K. 
Author-X-Name-Last: Carter 
Author-Name: Tisha L. N. Emerson 
Author-X-Name-First: Tisha L. N. 
Author-X-Name-Last: Emerson 
Title: In-Class vs. Online Experiments: Is There a Difference? 
Abstract:
  Classroom experiments in economics continue to increase in popularity.
 While early experiments were often hand-run in class, now computerized
 online experiments are also widely available. Using a quasiexperimental
 approach, the authors investigated whether any difference in student
 achievement (as measured by course scores and the <italic>Test of
 Understanding in College Economics</italic> (TUCE) (Saunders 1991)) or
 other outcomes exists between students exposed to experiments in class and
 students exposed to them online. In this investigation, class sections
 differed only in the manner through which the experiments were
 administered: manually in class; or computerized online. The authors found
 no significant difference in student achievement or overall views of the
 course or instructor between the two treatments. The authors did, however,
 find that students exposed to hand-run experiments report more favorable
 views of the experimental pedagogy and report higher levels of interaction
 with their classmates. 
Journal: The Journal of Economic Education 
Pages: 4-18 
Issue: 1 
Volume: 43 
Year: 2012 
Month: 1 
X-DOI: 10.1080/00220485.2011.636699 
File-URL: http://hdl.handle.net/10.1080/00220485.2011.636699 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:1:p:4-18




Template-Type: ReDIF-Article 1.0
Author-Name: Edward Cartwright 
Author-X-Name-First: Edward 
Author-X-Name-Last: Cartwright 
Author-Name: Anna Stepanova 
Author-X-Name-First: Anna 
Author-X-Name-Last: Stepanova 
Title: What do Students Learn from a Classroom Experiment: Not much, Unless they Write a Report on it 
Abstract:
  The authors ask whether writing a report on a classroom experiment
 increases a student's performance in an end-of-course test. To answer this
 question, the authors analyzed data from a first-year undergraduate course
 based on classroom experiments and found that writing a report has a large
 positive benefit. They conclude, therefore, that it is important to
 constructively integrate classroom experiments with some form of
 assessment or homework in order to realize the maximum benefit from them. 
Journal: The Journal of Economic Education 
Pages: 48-57 
Issue: 1 
Volume: 43 
Year: 2012 
Month: 1 
X-DOI: 10.1080/00220485.2012.636710 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.636710 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:1:p:48-57




Template-Type: ReDIF-Article 1.0
Author-Name: Barbara J. Phipps 
Author-X-Name-First: Barbara J. 
Author-X-Name-Last: Phipps 
Author-Name: Robert J. Strom 
Author-X-Name-First: Robert J. 
Author-X-Name-Last: Strom 
Author-Name: William J. Baumol 
Author-X-Name-First: William J. 
Author-X-Name-Last: Baumol 
Title: Principles of Economics Without the Prince of Denmark 
Abstract:
  In most introductory textbooks on principles of economics, discussion of
 the theory or practice of entrepreneurship is almost entirely absent. This
 omission is striking, given the important role in economic growth that
 economists assign to the entrepreneur. While there are plausible
 explanations for this omission, new research suggests the beginnings of a
 body of formal microtheory on innovative entrepreneurship. In this
 article, the authors first review treatment of the entrepreneur in the
 latest editions of three commonly used introductory economics textbooks,
 each of which includes a substantive discussion of entrepreneurship.
 Second, the authors present brief overviews of new microtheories of
 entrepreneurship (Parker 2009; Spulber 2009; and Baumol 2010), each of
 which has potential to serve as inspiration and to provide a framework for
 inclusion of entrepreneurship in introductory microtheory. 
Journal: The Journal of Economic Education 
Pages: 58-71 
Issue: 1 
Volume: 43 
Year: 2012 
Month: 1 
X-DOI: 10.1080/00220485.2012.636711 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.636711 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:1:p:58-71




Template-Type: ReDIF-Article 1.0
Author-Name: Michelle   Albert Vachris 
Author-X-Name-First: Michelle   Albert 
Author-X-Name-Last: Vachris 
Author-Name: Cecil E. Bohanon 
Author-X-Name-First: Cecil E. 
Author-X-Name-Last: Bohanon 
Title: Using Illustrations from American Novels to Teach about Labor Markets 
Abstract:
  This article illustrates how literature can bring models to life in
 undergraduate courses on labor market economics. The authors argue that
 economics instructors and students can benefit from even small doses of
 literature. The authors examine excerpts from five American novels:
 <italic>Sister Carrie</italic> by Theodore Drieser (1900/2005);
 <italic>The Grapes of Wrath</italic> by John Steinbeck (1939/1967);
 <italic>McTeague: A Story of San Francisco</italic> by Frank Norris
 (1899/2006); <italic>Moby Dick</italic> by Herman Melville (1852/2003);
 and <italic>Seraph on the Suwanee</italic> by Zora Neale Hurston (1948).
 Examples from these works cover five labor market themes: (1) reservation
 wages and the supply of labor, (2) surplus labor and low wages, (3) demand
 for labor and marginal productivity, (4) the economic model of
 discrimination, and (5) search versus random matching in labor markets (a
 critique of neoclassical labor theory). 
Journal: The Journal of Economic Education 
Pages: 72-82 
Issue: 1 
Volume: 43 
Year: 2012 
Month: 1 
X-DOI: 10.1080/00220485.2012.636712 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.636712 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:1:p:72-82




Template-Type: ReDIF-Article 1.0
Author-Name: Brent A. Evans 
Author-X-Name-First: Brent A. 
Author-X-Name-Last: Evans 
Author-Name: Paul W. Grimes 
Author-X-Name-First: Paul W. 
Author-X-Name-Last: Grimes 
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Title: What Led Eminent Economists to Become Economists? 
Abstract:
  The authors analyze the various factors that highly recognized economists
 cite as reasons for pursuing a career in economics. They obtained data for
 62 of the 67 Nobel Laureates in economics and included another 22
 prominent economists who have made significant contributions in economic
 research. The authors&#x2019; basic quest was to discover how these
 economists first became interested in the subject, but the authors found
 little uniformity in the responses: No more than 33 percent of the
 economists indicated the same factor as contributing to their initial
 interest in economics. Approximately half of the economists entered
 college without an interest in the subject. The authors&#x2019; findings
 are presented with the intent of informing academic economists and other
 educators seeking to improve recruitment and mentoring efforts of top
 students. 
Journal: The Journal of Economic Education 
Pages: 83-98 
Issue: 1 
Volume: 43 
Year: 2012 
Month: 1 
X-DOI: 10.1080/00220485.2012.636713 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.636713 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:1:p:83-98




Template-Type: ReDIF-Article 1.0
Author-Name: Amy   McCormick Diduch 
Author-X-Name-First: Amy   McCormick 
Author-X-Name-Last: Diduch 
Title: Using the Consumer Expenditure Survey to Teach Poverty Measurement 
Abstract:
  Poverty measurement is often controversial, but good public policy relies
 crucially on a broadly supported and understood poverty measure. In 2010,
 the U.S. Census Bureau announced it would begin regular reporting of a new
 supplemental poverty measure in October 2011. The present article provides
 background information for a student exercise (available, on request, from
 the author) on alternative poverty measurement techniques. The exercise
 allows students to use current data from the Consumer Expenditure Survey
 (available through the Bureau of Labor Statistics at <ext-link
 ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink"
 xlink:href="http://www.bls.gov/cex/">http://www.bls.gov/cex/</ext-link>;
 U.S. Department of Labor 2010) and other sources to calculate and compare
 several absolute and relative poverty thresholds. The exercise invites
 students to draw their own conclusions about the pros and cons of
 different measures, including the new supplemental measure. Data sources
 are easily updated as new information becomes available. 
Journal: The Journal of Economic Education 
Pages: 99-106 
Issue: 1 
Volume: 43 
Year: 2012 
Month: 1 
X-DOI: 10.1080/00220485.2012.636714 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.636714 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:1:p:99-106




Template-Type: ReDIF-Article 1.0
Author-Name: Donna B. Gilleskie 
Author-X-Name-First: Donna B. 
Author-X-Name-Last: Gilleskie 
Author-Name: Michael K. Salemi 
Author-X-Name-First: Michael K. 
Author-X-Name-Last: Salemi 
Title: The Cost of Economic Literacy: How Well Does a Literacy-Targeted Principles of Economics Course Prepare Students for Intermediate Theory Courses? 
Abstract:
  In a typical economics principles course, students encounter a large
 number of concepts. In a literacy-targeted course, students study a
 &#x201C;short list&#x201D; of concepts that they can use for the rest of
 their lives. While a literacy-targeted principles course provides better
 education for nonmajors, it may place economic majors at a disadvantage in
 postprinciples courses. In this article, the authors test whether students
 who completed a literacy-targeted principles course earned intermediate
 theory grades as high as those of students who completed a traditional
 principles course. The authors&#x2019; findings indicate that students who
 complete a literacy-targeted principles course perform no worse in
 intermediate theory courses than students who complete a traditional
 principles course. 
Journal: The Journal of Economic Education 
Pages: 111-132 
Issue: 2 
Volume: 43 
Year: 2012 
Month: 4 
X-DOI: 10.1080/00220485.2012.659639 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.659639 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:2:p:111-132




Template-Type: ReDIF-Article 1.0
Author-Name: Jinsoo Hahn 
Author-X-Name-First: Jinsoo 
Author-X-Name-Last: Hahn 
Author-Name: Kyungho Jang 
Author-X-Name-First: Kyungho 
Author-X-Name-Last: Jang 
Title: The Effects of a Translation Bias on the Scores for the <italic>Basic Economics Test</italic>  
Abstract:
  International comparisons of economic understanding generally require a
 translation of a standardized test written in English into another
 language. Test results can differ based on how researchers translate the
 English written exam into one in their own language. To confirm this
 hypothesis, two differently translated versions of the <italic>Basic
 Economics Test</italic> (BET) (Walstad, Rebeck, and Butters 2010a) were
 given to elementary school students in Korea. We found the possibility of
 overestimating or underestimating the levels of economic understanding by
 various sources of translation bias. Therefore, it is important to
 carefully interpret the assessment results of international comparisons.
 Our study is applicable not only to international comparisons of economic
 literacy but also to any comparison of knowledge across cultures or
 languages within a country. 
Journal: The Journal of Economic Education 
Pages: 133-148 
Issue: 2 
Volume: 43 
Year: 2012 
Month: 4 
X-DOI: 10.1080/00220485.2012.659641 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.659641 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:2:p:133-148




Template-Type: ReDIF-Article 1.0
Author-Name: Jeffrey Parker 
Author-X-Name-First: Jeffrey 
Author-X-Name-Last: Parker 
Title: Does Living Near Classmates Help Introductory Economics Students Get Better Grades? 
Abstract:
  This article examines whether first-year students in introductory
 economics courses get better grades if they have other students in their
 on-campus residential unit who either are taking the same course or have
 taken the course in the past. The study uses nine years of data for the
 introductory economics course at Reed College. The author finds that
 having dorm mates who are currently taking the class seems to have some
 benefit for students, but there is no evidence of benefit from having
 coresident students who have previously completed the class. 
Journal: The Journal of Economic Education 
Pages: 149-164 
Issue: 2 
Volume: 43 
Year: 2012 
Month: 4 
X-DOI: 10.1080/00220485.2012.659642 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.659642 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:2:p:149-164




Template-Type: ReDIF-Article 1.0
Author-Name: Dagney Faulk 
Author-X-Name-First: Dagney 
Author-X-Name-Last: Faulk 
Author-Name: Arun K. Srinivasan 
Author-X-Name-First: Arun K. 
Author-X-Name-Last: Srinivasan 
Author-Name: Jon Bingham 
Author-X-Name-First: Jon 
Author-X-Name-Last: Bingham 
Title: Sources of Funding and Academic Performance in Economics Principles Courses 
Abstract:
  The authors examine two factors that may affect student achievement in
 economics principles courses: working for pay and the primary source of
 funds (employer tuition reimbursement, loans, scholarships, financial aid,
 self-financing, parental transfers, other) used to pay for college for a
 sample of students in economics principles classes at a regional,
 nonresidential public university. After controlling for endogeneity,
 working for pay has no statistical effect on course performance, but the
 sources of education funding have differential effects on the course
 grade, with employer funding having a strong positive and significant
 influence. Students receiving employer tuition reimbursement score
 approximately 14 percentage points higher in the course than students
 funded through parental transfers. 
Journal: The Journal of Economic Education 
Pages: 165-181 
Issue: 2 
Volume: 43 
Year: 2012 
Month: 4 
X-DOI: 10.1080/00220485.2012.659645 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.659645 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:2:p:165-181




Template-Type: ReDIF-Article 1.0
Author-Name: Richard Ball 
Author-X-Name-First: Richard 
Author-X-Name-Last: Ball 
Author-Name: Norm Medeiros 
Author-X-Name-First: Norm 
Author-X-Name-Last: Medeiros 
Title: Teaching Integrity in Empirical Research: A Protocol for Documenting Data Management and Analysis 
Abstract:
  This article describes a protocol the authors developed for teaching
 undergraduates to document their statistical analyses for empirical
 research projects so that their results are completely reproducible and
 verifiable. The protocol is guided by the principle that the documentation
 prepared to accompany an empirical research project should be sufficient
 to allow an independent researcher to replicate easily and exactly every
 step of the data management and analysis that generated the results
 reported in a study. The authors hope that requiring students to follow
 this protocol will not only teach them how to document their research
 appropriately, but also instill in them the belief that such documentation
 is an important professional responsibility. 
Journal: The Journal of Economic Education 
Pages: 182-189 
Issue: 2 
Volume: 43 
Year: 2012 
Month: 4 
X-DOI: 10.1080/00220485.2012.659647 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.659647 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:2:p:182-189




Template-Type: ReDIF-Article 1.0
Author-Name: Martin P. Shanahan 
Author-X-Name-First: Martin P. 
Author-X-Name-Last: Shanahan 
Author-Name: John K. Wilson 
Author-X-Name-First: John K. 
Author-X-Name-Last: Wilson 
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Title: Following Zahka: Using Nobel Prize Winners&#x2019; Speeches and Ideas to Teach Economics 
Abstract:
  Over 20 years ago, the late William Zahka (1990, 1998) outlined how the
 acceptance speeches of those who received the Nobel Memorial Prize in
 Economic Science could be used to teach undergraduates. This article
 updates and expands Zahka's work, identifying some of the issues discussed
 by recent Nobel Laureates, classifying their speeches by topic and level
 of difficulty, and providing some examples of how their work could be
 integrated into undergraduate courses. Particular examples illustrate how
 the material might be used in introductory and later courses, and the
 Laureates&#x2019; insights on research are discussed. 
Journal: The Journal of Economic Education 
Pages: 190-199 
Issue: 2 
Volume: 43 
Year: 2012 
Month: 4 
X-DOI: 10.1080/00220485.2012.660055 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.660055 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:2:p:190-199




Template-Type: ReDIF-Article 1.0
Author-Name: Mary   Mathewes Kassis 
Author-X-Name-First: Mary   Mathewes 
Author-X-Name-Last: Kassis 
Author-Name: Denise Hazlett 
Author-X-Name-First: Denise 
Author-X-Name-Last: Hazlett 
Author-Name: Jolanda   E. Ygosse Battisti 
Author-X-Name-First: Jolanda   E. Ygosse 
Author-X-Name-Last: Battisti 
Title: A Classroom Experiment on Banking 
Abstract:
  This classroom experiment uses double oral auction credit markets to
 illustrate the role of banks as financial intermediaries. The experiment
 demonstrates how risk affects market interest rates in the presence of
 asymmetric information. It provides fodder for a discussion of the
 moral-hazard problem of deposit insurance and its impact on depositor and
 bank behavior. The basic experiment can be extended to include the effect
 of political risk on credit markets. The experiment can be used in
 principles, intermediate macroeconomics, or money and banking courses with
 8--75 students. It takes 50--75 minutes to run, depending on class size,
 and requires no computers. 
Journal: The Journal of Economic Education 
Pages: 200-214 
Issue: 2 
Volume: 43 
Year: 2012 
Month: 4 
X-DOI: 10.1080/00220485.2012.660059 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.660059 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:2:p:200-214




Template-Type: ReDIF-Article 1.0
Author-Name: Mark H. Maier 
Author-X-Name-First: Mark H. 
Author-X-Name-Last: Maier 
Author-Name: KimMarie McGoldrick 
Author-X-Name-First: KimMarie 
Author-X-Name-Last: McGoldrick 
Author-Name: Scott P. Simkins 
Author-X-Name-First: Scott P. 
Author-X-Name-Last: Simkins 
Title: Starting Point: Pedagogic Resources for Teaching and Learning Economics 
Abstract:
  This article describes Starting Point: Teaching and Learning Economics, a
 Web-based portal that makes innovative pedagogic resources and effective
 teaching practices easily accessible to economists. Starting Point
 introduces economists to teaching innovations through 16 online modules,
 each containing a general description of a specific pedagogic method,
 theory and evidence supporting effective use of the method, classroom
 implementation guides, and a library of economics-based examples that
 illustrate use of the teaching method. In addition, each module includes
 an online form allowing faculty to contribute their own classroom-based
 teaching examples to the examples library. 
Journal: The Journal of Economic Education 
Pages: 215-220 
Issue: 2 
Volume: 43 
Year: 2012 
Month: 4 
X-DOI: 10.1080/00220485.2012.660063 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.660063 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:2:p:215-220




Template-Type: ReDIF-Article 1.0
Author-Name: Oskar R. Harmon 
Author-X-Name-First: Oskar R. 
Author-X-Name-Last: Harmon 
Author-Name: James Lambrinos 
Author-X-Name-First: James 
Author-X-Name-Last: Lambrinos 
Title: Active-Learning Exercises for Principles of Economics Courses 
Journal: The Journal of Economic Education 
Pages: 221-221 
Issue: 2 
Volume: 43 
Year: 2012 
Month: 4 
X-DOI: 10.1080/00220485.2012.660065 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.660065 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:2:p:221-221




Template-Type: ReDIF-Article 1.0
Author-Name: Sharmistha Self 
Author-X-Name-First: Sharmistha 
Author-X-Name-Last: Self 
Title: Studying Absenteeism in Principles of Macroeconomics: Do Attendance Policies Make a Difference? 
Abstract:
  The primary objective of this article is to see if and how attendance
 policy influences class attendance in undergraduate-level principles of
 macroeconomics classes. The second objective, which is related to the
 first, is to examine whether the nature of the attendance policy matters
 in terms of its impact on class attendance behavior. The results provide
 strong support that having an explicit attendance policy reduces
 absenteeism. The results relating to the nature of the attendance policy
 point to the greater effectiveness of a policy that punishes students for
 missing class rather than one that rewards students for good attendance. 
Journal: The Journal of Economic Education 
Pages: 223-234 
Issue: 3 
Volume: 43 
Year: 2012 
Month: 7 
X-DOI: 10.1080/00220485.2012.686382 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.686382 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:3:p:223-234




Template-Type: ReDIF-Article 1.0
Author-Name: Bruce   Ian Carlin 
Author-X-Name-First: Bruce   Ian 
Author-X-Name-Last: Carlin 
Author-Name: David T. Robinson 
Author-X-Name-First: David T. 
Author-X-Name-Last: Robinson 
Title: What Does Financial Literacy Training Teach Us? 
Abstract:
  The authors use data from a finance-related theme park to explore how
 financial education changes investment, financing, and consumer behavior.
 Students were assigned fictitious life situations and asked to create
 household budgets. Some students received a 19-hour financial literacy
 curriculum before going to the park, and some did not. After controlling
 for demographic variables, the authors show that the treatment effects of
 the financial literacy program are strong. Students were more frugal,
 delayed gratification, paid off debt faster, and relied less on credit
 financing after training. Students who attended training showed greater
 uptake of decision support that was offered in the park, which indicates
 that decision support and financial literacy training are complements, not
 substitutes. 
Journal: The Journal of Economic Education 
Pages: 235-247 
Issue: 3 
Volume: 43 
Year: 2012 
Month: 7 
X-DOI: 10.1080/00220485.2012.686385 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.686385 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:3:p:235-247




Template-Type: ReDIF-Article 1.0
Author-Name: Sam Allgood 
Author-X-Name-First: Sam 
Author-X-Name-Last: Allgood 
Author-Name: William Bosshardt 
Author-X-Name-First: William 
Author-X-Name-Last: Bosshardt 
Author-Name: Wilbert van der Klaauw 
Author-X-Name-First: Wilbert 
Author-X-Name-Last: van der Klaauw 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: Is Economics Coursework, or Majoring in Economics, Associated with Different Civic Behaviors? 
Abstract:
  Using data collected from graduates who attended four large public
 universities in 1976, 1986, or 1996, the authors investigate the
 relationship between studying economics and civic behaviors. They compare
 students who majored in economics, business, or other majors, and by the
 number of undergraduate economics courses completed. Coursework is
 strongly associated with political party affiliation and donating money to
 candidates or parties, but not with voting in presidential, state, or
 local elections, nor with the likelihood or intensity of volunteerism.
 Business majors are less likely to engage in voting and volunteering. More
 economics coursework is usually associated with attitudes on policy issues
 closer to those reported in surveys of U.S. economists, while attitudes of
 business majors are more like those of general majors than economics
 majors. 
Journal: The Journal of Economic Education 
Pages: 248-268 
Issue: 3 
Volume: 43 
Year: 2012 
Month: 7 
X-DOI: 10.1080/00220485.2012.686389 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.686389 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:3:p:248-268




Template-Type: ReDIF-Article 1.0
Author-Name: Chad Cotti 
Author-X-Name-First: Chad 
Author-X-Name-Last: Cotti 
Author-Name: Marianne Johnson 
Author-X-Name-First: Marianne 
Author-X-Name-Last: Johnson 
Title: Teaching Economics Using Historical Novels: Jonathan Harr's <italic>The Lost Painting</italic>  
Abstract:
  Undergraduate students are often interested in and benefit greatly from
 applications of economic principles. Historical novels drawn from
 real-world situations can engage students with economic concepts in new
 ways and provide a useful tool to help enhance instruction. In this
 article, the authors discuss the use of historical novels generally in
 microeconomics, and examine <italic>The Lost Painting</italic>, a
 historical novel by Jonathan Harr (2005), in detail. Topics illustrated in
 the novel include scarcity, opportunity cost, cost-benefit analysis, tax
 avoidance, labor market specialization, compensating wage differentials,
 competition and market structure, pricing, income, and government
 regulation. The authors include an in-depth description of how to
 incorporate a historical novel into a microeconomics class and provide
 some evaluation strategies. 
Journal: The Journal of Economic Education 
Pages: 269-281 
Issue: 3 
Volume: 43 
Year: 2012 
Month: 7 
X-DOI: 10.1080/00220485.2012.686391 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.686391 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:3:p:269-281




Template-Type: ReDIF-Article 1.0
Author-Name: David Colander 
Author-X-Name-First: David 
Author-X-Name-Last: Colander 
Title: Symposium on Precollege Teaching of Economics: Introduction 
Journal: The Journal of Economic Education 
Pages: 282-282 
Issue: 3 
Volume: 43 
Year: 2012 
Month: 7 
X-DOI: 10.1080/00220485.2012.686392 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.686392 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:3:p:282-282




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen A. Marglin 
Author-X-Name-First: Stephen A. 
Author-X-Name-Last: Marglin 
Title: Saving the Children&#x2014;A Rant 
Abstract:
  The conception of economics education implicit in the <italic>Voluntary
 National Content Standards in Economics</italic> is fundamentally at odds
 with what ought to be a primary goal of a liberal education: to teach
 students of all ages to treat all truth as provisional. Articulate the
 consensus, but also articulate questions about this consensus, questions
 coming from the very limitations of the consensus. One limitation is what
 is omitted&#x2014;pollution is shortchanged, and sustainability gets nary
 a mention. Another is the retrogression the document reflects (e.g., the
 standard that interest rates are determined by flows of saving and
 investment). For 75&#xA0;years, a better theory has been
 available&#x2014;Keynes's <italic>General Theory</italic>&#x2014;a
 cornerstone of which is that interest rates are determined in markets for
 stocks of financial assets. 
Journal: The Journal of Economic Education 
Pages: 283-292 
Issue: 3 
Volume: 43 
Year: 2012 
Month: 7 
X-DOI: 10.1080/00220485.2012.686393 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.686393 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:3:p:283-292




Template-Type: ReDIF-Article 1.0
Author-Name: Helen Roberts 
Author-X-Name-First: Helen 
Author-X-Name-Last: Roberts 
Author-Name: Deirdre N. McCloskey 
Author-X-Name-First: Deirdre N. 
Author-X-Name-Last: McCloskey 
Title: What Economics Should We Teach Before College, If Any? 
Abstract:
  Economics can be taught much earlier than we usually imagine, as a life
 skill, with direct experience, from kindergarten on. An experiential,
 early-grades economics of budgets, buying, and giving-up-to-get may be
 better than the politically inspired insistence that students get an
 allegedly healthy dose of free-market ideology just before they are old
 enough to vote. 
Journal: The Journal of Economic Education 
Pages: 293-299 
Issue: 3 
Volume: 43 
Year: 2012 
Month: 7 
X-DOI: 10.1080/00220485.2012.686396 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.686396 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:3:p:293-299




Template-Type: ReDIF-Article 1.0
Author-Name: James Gwartney 
Author-X-Name-First: James 
Author-X-Name-Last: Gwartney 
Title: What Should We Be Teaching in Basic Economics Courses? 
Abstract:
  Advanced Placement economics leaves thousands of high school students
 with a misleading impression of modern economics. The courses fail to
 cover key sources of growth and prosperity, including private ownership,
 dynamic competition, and entrepreneurship. The tools of public choice
 economics are totally ignored. Government is modeled as a corrective
 device available to impose ideal solutions. Market failure is covered, but
 there is no such thing as government failure. The macroeconomics course
 reflects the simplistic 1960s Keynesian view of stabilization policy. Time
 lags, incentive effects, secondary effects of budget deficits, and other
 factors that complicate effective use of stabilization policy are almost
 entirely ignored. In contrast, the 20 <italic>Voluntary National Content
 Standards in Economics</italic> of the Council for Economic Education
 illustrate what a balanced course in modern economics would look like. 
Journal: The Journal of Economic Education 
Pages: 300-307 
Issue: 3 
Volume: 43 
Year: 2012 
Month: 7 
X-DOI: 10.1080/00220485.2012.686398 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.686398 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:3:p:300-307




Template-Type: ReDIF-Article 1.0
Author-Name: Richard A. MacDonald 
Author-X-Name-First: Richard A. 
Author-X-Name-Last: MacDonald 
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Refreshing the<italic> Voluntary National Content Standards in Economics</italic>  
Abstract:
  The second edition of the <italic>Voluntary National Content Standards in
 Economics</italic> was published by the Council for Economic Education in
 2010. The authors examine the process for revising these precollege
 content standards and highlight several changes that appear in the new
 document. They also review the impact the standards have had on precollege
 economic education since the original edition was released in 1997, and
 conclude with their response to comments offered by participants in a
 January 2012 American Economic Association conference session titled,
 &#x201C;What Economics Should We Teach Before Students Enter College? The
 <italic>Voluntary National Content Standards in Economics</italic> and the
 AP.&#x201D; 
Journal: The Journal of Economic Education 
Pages: 308-314 
Issue: 3 
Volume: 43 
Year: 2012 
Month: 7 
X-DOI: 10.1080/00220485.2012.686779 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.686779 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:3:p:308-314




Template-Type: ReDIF-Article 1.0
Author-Name: Bruce K. Johnson 
Author-X-Name-First: Bruce K. 
Author-X-Name-Last: Johnson 
Author-Name: John J. Perry 
Author-X-Name-First: John J. 
Author-X-Name-Last: Perry 
Author-Name: Marie Petkus 
Author-X-Name-First: Marie 
Author-X-Name-Last: Petkus 
Title: The Status of Econometrics in the Economics Major: A Survey 
Abstract:
  In this article, the authors describe the place of econometrics in
 undergraduate economics curricula in all American colleges and
 universities that offer economics majors as listed in the <italic>U.S.
 News & World Report</italic> &#x201C;Best Colleges 2010&#x201D; guide
 (<italic>U.S. News & World Report</italic> 2009). Data come from online
 catalogs, departmental Web sites, and online course syllabi. About
 one-third of the schools require econometrics of all students majoring in
 economics, about half require it of none, and a sixth require it of some,
 but not all, economics majors. Among universities with economics PhD
 programs and liberal arts colleges, almost all those ranked in the top 10
 require it. Below the top 10, there is little correlation between ranking
 and econometrics requirements. Liberal arts econometrics classes are much
 more likely to require research projects than their counterparts in
 universities. 
Journal: The Journal of Economic Education 
Pages: 315-324 
Issue: 3 
Volume: 43 
Year: 2012 
Month: 7 
X-DOI: 10.1080/00220485.2012.686782 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.686782 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:3:p:315-324




Template-Type: ReDIF-Article 1.0
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Author-Name: William Bosshardt 
Author-X-Name-First: William 
Author-X-Name-Last: Bosshardt 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: How Departments of Economics Evaluate Teaching 
Abstract:
  Based on results from a 1999 national survey, William Becker and Michael
 Watts found that student evaluations of teaching were by far the most
 widely used, and often the only method used by economics departments, to
 evaluate teaching in undergraduate economics courses. To investigate
 whether departments of economics have moved beyond the use of student
 evaluations of teaching, in 2011 the current authors conducted a national
 survey of departments based largely on questions used in the 1999 survey.
 The surveys included items on how courses and teaching are evaluated, and
 on how that information is used in departmental promotion and salary
 decisions. 
Journal: The Journal of Economic Education 
Pages: 325-333 
Issue: 3 
Volume: 43 
Year: 2012 
Month: 7 
X-DOI: 10.1080/00220485.2012.686826 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.686826 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:3:p:325-333




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Two Decades of Trends in Undergraduate Economics Degrees, 1991--2011 
Abstract:
  The trend in U.S. undergraduate economics degrees continued its upward
 trajectory in 2010 to 2011, growing by an average of 4 percent. 
Journal: The Journal of Economic Education 
Pages: 334-338 
Issue: 3 
Volume: 43 
Year: 2012 
Month: 7 
X-DOI: 10.1080/00220485.2012.686828 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.686828 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:3:p:334-338




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Author-Name: Ken Rebeck 
Author-X-Name-First: Ken 
Author-X-Name-Last: Rebeck 
Title: Economics Course Enrollments in U.S. High Schools 
Abstract:
  High school transcript data were used in this study to estimate the
 percentage of high school graduates who complete an economics course, and
 to examine course-taking trends in economics from 1982 to 2009. In 2009,
 58 percent of high school graduates took an economics course, up from
 about 45 percent from 1990 to 2005. The increases in economics enrollments
 over the years included in this study are consistent with the trends in
 the number of states mandating an economics course to be taken for
 graduation. Estimated percentages are reported across the demographics of
 high school students. Enrollments in economics are compared to enrollments
 in other high school social studies courses. 
Journal: The Journal of Economic Education 
Pages: 339-347 
Issue: 3 
Volume: 43 
Year: 2012 
Month: 7 
X-DOI: 10.1080/00220485.2012.686827 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.686827 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:3:p:339-347




Template-Type: ReDIF-Article 1.0
Author-Name: James Murray 
Author-X-Name-First: James 
Author-X-Name-Last: Murray 
Title: Pencasts for Introductory Macroeconomics 
Journal: The Journal of Economic Education 
Pages: 348-348 
Issue: 3 
Volume: 43 
Year: 2012 
Month: 7 
X-DOI: 10.1080/00220485.2012.686829 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.686829 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:3:p:348-348




Template-Type: ReDIF-Article 1.0
Author-Name: Tisha L. N. Emerson 
Author-X-Name-First: Tisha L. N. 
Author-X-Name-Last: Emerson 
Author-Name: KimMarie McGoldrick 
Author-X-Name-First: KimMarie 
Author-X-Name-Last: McGoldrick 
Author-Name: Kevin J. Mumford 
Author-X-Name-First: Kevin J. 
Author-X-Name-Last: Mumford 
Title: Women and the Choice to Study Economics 
Abstract:
  Underrepresentation of women in economics is documented in many studies.
 Investigation of its sources at the undergraduate level is examined
 through students&#x2019; decisions to persist in economics, either beyond
 an introductory course or in their major choices. The authors add to the
 literature by analyzing students&#x2019; decisions to take their first
 introductory economics course, an intermediate theory course, and
 ultimately major in economics, using the Multiple-Institution Database for
 Investigating Engineering Longitudinal Development. Results indicate that
 a smaller percentage of women take economics at all
 levels&#x2014;introductory courses, theory courses, and majoring in
 economics. Even after controlling for aptitude, demographic
 characteristics, prior interest, course performance, environment, and
 course timing, persistent gender differences in the likelihood of
 partaking in economic education beyond the introductory course decision
 endure. 
Journal: The Journal of Economic Education 
Pages: 349-362 
Issue: 4 
Volume: 43 
Year: 2012 
Month: 10 
X-DOI: 10.1080/00220485.2012.714306 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.714306 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:4:p:349-362




Template-Type: ReDIF-Article 1.0
Author-Name: Peter Brust 
Author-X-Name-First: Peter 
Author-X-Name-Last: Brust 
Author-Name: Vivekanand Jayakumar 
Author-X-Name-First: Vivekanand 
Author-X-Name-Last: Jayakumar 
Title: Introducing Valuation Effects-Based External Balance Analysis into the Undergraduate Macroeconomics Curricula: A Simple Framework with Applications 
Abstract:
  Global imbalances and the sustainability of large U.S. current account
 deficits have dominated international macroeconomics of late.
 Pedagogically, a clear disconnect exists between graduate-level
 open-economy macroeconomics that emphasizes intertemporal current account
 models and net foreign asset adjustment featuring valuation effects, and,
 undergraduate macroeconomics that is still driven by static analysis of
 U.S. current account deficits and cursory coverage of
 valuation-effects-driven external balance adjustment. The authors of this
 article discuss a simple intertemporal framework, based on modern
 open-economy macroeconomic models, that emphasizes the significance of
 valuation effects arising from changes in asset prices and exchange rates.
 The authors also highlight the relevance of the framework by examining a
 few topical applications related to prominent puzzles and debates in
 open-economy macroeconomics. 
Journal: The Journal of Economic Education 
Pages: 363-376 
Issue: 4 
Volume: 43 
Year: 2012 
Month: 10 
X-DOI: 10.1080/00220485.2012.714308 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.714308 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:4:p:363-376




Template-Type: ReDIF-Article 1.0
Author-Name: Dieter Balkenborg 
Author-X-Name-First: Dieter 
Author-X-Name-Last: Balkenborg 
Author-Name: Todd Kaplan 
Author-X-Name-First: Todd 
Author-X-Name-Last: Kaplan 
Author-Name: Timothy Miller 
Author-X-Name-First: Timothy 
Author-X-Name-Last: Miller 
Title: A Simple Economic Teaching Experiment on the Hold-Up Problem 
Abstract:
  The hold-up problem is central to the theory of incomplete contracts.
 This can occur if, after making a sunk investment in a relationship, one
 party can be taken advantage of by the other party, leading to inefficient
 underinvestment. The authors describe a simple teaching experiment that
 illustrates the hold-up problem, and address how to integrate it into a
 class. 
Journal: The Journal of Economic Education 
Pages: 377-385 
Issue: 4 
Volume: 43 
Year: 2012 
Month: 10 
X-DOI: 10.1080/00220485.2012.714310 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.714310 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:4:p:377-385




Template-Type: ReDIF-Article 1.0
Author-Name: Frank R. Gunter 
Author-X-Name-First: Frank R. 
Author-X-Name-Last: Gunter 
Title: A Simple Model of Entrepreneurship for Principles of Economics Courses 
Abstract:
  The critical roles of entrepreneurs in creating, operating, and
 destroying markets, as well as their importance in driving long-term
 economic growth are still generally either absent from principles of
 economics texts or relegated to later chapters. The primary difficulties
 in explaining entrepreneurship at the principles level are the lack of a
 universally accepted definition, a plausible explanation of the demand for
 entrepreneurship, and a diagram that summarizes the impact of
 entrepreneurship on market equilibrium and growth&#x2014;a definition, a
 story, and a picture. This article discusses how the notion of the
 stationary state associated with Schumpeter (1911/1983), Knight
 (1921/1971), and Weber (1930/2002) can provide a framework for integrating
 the entrepreneur into the early part of principles of economics courses. 
Journal: The Journal of Economic Education 
Pages: 386-396 
Issue: 4 
Volume: 43 
Year: 2012 
Month: 10 
X-DOI: 10.1080/00220485.2012.714314 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.714314 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:4:p:386-396




Template-Type: ReDIF-Article 1.0
Author-Name: Michael P. Cameron 
Author-X-Name-First: Michael P. 
Author-X-Name-Last: Cameron 
Title: &#x2018;Economics with Training Wheels&#x2019;: Using Blogs in Teaching and Assessing Introductory Economics 
Abstract:
  Blogs provide a dynamic interactive medium for online discussion,
 consistent with communal constructivist pedagogy. The author of this
 article describes and evaluates a blog assignment used in the teaching and
 assessment of a small (40--60 students) introductory economics course.
 Using qualitative and quantitative data collected across four semesters,
 students&#x2019; participation in the blog assignment is found to be
 associated with student ability, gender, and student perceptions of the
 blog. Importantly, students with past economics experience do not appear
 to crowd out novice economics students. Student performance is positively
 associated with the quality of their blog participation after controlling
 for student ability, suggesting that a focus on quality of student
 engagement could further improve learning outcomes. Students generally
 report overall positive experiences with the blog assignment. 
Journal: The Journal of Economic Education 
Pages: 397-407 
Issue: 4 
Volume: 43 
Year: 2012 
Month: 10 
X-DOI: 10.1080/00220485.2012.714316 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.714316 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:4:p:397-407




Template-Type: ReDIF-Article 1.0
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Author-Name: Chineze Christopher 
Author-X-Name-First: Chineze 
Author-X-Name-Last: Christopher 
Title: Using Art (Paintings, Drawings, and Engravings) to Teach Economics 
Abstract:
  The authors provide a brief review of how economists have dealt with art
 in their research and more popular writings, and then consider the case
 that has been made for using art and other visual materials in general
 education and&#x2014;in very few cases&#x2014;to teach economics. A new
 Web site on Art and Economics is introduced that makes it easier for
 economics instructors to find and use art with their students. They
 discuss several different ways of using the art in classes, and provide a
 table with over 50 paintings from the Introduction slide show at the Web
 site to illustrate the range of economic concepts and issues that can be
 taught with art. 
Journal: The Journal of Economic Education 
Pages: 408-422 
Issue: 4 
Volume: 43 
Year: 2012 
Month: 10 
X-DOI: 10.1080/00220485.2012.714317 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.714317 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:4:p:408-422




Template-Type: ReDIF-Article 1.0
Author-Name: J.   Brian O&#x2019;Roark 
Author-X-Name-First: J.   Brian 
Author-X-Name-Last: O&#x2019;Roark 
Title: Does Economic Education Make a Difference in Congress? How Economics Majors Vote on Trade 
Abstract:
  The author of this article expands the background theory of voting to
 incorporate the undergraduate majors of members of Congress. Examining
 nine votes on trade across the 109th and 110th Congresses reveals that
 economics majors are the only category of college major to vote in favor
 of free trade in a predictable way. Controls for a variety of factors
 including ideology, race, campaign contributions, and the inclusion of
 votes specifically on Cuba fail to diminish the effect. While economics
 majors are more likely to take a free trade position, not every vote that
 presupposes a free trade outcome is supported by economics majors. On the
 issue of sugar subsidies, being an economics major does not influence the
 direction of a congressional member's vote. 
Journal: The Journal of Economic Education 
Pages: 423-439 
Issue: 4 
Volume: 43 
Year: 2012 
Month: 10 
X-DOI: 10.1080/00220485.2012.714319 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.714319 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:4:p:423-439




Template-Type: ReDIF-Article 1.0
Author-Name: G.   Dirk Mateer 
Author-X-Name-First: G.   Dirk 
Author-X-Name-Last: Mateer 
Title: Econ 1-0-What? 
Journal: The Journal of Economic Education 
Pages: 440-440 
Issue: 4 
Volume: 43 
Year: 2012 
Month: 10 
X-DOI: 10.1080/00220485.2012.714322 
File-URL: http://hdl.handle.net/10.1080/00220485.2012.714322 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:43:y:2012:i:4:p:440-440




Template-Type: ReDIF-Article 1.0
Author-Name: Wendy A. Stock 
Author-X-Name-First: Wendy A. 
Author-X-Name-Last: Stock 
Author-Name: Kevin Ward 
Author-X-Name-First: Kevin 
Author-X-Name-Last: Ward 
Author-Name: Justin Folsom 
Author-X-Name-First: Justin 
Author-X-Name-Last: Folsom 
Author-Name: Teresa Borrenpohl 
Author-X-Name-First: Teresa 
Author-X-Name-Last: Borrenpohl 
Author-Name: Sophie Mumford 
Author-X-Name-First: Sophie 
Author-X-Name-Last: Mumford 
Author-Name: Zach Pershin 
Author-X-Name-First: Zach 
Author-X-Name-Last: Pershin 
Author-Name: Danielle Carriere 
Author-X-Name-First: Danielle 
Author-X-Name-Last: Carriere 
Author-Name: Heather Smart 
Author-X-Name-First: Heather 
Author-X-Name-Last: Smart 
Title: Cheap and Effective: The Impact of Student-Led Recitation Classes on Learning Outcomes in Introductory Economics 
Abstract:
  The authors examine the impacts of enrollment in a voluntary one-credit
 recitation class for ECON 101 students, focusing on course grades, course
 retention, and outcomes in later economics courses. The recitation classes
 were taught by undergraduate peer leaders with experience in upper-level
 microeconomics. Instead of being paid, the peer leaders enrolled in a
 three-credit course focused on examining research on economics pedagogy.
 After controlling for students&#x2019; academic, demographic, and
 work-related characteristics, the authors&#x2019; estimates indicate that
 recitation class students earned higher final grades than their ECON 101
 counterparts. Additionally, although they were weaker students based on
 their ACT scores, those who enrolled in the recitation class were no more
 likely to drop ECON 101 than their counterparts who did not enroll in the
 recitation class. 
Journal: The Journal of Economic Education 
Pages: 1-16 
Issue: 1 
Volume: 44 
Year: 2013 
Month: 3 
X-DOI: 10.1080/00220485.2013.740368 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.740368 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:1:p:1-16




Template-Type: ReDIF-Article 1.0
Author-Name: Muhammad M. Islam 
Author-X-Name-First: Muhammad M. 
Author-X-Name-Last: Islam 
Author-Name: Faridul Islam 
Author-X-Name-First: Faridul 
Author-X-Name-Last: Islam 
Title: Economic Education and Student Performance in the Business Discipline: Implications for Curriculum Planning 
Abstract:
  The authors conducted an empirical examination of the relationship
 between extra-normal ability (inability) in principles of economics
 courses and student performance in the various areas of the business
 discipline such as finance, marketing, management, and accounting.
 Extra-normal ability is defined as the part of an economics grade that
 cannot be explained by a student's general academic ability. The authors
 found the relationships to be disparate. Performances in finance and
 management were found to be related to extra-normal ability in both micro-
 and macroeconomic principles; for marketing, performance was found to be
 related only to microeconomics, and it was found to be unrelated in
 accounting and economics principles. The authors argue that effective
 curriculum designs should involve variation of economics emphasis across
 the different business concentrations. 
Journal: The Journal of Economic Education 
Pages: 17-31 
Issue: 1 
Volume: 44 
Year: 2013 
Month: 3 
X-DOI: 10.1080/00220485.2013.740377 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.740377 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:1:p:17-31




Template-Type: ReDIF-Article 1.0
Author-Name: Joaqu&#xED;n Artés 
Author-X-Name-First: Joaqu&#xED;n 
Author-X-Name-Last: Artés 
Author-Name: Marta Rahona 
Author-X-Name-First: Marta 
Author-X-Name-Last: Rahona 
Title: Experimental Evidence on the Effect of Grading Incentives on Student Learning in Spain 
Abstract:
  In this article, the authors aim to identify the causal effect of the use
 of graded problem sets on academic performance of Spanish students. The
 identification strategy relies on an experiment in which the authors
 exploit variation arising from observing the performance of nearly 300
 students taking the same class during the same semester and with the same
 instructors. Academic performance is measured through a multiple choice
 final exam in which some questions are related to graded problem sets and
 others are related to non-graded problem sets given through the semester.
 After accounting for potential biases and selection concerns, the results
 show that graded problem sets increase test scores by eight percentage
 points, or close to a letter grade. 
Journal: The Journal of Economic Education 
Pages: 32-46 
Issue: 1 
Volume: 44 
Year: 2013 
Month: 3 
X-DOI: 10.1080/00220485.2013.740387 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.740387 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:1:p:32-46




Template-Type: ReDIF-Article 1.0
Author-Name: Carl T. Bergstrom 
Author-X-Name-First: Carl T. 
Author-X-Name-Last: Bergstrom 
Author-Name: Theodore C. Bergstrom 
Author-X-Name-First: Theodore C. 
Author-X-Name-Last: Bergstrom 
Author-Name: Rodney J. Garratt 
Author-X-Name-First: Rodney J. 
Author-X-Name-Last: Garratt 
Title: Choosing Partners: A Classroom Experiment 
Abstract:
  The authors describe a classroom experiment designed to present the idea
 of two-sided matching, the concept of a stable assignment, and the
 Gale-Shapley deferred-acceptance mechanism. Participants need no prior
 training in economics or game theory, but the exercise will also interest
 trained economists and game theorists. 
Journal: The Journal of Economic Education 
Pages: 47-57 
Issue: 1 
Volume: 44 
Year: 2013 
Month: 3 
X-DOI: 10.1080/00220485.2013.740391 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.740391 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:1:p:47-57




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Norman 
Author-X-Name-First: Stephen 
Author-X-Name-Last: Norman 
Author-Name: Jonathan Schlaudraff 
Author-X-Name-First: Jonathan 
Author-X-Name-Last: Schlaudraff 
Author-Name: Karianne White 
Author-X-Name-First: Karianne 
Author-X-Name-Last: White 
Author-Name: Douglas Wills 
Author-X-Name-First: Douglas 
Author-X-Name-Last: Wills 
Title: Deriving the Dividend Discount Model in the Intermediate Microeconomics Class 
Abstract:
  In this article, the authors show that the dividend discount model can be
 derived using the basic intertemporal consumption model that is introduced
 in a typical intermediate microeconomics course. This result will be of
 use to instructors who teach microeconomics to finance students in that it
 demonstrates the value of utility maximization in obtaining one of the
 first stock valuation models used in basic finance. 
Journal: The Journal of Economic Education 
Pages: 58-63 
Issue: 1 
Volume: 44 
Year: 2013 
Month: 3 
X-DOI: 10.1080/00220485.2013.740397 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.740397 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:1:p:58-63




Template-Type: ReDIF-Article 1.0
Author-Name: Robert Van Horn 
Author-X-Name-First: Robert 
Author-X-Name-Last: Van Horn 
Author-Name: Monica Van Horn 
Author-X-Name-First: Monica 
Author-X-Name-Last: Van Horn 
Title: What Would Adam Smith Have on His iPod? Uses of Music in Teaching the History of Economic Thought 
Abstract:
  In this article, the authors examine two ways that they use music (i.e.,
 popular song lyrics) as an active learning technique in an undergraduate
 history of economic thought course. First, they use music to help students
 grasp the ideas of the great thinkers in economics and see their relevance
 today. Second, because they require students to read original texts and
 write thesis-driven essays, they use music to teach essential skills
 related to such assignments. While the article focuses on how they use
 music as a pedagogical device to teach the history of economic thought,
 the use of music to teach essential skills could be applied to any
 economics course in which students engage in higher-level reading and
 writing. 
Journal: The Journal of Economic Education 
Pages: 64-73 
Issue: 1 
Volume: 44 
Year: 2013 
Month: 3 
X-DOI: 10.1080/00220485.2013.744619 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.744619 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:1:p:64-73




Template-Type: ReDIF-Article 1.0
Author-Name: Pedro de Araujo 
Author-X-Name-First: Pedro 
Author-X-Name-Last: de Araujo 
Author-Name: Roisin O&#x2019;Sullivan 
Author-X-Name-First: Roisin 
Author-X-Name-Last: O&#x2019;Sullivan 
Author-Name: Nicole B. Simpson 
Author-X-Name-First: Nicole B. 
Author-X-Name-Last: Simpson 
Title: What Should be Taught in Intermediate Macroeconomics? 
Abstract:
  A lack of consensus remains on what should form the theoretical core of
 the undergraduate intermediate macroeconomic course. In determining how to
 deal with the Keynesian/classical divide, instructors must decide whether
 to follow the modern approach of building macroeconomic relationships from
 micro foundations, or to use the traditional approach based on aggregate
 models of the macroeconomy. In this article, the authors discuss the
 advantages and shortcomings of each approach in the context of course
 objectives. Because there is significant heterogeneity in textbook
 coverage, the authors summarize some of the approaches taken in current
 intermediate-level textbooks, which should serve as a useful starting
 point for new instructors. The authors also discuss how each approach can
 be extended to analyze the recent recession in the United States. 
Journal: The Journal of Economic Education 
Pages: 74-90 
Issue: 1 
Volume: 44 
Year: 2013 
Month: 3 
X-DOI: 10.1080/00220485.2013.740399 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.740399 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:1:p:74-90




Template-Type: ReDIF-Article 1.0
Author-Name: Oliver Nikutowski 
Author-X-Name-First: Oliver 
Author-X-Name-Last: Nikutowski 
Author-Name: Viktor Leis 
Author-X-Name-First: Viktor 
Author-X-Name-Last: Leis 
Author-Name: Robert K. Frhr. von Weizs&#xE4;cker 
Author-X-Name-First: Robert K. Frhr. 
Author-X-Name-Last: von Weizs&#xE4;cker 
Title: Cubic Cost Functions and Major Market Structures 
Journal: The Journal of Economic Education 
Pages: 91-91 
Issue: 1 
Volume: 44 
Year: 2013 
Month: 3 
X-DOI: 10.1080/00220485.2013.744630 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.744630 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:1:p:91-91




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew Grodner 
Author-X-Name-First: Andrew 
Author-X-Name-Last: Grodner 
Author-Name: Nicholas G. Rupp 
Author-X-Name-First: Nicholas G. 
Author-X-Name-Last: Rupp 
Title: The Role of Homework in Student Learning Outcomes: Evidence from a Field Experiment 
Abstract:
  In this article, the authors describe a field experiment in the classroom
 where principles of micro- economics students are randomly assigned into
 homework-required and not-required groups. The authors find that homework
 plays an important role in student learning, especially so for students
 who initially perform poorly in the course. Students in the
 homework-required group have higher retention rates, higher test scores (5
 to 6 percent), more good grades (Bs), and lower failure rates. The authors
 also study the relationship between endogenous homework submission and
 test performance using instrumental variable estimation and find that
 homework submission has a large positive effect on test performance. 
Journal: The Journal of Economic Education 
Pages: 93-109 
Issue: 2 
Volume: 44 
Year: 2013 
Month: 6 
X-DOI: 10.1080/00220485.2013.770334 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.770334 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:2:p:93-109




Template-Type: ReDIF-Article 1.0
Author-Name: Carlos J. Asarta 
Author-X-Name-First: Carlos J. 
Author-X-Name-Last: Asarta 
Author-Name: Scott M. Fuess 
Author-X-Name-First: Scott M. 
Author-X-Name-Last: Fuess 
Author-Name: Andrew Perumal 
Author-X-Name-First: Andrew 
Author-X-Name-Last: Perumal 
Title: How do Transfer Students Perform in Economics? Evidence from Intermediate Macroeconomics 
Abstract:
  For students taking intermediate-level economics, does it matter where
 they studied principles of economics? Does transferring college credit
 influence subsequent academic performance in economics? With a sample
 covering 1999--2008, the authors analyze in this article a group of nearly
 1,000 students taking intermediate macroeconomics at a prominent state
 university. Despite seemingly impressive-looking grades from the
 principles of macroeconomics course, community college transfer students
 significantly underperformed their peers in the intermediate
 macroeconomics course, unlike transfer students from four-year
 institutions. Moreover, students who transferred other course work from
 community college (that is, other than the principles course) were
 relatively less likely to succeed in intermediate macroeconomics. 
Journal: The Journal of Economic Education 
Pages: 110-128 
Issue: 2 
Volume: 44 
Year: 2013 
Month: 6 
X-DOI: 10.1080/00220485.2013.770336 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.770336 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:2:p:110-128




Template-Type: ReDIF-Article 1.0
Author-Name: Victor J. Valcarcel 
Author-X-Name-First: Victor J. 
Author-X-Name-Last: Valcarcel 
Title: Instituting a Monetary Economy in a Semester-Long Macroeconomics Course 
Abstract:
  The author provides a general model to incentivize student involvement in
 an economics course on an ongoing basis. Rather than presenting students
 with a discrete number of diverse experiments to illustrate different
 economic concepts, he opts for the adoption of a single experiment that
 lives for the duration of the semester. This approach provides the
 flexibility to illustrate a substantial number of concepts while forgoing
 some of the more in-depth analysis typically afforded by more traditional
 one-day experiments. By instituting an experimental unit of currency that
 takes on value throughout the semester, many concepts related, but not
 exclusive, to income, redistribution, intertemporal substitution, and
 banking can be reinforced with minimal loss of lecture time due to setup
 and rule exposition. 
Journal: The Journal of Economic Education 
Pages: 129-141 
Issue: 2 
Volume: 44 
Year: 2013 
Month: 6 
X-DOI: 10.1080/00220485.2013.770337 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.770337 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:2:p:129-141




Template-Type: ReDIF-Article 1.0
Author-Name: Gareth P. Green 
Author-X-Name-First: Gareth P. 
Author-X-Name-Last: Green 
Author-Name: John C. Bean 
Author-X-Name-First: John C. 
Author-X-Name-Last: Bean 
Author-Name: Dean J. Peterson 
Author-X-Name-First: Dean J. 
Author-X-Name-Last: Peterson 
Title: Deep Learning in Intermediate Microeconomics: Using Scaffolding Assignments to Teach Theory and Promote Transfer 
Abstract:
  Intermediate microeconomics is typically viewed as a theory and tools
 course that relies on algorithmic problems to help students learn and
 apply economic theory. However, the authors&#x2019; assessment research
 suggests that algorithmic problems by themselves do not encourage students
 to think about where the theory comes from, why the theory is relevant, or
 under what conditions different theories and tools should be applied. In
 this article, the authors draw upon current learning theory to develop a
 sequence of scaffolding assignments that move students from
 well-structured algorithmic problems to ill-structured applied problems
 which encourage more elaborate and robust processing of course concepts.
 Their assessment data suggest that these assignments promote deep learning
 of economic theory as well as enhanced ability to transfer learning to
 later courses. 
Journal: The Journal of Economic Education 
Pages: 142-157 
Issue: 2 
Volume: 44 
Year: 2013 
Month: 6 
X-DOI: 10.1080/00220485.2013.770338 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.770338 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:2:p:142-157




Template-Type: ReDIF-Article 1.0
Author-Name: Prakarsh Singh 
Author-X-Name-First: Prakarsh 
Author-X-Name-Last: Singh 
Author-Name: Alexa Russo 
Author-X-Name-First: Alexa 
Author-X-Name-Last: Russo 
Title: A Dream Experiment in Development Economics 
Abstract:
  In this article, the authors discuss a unique project carried out by 13
 teams of four students each in the undergraduate Development Economics
 class during the 2012 spring semester at a private liberal arts college.
 The goal of the &#x201C;Dream Experiment&#x201D; was to think of an idea
 that promotes development, employs concepts from development economics,
 uses a real-world situation from a developing country, and has
 implications for policy if the experiment goes ahead. The authors present
 details of the project's modus operandi, provide a case study as an
 example, and highlight lessons for economics pedagogy. 
Journal: The Journal of Economic Education 
Pages: 158-168 
Issue: 2 
Volume: 44 
Year: 2013 
Month: 6 
X-DOI: 10.1080/00220485.2013.770343 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.770343 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:2:p:158-168




Template-Type: ReDIF-Article 1.0
Author-Name: Daron Acemoglu 
Author-X-Name-First: Daron 
Author-X-Name-Last: Acemoglu 
Title: Economic Growth and Development in the Undergraduate Curriculum 
Abstract:
  A central theme of this article is that economics instructors should
 spend more time teaching about economic growth and development at the
 undergraduate level because the topic is of interest to students, is less
 abstract than other macroeconomic topics, and is the focus of exciting
 research in economics. Facts and data can be presented to describe the
 economic growth problem facing nations, both rich and poor. Instructors
 can then use key elements of the Solow growth model and discuss the
 importance of technology to explain economic growth to students. Recent
 research in economics can be used in the classroom to discuss the reasons
 why some countries are rich and others are poor. 
Journal: The Journal of Economic Education 
Pages: 169-177 
Issue: 2 
Volume: 44 
Year: 2013 
Month: 6 
X-DOI: 10.1080/00220485.2013.770344 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.770344 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:2:p:169-177




Template-Type: ReDIF-Article 1.0
Author-Name: Sarah Tinkler 
Author-X-Name-First: Sarah 
Author-X-Name-Last: Tinkler 
Author-Name: James Woods 
Author-X-Name-First: James 
Author-X-Name-Last: Woods 
Title: The Readability of Principles of Macroeconomics Textbooks 
Abstract:
  The authors evaluated principles of macroeconomics textbooks for
 readability using Coh-Metrix, a computational linguistics tool.
 Additionally, they conducted an experiment on Amazon's Mechanical Turk Web
 site in which participants ranked the readability of text samples. There
 was a wide range of scores on readability indexes both among textbooks and
 within textbooks. Results from the Mechanical Turk experiment revealed
 that the Flesch Reading Ease Index does not predict which samples readers
 will prefer, but readers do prefer samples that are thematically similar,
 as identified by Latent Semantic Analysis. There were differences in the
 responses of native and non-native-but-proficient English speakers to the
 text samples, suggesting that the intended audience is an important
 determinant of readability. 
Journal: The Journal of Economic Education 
Pages: 178-191 
Issue: 2 
Volume: 44 
Year: 2013 
Month: 6 
X-DOI: 10.1080/00220485.2013.770345 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.770345 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:2:p:178-191




Template-Type: ReDIF-Article 1.0
Author-Name: Ariel Rubinstein 
Author-X-Name-First: Ariel 
Author-X-Name-Last: Rubinstein 
Title: 10 Q&A: Experienced Advice for &#x201C;Lost&#x201D; Graduate Students in Economics 
Abstract:
		Editor's Note: Oftentimes economic theorists have 
insightful things to say about methodology and policy as they relate 
to teaching, but those insights are often lost to more pedagogically-focused
 professors who do not follow theoretical developments. This section 
is the first in a series of occasional pieces by economic theorists 
and researchers that the editors believe may be of general interest. 
These informal comments are those of Ariel Rubinstein delivered at a
 Wine and Cheese party at NYU, October 28, 2011, and were expanded on
 by the author at the invitation of the editors (revised January 2013). 
Readers who find Rubinstein's comments interesting are encouraged to go 
to his Web site, http://arielrubinstein.tau.ac.il, and to look at his 
new book, Economic Fables, which raises a number of issues directly 
related to teaching. Readers with suggestions for additional pieces for 
this series are encouraged to e-mail: Colander@Middlebury.edu.
Journal: The Journal of Economic Education 
Pages: 193-196 
Issue: 3 
Volume: 44 
Year: 2013 
Month: 9 
X-DOI: 10.1080/00220485.2013.795448 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.795448 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:3:p:193-196




Template-Type: ReDIF-Article 1.0
Author-Name: Poul Th&#xF8;is Madsen 
Author-X-Name-First: Poul Th&#xF8;is 
Author-X-Name-Last: Madsen 
Title: The Financial Crisis and Principles of Economics Textbooks 
Abstract:
	      How have authors of widely used U.S. introductory economics
 textbooks responded to the traumatizing financial crisis? The answer
 interests textbook authors as well as the users. An encompassing
 quantitative and qualitative text analysis that applies new methods
 demonstrates that in general, the financial crisis is described in a few
 sporadically added lines or is dealt with in boxes, separate sections, or
 specific isolated chapters. This is no great surprise, as it would be a
 monumental task to change textbooks significantly in the short run. Yet
 the analysis also indicates small, innovative changes already being made
 that could inspire future editions. Against this background, the author
 discusses how any introductory textbook could integrate the financial
 crisis more adequately into the general presentation, thereby enhancing
 students&#x2019; interest.	     
Journal: The Journal of Economic Education 
Pages: 197-216 
Issue: 3 
Volume: 44 
Year: 2013 
Month: 9 
X-DOI: 10.1080/00220485.2013.795450 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.795450 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:3:p:197-216




Template-Type: ReDIF-Article 1.0
Author-Name: AJ Allen Bostian 
Author-X-Name-First: AJ Allen 
Author-X-Name-Last: Bostian 
Author-Name: Charles A. Holt 
Author-X-Name-First: Charles A. 
Author-X-Name-Last: Holt 
Title: Veconlab Classroom Clicker Games: The Wisdom of Crowds and the Winner's Curse 
Abstract:
	      The authors present a classroom &#x201C;clicker&#x201D;
 exercise in which students are asked to guess the number of items in a
 clear container before bidding on a money prize worth a penny for each
 item. Even if the distribution of guesses is unbiased, the highest bidder
 is likely to have overestimated the true number and ended up with a loss.
 Because winning becomes an increasingly rare and informative event as the
 number of bidders increases, the exercise generates a dramatic
 &#x201C;winner's curse&#x201D; in large classes where clicker systems are
 commonly used. Initial guesses about the number of items tend to suffer
 from perception bias, and this partial failure of the &#x201C;wisdom of
 the crowds&#x201D; can make bids even less rational.	       
Journal: The Journal of Economic Education 
Pages: 217-229 
Issue: 3 
Volume: 44 
Year: 2013 
Month: 9 
X-DOI: 10.1080/00220485.2013.795452 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.795452 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:3:p:217-229




Template-Type: ReDIF-Article 1.0
Author-Name: Mike Aguilar 
Author-X-Name-First: Mike 
Author-X-Name-Last: Aguilar 
Author-Name: Daniel Soques 
Author-X-Name-First: Daniel 
Author-X-Name-Last: Soques 
Title: MacroJournal&#x2014;Turning Students into Practitioners 
Abstract:
	      Incorporating currents events into an economics curriculum is
 a goal of many dedicated instructors. The benefits of doing so are
 obvious. Unfortunately, the costs associated with implementation are
 nontrivial. In the following, the authors introduce an experiential
 writing assignment, called the MacroJournal, which streamlines the process
 of incorporating current events into a macroeconomics course. The costs
 for the instructor are mitigated by a repeated structure of questioning
 and a well-defined grading rubric. By completing the assignment, students
 have an opportunity to become practitioners and link current events to
 classroom theory.	    
Journal: The Journal of Economic Education 
Pages: 230-237 
Issue: 3 
Volume: 44 
Year: 2013 
Month: 9 
X-DOI: 10.1080/00220485.2013.795453 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.795453 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:3:p:230-237




Template-Type: ReDIF-Article 1.0
Author-Name: Amanda L. Griffith 
Author-X-Name-First: Amanda L. 
Author-X-Name-Last: Griffith 
Author-Name: Todd A. McFall 
Author-X-Name-First: Todd A. 
Author-X-Name-Last: McFall 
Title: Using PGA Tour Results to Illustrate the Effects of Selection Bias 
Abstract:
	      This lesson is designed to give students in a wide variety of
 undergraduate classes the opportunity to identify the problems inherent in
 analyzing imperfect data. Students are asked to analyze data, which the
 authors provide, from the Professional Golfers&#x2019; Association Tour to
 ponder the link between golfers&#x2019; skills in different facets of the
 game and their relative performances in certain tournaments. Selection
 issues are inherent in the data because of Tour policies regarding
 golfers&#x2019; tournament entry decisions. By the end of the lesson,
 students should better understand the importance of gaining institutional
 knowledge to improve the results of a study. Students are asked to
 mitigate the selection bias with the Heckman two-step procedure, a tool
 used in studies of labor, insurance, and education markets.	      
Journal: The Journal of Economic Education 
Pages: 238-248 
Issue: 3 
Volume: 44 
Year: 2013 
Month: 9 
X-DOI: 10.1080/00220485.2013.795456 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.795456 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:3:p:238-248




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen D. Casler 
Author-X-Name-First: Stephen D. 
Author-X-Name-Last: Casler 
Title: Cost Minimization and Elasticity Estimation: A Two-Input, Two-Time Period Analysis 
Abstract:
	      Given data on input price changes and the resulting changes
 in optimal input use, a means of estimating numerical elasticity values
 for the two-input, two-time period case is presented in this article. The
 estimation procedure stems directly from the model of cost minimization
 subject to producing a given level of output. By showing the direct link
 from the world of theory to that of measurement, the author provides an
 interesting framework to illustrate the cost-minimization model's
 implications beyond the study of first- and second-order conditions. In
 developing estimation equations, opportunities arise for presenting and
 reviewing key economic concepts and mathematical techniques. The
 connection of the theoretical model with a numerical application helps
 students better appreciate the relevance of theory in finding quantitative
 answers to economic problems.		
Journal: The Journal of Economic Education 
Pages: 249-267 
Issue: 3 
Volume: 44 
Year: 2013 
Month: 9 
X-DOI: 10.1080/00220485.2013.795459 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.795459 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:3:p:249-267




Template-Type: ReDIF-Article 1.0
Author-Name: Christopher C. Klein 
Author-X-Name-First: Christopher C. 
Author-X-Name-Last: Klein 
Title: Econometrics as a Capstone Course in Economics 
Abstract:
	      The author describes an econometrics capstone course design
 at a large public university that offers economics degrees in both
 business (BBA) and liberal arts (BS). The goal of the capstone is to
 provide a research experience similar to those in the honors college but
 on the smaller scale of a one-semester course. The revisions for
 converting an existing course to a capstone, the student activities
 adopted, and sample outcomes are addressed. The hurdles overcome within
 the respective colleges in order to create a capstone course are
 discussed. Summaries of several student projects as well as publication of
 faculty-mentored student research papers illustrate the viability of
 econometrics as a capstone course for institutions unable to establish a
 stand-alone research course for that purpose.		
Journal: The Journal of Economic Education 
Pages: 268-276 
Issue: 3 
Volume: 44 
Year: 2013 
Month: 9 
X-DOI: 10.1080/00220485.2013.795460 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.795460 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:3:p:268-276




Template-Type: ReDIF-Article 1.0
Author-Name: Robert S. Goldfarb 
Author-X-Name-First: Robert S. 
Author-X-Name-Last: Goldfarb 
Title: Shortage, Shortage, Who's Got the Shortage? 
Abstract:
	      Shortages, while rare, do appear in the United States. Under
 what circumstances might this happen? Which alleged shortages are
 &#x201C;true&#x201D; economic shortages? When do true shortages emerge in
 a market economy? What does this tell us about how market economies work?
 Six types or categories of &#x201C;true&#x201D; economic shortages and one
 category of alleged shortages are identified in this article. Examples
 include shortages of Christmas toys, flu vaccines, nurses, concert and
 sporting event tickets, airline seats, parking spaces, and blood supply.
 Do a few fundamental underlying causes link the six categories? Questions
 for class discussion are included throughout.		
Journal: The Journal of Economic Education 
Pages: 277-297 
Issue: 3 
Volume: 44 
Year: 2013 
Month: 9 
X-DOI: 10.1080/00220485.2013.795461 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.795461 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:3:p:277-297




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Author-Name: Ken Rebeck 
Author-X-Name-First: Ken 
Author-X-Name-Last: Rebeck 
Author-Name: Roger B. Butters 
Author-X-Name-First: Roger B. 
Author-X-Name-Last: Butters 
Title: The Test of Economic Literacy: Development and Results 
Abstract:
	      In this study, the authors report on the revision of the
 <italic>Test of Economic Literacy</italic> for the fourth edition. The
 <italic>Test of Economic Literacy</italic> is a nationally-normed and
 standardized measure of the economic understanding of U.S. high school
 students. The economic content of the test is based on the
 <italic>Voluntary National Content Standards in Economics</italic>, which
 is used to establish the content validity for the test. The revision
 process is described and evidence on the test reliability and construct
 validity is presented from the test score analysis. The <italic>Test of
 Economic Literacy</italic> has a long and successful history of use by
 educators and researchers interested in economic education in high
 schools. The new edition should provide an improved instrument to continue
 that testing and research work.	  
Journal: The Journal of Economic Education 
Pages: 298-309 
Issue: 3 
Volume: 44 
Year: 2013 
Month: 9 
X-DOI: 10.1080/00220485.2013.795462 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.795462 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:3:p:298-309




Template-Type: ReDIF-Article 1.0
Author-Name: Benjamin M. Friedman 
Author-X-Name-First: Benjamin M. 
Author-X-Name-Last: Friedman 
Title: The Simple Analytics of Monetary Policy: A Post-Crisis Approach 
Abstract:
	      The standard workhorse models of monetary policy now commonly
 in use, both for teaching macro- economics to students and for supporting
 policymaking within many central banks, are incapable of incorporating the
 most widely accepted accounts of how the 2007--9 financial crisis occurred
 and are incapable too of analyzing the actions that monetary policymakers
 took in response to it. They also offer no point of entry for the frontier
 research that many economists have subsequently undertaken, especially
 research revolving around frictions in financial intermediation. The
 author suggests a simple model that bridges this gap by distinguishing the
 interest rate that the central bank sets from the interest rate that
 matters for the spending decisions of households and firms. One version of
 this model adds to the canonical "new Keynesian" model a fourth equation
 representing the spread between these two interest rates. An alternate
 version replaces this reduced-form expression for the spread with explicit
 supply and demand equations for privately issued credit obligations. The
 discussion illustrates the use of both versions of the model for analyzing
 the kind of breakdown in financial intermediation that triggered the
 2007--9 crisis as well as "unconventional" central bank actions like
 large-scale asset purchases and forward guidance on the policy interest
 rate.		
Journal: The Journal of Economic Education 
Pages: 311-328 
Issue: 4 
Volume: 44 
Year: 2013 
Month: 10 
X-DOI: 10.1080/00220485.2013.825109 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.825109 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:4:p:311-328




Template-Type: ReDIF-Article 1.0
Author-Name: Mark Gertler 
Author-X-Name-First: Mark 
Author-X-Name-Last: Gertler 
Title: Monetary Policy After August 2007 
Abstract:
	      In this article, the author describes conceptually how to
 think about the dramatic changes in monetary policy since the sub-prime
 crisis of August 2007. He also discusses how to incorporate these changes
 and related economic concepts in the teaching of an undergraduate class in
 macroeconomics. A distinction is made between conventional and
 unconventional monetary policy, both conceptually and in practice, but
 most of the focus is on unconventional monetary policy and how it can be
 integrated within a standard macroeconomic framework. Some attention is
 also given to the relevance of the liquidity trap and forward guidance in
 monetary policy.	   
Journal: The Journal of Economic Education 
Pages: 329-338 
Issue: 4 
Volume: 44 
Year: 2013 
Month: 10 
X-DOI: 10.1080/00220485.2013.825110 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.825110 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:4:p:329-338




Template-Type: ReDIF-Article 1.0
Author-Name: Derek Neal 
Author-X-Name-First: Derek 
Author-X-Name-Last: Neal 
Title: The Consequences of Using one Assessment System to Pursue two Objectives 
Abstract:
	      Education officials often use one assessment system both to
 create measures of student achievement and to create performance metrics
 for educators. However, modern standardized testing systems are not
 designed to produce performance metrics for teachers or principals. They
 are designed to produce reliable measures of individual student
 achievement in a low-stakes testing environment. The design features that
 promote reliable measurement provide opportunities for teachers to
 profitably coach students on test-taking skills, and educators typically
 exploit these opportunities whenever modern assessments are used in
 high-stakes settings as vehicles for gathering information about their
 performance. Because these coaching responses often contaminate measures
 of both student achievement and educator performance, it is likely
 possible to acquire more accurate measures of both student achievement and
 education performance by developing separate assessment systems that are
 designed specifically for each measurement task.	   
Journal: The Journal of Economic Education 
Pages: 339-352 
Issue: 4 
Volume: 44 
Year: 2013 
Month: 10 
X-DOI: 10.1080/00220485.2013.825112 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.825112 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:4:p:339-352




Template-Type: ReDIF-Article 1.0
Author-Name: Srikanth Ramamurthy 
Author-X-Name-First: Srikanth 
Author-X-Name-Last: Ramamurthy 
Author-Name: Norman Sedgley 
Author-X-Name-First: Norman 
Author-X-Name-Last: Sedgley 
Title: Exploring Fiscal Policy at Zero Interest Rates in Intermediate Macroeconomics 
Abstract:
	      Since the financial meltdown of 2007, advanced macroeconomic
 theory has delved more deeply into the question of the appropriate fiscal
 policy when the nominal interest rate is close to or at zero percent. Such
 analysis is typically conducted with the aid of New Keynesian Dynamic
 Stochastic General Equilibrium models. The policy implications are, in
 some cases, surprising. Multipliers can change by large magnitudes, and
 the signs of some tax multipliers are reversed. The authors show how these
 results can be clearly presented to an intermediate undergraduate audience
 within the standard IS-MP and AD-AS framework of Jones (2011). 	 
Journal: The Journal of Economic Education 
Pages: 353-363 
Issue: 4 
Volume: 44 
Year: 2013 
Month: 10 
X-DOI: 10.1080/00220485.2013.825113 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.825113 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:4:p:353-363




Template-Type: ReDIF-Article 1.0
Author-Name: Raymond J. MacDermott 
Author-X-Name-First: Raymond J. 
Author-X-Name-Last: MacDermott 
Title: The Impact of Assessment Policy on Learning: Replacement Exams or Grade Dropping 
Abstract:
	      Instructors often debate the merits of alternate grading
 policies such as dropping the lowest exam or offering an additional exam
 to replace the lowest score. To date, there has been little research
 conducted on the impact of these policies on performance. In this study,
 the author investigates student performance in intermediate macroeconomics
 over three semesters at a small Eastern college. In each semester, a
 different assessment policy was applied: Count all three in-term exams;
 drop the lowest of three exams; offer an additional exam to replace the
 lowest in-term exam score. Contrary to previous research and conventional
 wisdom, the author finds that allowing students to drop their lowest grade
 improved performance on a cumulative final exam, while offering a
 replacement test had no significant effects.	       
Journal: The Journal of Economic Education 
Pages: 364-371 
Issue: 4 
Volume: 44 
Year: 2013 
Month: 10 
X-DOI: 10.1080/00220485.2013.825114 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.825114 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:4:p:364-371




Template-Type: ReDIF-Article 1.0
Author-Name: Sarah Pearlman 
Author-X-Name-First: Sarah 
Author-X-Name-Last: Pearlman 
Author-Name: Robert P. Rebelein 
Author-X-Name-First: Robert P. 
Author-X-Name-Last: Rebelein 
Title: A Goldsmith Exercise for Learning Money Creation 
Abstract:
	      In this article, the authors outline a classroom exercise
 involving goldsmiths designed to improve undergraduate students'
 understanding of how banks create money. This concept is important to
 macroeconomics and money and banking courses, yet students frequently
 struggle with it, largely due to the nonphysical nature of deposits and
 reserves. In contrast, gold-based banking systems tend to be more
 intuitive because of the physical nature of gold. By simulating
 interactions among a goldsmith, a depositor, a merchant, and a borrower in
 a gold-based system, students gain a deeper understanding of reserves and
 money creation. In particular, the exercise illuminates the intricate link
 between lending and the creation of new money, and highlights the
 importance of fractional reserve banking and reserve deposits. 	 
Journal: The Journal of Economic Education 
Pages: 372-388 
Issue: 4 
Volume: 44 
Year: 2013 
Month: 10 
X-DOI: 10.1080/00220485.2013.825117 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.825117 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:4:p:372-388




Template-Type: ReDIF-Article 1.0
Author-Name: KimMarie McGoldrick 
Author-X-Name-First: KimMarie 
Author-X-Name-Last: McGoldrick 
Author-Name: Robert Garnett 
Author-X-Name-First: Robert 
Author-X-Name-Last: Garnett 
Title: Big Think: A Model for Critical Inquiry in Economics Courses 
Abstract:
	      Economic educators often profess the goal of teaching our
 students to "think like economists." Since Siegfried and colleagues (1991)
 coined this phrase, its meaning has been interpreted as a focus on
 analytical concepts and methods of economics as opposed to the broader
 goal of preparing students for independent, critical thought in the
 complex world beyond college. Colander and McGoldrick (2009b) argued that
 students are more likely to achieve both of these objectives when the
 learning process includes open-ended questions that encourage them to move
 beyond algorithmic application of textbook principles. In this article,
 the authors operationalize this "big think" approach through an
 instructional module on differential tuition pricing, the development of
 which was enhanced by careful attention to contemporary learning theory.   
Journal: The Journal of Economic Education 
Pages: 389-398 
Issue: 4 
Volume: 44 
Year: 2013 
Month: 10 
X-DOI: 10.1080/00220485.2013.825118 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.825118 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:4:p:389-398




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in Undergraduate Economics Degrees, 1991--2012 
Abstract:
	      The 2007--10 growth spurt (18 percent over three years) in
 U.S. undergraduate economics degrees came to an abrupt end in 2011 and
 2012. Degrees awarded grew less than one percent over the past two years.  
Journal: The Journal of Economic Education 
Pages: 399-405 
Issue: 4 
Volume: 44 
Year: 2013 
Month: 10 
X-DOI: 10.1080/00220485.2013.825121 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.825121 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:4:p:399-405




Template-Type: ReDIF-Article 1.0
Author-Name: Manfred Gärtner 
Author-X-Name-First: Manfred 
Author-X-Name-Last: Gärtner 
Author-Name: Björn Griesbach 
Author-X-Name-First: Björn 
Author-X-Name-Last: Griesbach 
Author-Name: Florian Jung 
Author-X-Name-First: Florian 
Author-X-Name-Last: Jung 
Title: Teaching Macroeconomics After the Crisis: A Survey Among Undergraduate Instructors in Europe and the United States 
Abstract:
	      The Great Recession raised questions of what and how
 macroeconomists teach at academic institutions around the globe, and what
 changes in the macroeconomics curriculum should be made. The authors
 conducted a survey of undergraduate macroeconomics instructors affiliated
 with colleges and universities in Europe and the United States at the end
 of 2010. The results show that courses feature very much the same lineups
 of models as they did before the crisis. A notable exception concerns
 public debt dynamics, which receives considerably more emphasis. The finer
 fabric of undergraduate macroeconomics teaching, however, shows
 substantial shifts: A host of topics related to financial markets has
 entered the curriculum, and there is more interest in economic history,
 the history of economic thought, and case studies.	     
Journal: The Journal of Economic Education 
Pages: 406-416 
Issue: 4 
Volume: 44 
Year: 2013 
Month: 10 
X-DOI: 10.1080/00220485.2013.827050 
File-URL: http://hdl.handle.net/10.1080/00220485.2013.827050 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:44:y:2013:i:4:p:406-416




Template-Type: ReDIF-Article 1.0
Author-Name: Joyce B. Main 
Author-X-Name-First: Joyce B. 
Author-X-Name-Last: Main 
Author-Name: Ben Ost 
Author-X-Name-First: Ben 
Author-X-Name-Last: Ost 
Title: The Impact of Letter Grades on Student Effort, Course Selection, and Major Choice: A Regression-Discontinuity Analysis 
Abstract:
	      The authors apply a regression-discontinuity design to
 identify the causal impact of letter grades on student effort within a
 course, subsequent credit hours taken, and the probability of majoring in
 economics. Their methodology addresses key issues in identifying the
 causal impact of letter grades: correlation with unobservable factors,
 such as motivation, and direction of causation. They find no evidence that
 letter grades influence undergraduate students' course-taking behavior or
 decision to major in economics. They find that, within a course, the first
 exam letter grade can affect student performance on the second exam.	    
Journal: The Journal of Economic Education 
Pages: 1-10 
Issue: 1 
Volume: 45 
Year: 2014 
Month: 3 
X-DOI: 10.1080/00220485.2014.859953 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.859953 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:1:p:1-10




Template-Type: ReDIF-Article 1.0
Author-Name: Qihui Chen 
Author-X-Name-First: Qihui 
Author-X-Name-Last: Chen 
Author-Name: Tade O. Okediji 
Author-X-Name-First: Tade O. 
Author-X-Name-Last: Okediji 
Title: Incentive Matters!-The Benefit of Reminding Students About Their Academic Standing in Introductory Economics Courses 
Abstract:
	      In this article, the authors illustrate how incentives can
 improve student performance in introductory economics courses. They
 implemented a policy experiment in a large introductory economics class in
 which they reminded students who scored below an announced cutoff score on
 the midterm exam about the risk of failing the course. The authors
 employed a regression-discontinuity method to estimate the causal impact
 of their policy on students' performance on the final exam. The results
 suggest that the policy had a significant impact on students' performance
 on the final exam. In fact, the gain in test scores was sufficient to
 boost a student's overall course grade by one letter grade.	      
Journal: The Journal of Economic Education 
Pages: 11-24 
Issue: 1 
Volume: 45 
Year: 2014 
Month: 3 
X-DOI: 10.1080/00220485.2014.859955 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.859955 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:1:p:11-24




Template-Type: ReDIF-Article 1.0
Author-Name: Ivo J. M. Arnold 
Author-X-Name-First: Ivo J. M. 
Author-X-Name-Last: Arnold 
Author-Name: Wietske Rowaan 
Author-X-Name-First: Wietske 
Author-X-Name-Last: Rowaan 
Title: First-Year Study Success in Economics and Econometrics: The Role of Gender, Motivation, and Math Skills 
Abstract:
	      In this study, the authors investigate the relationships
 among gender, math skills, motivation, and study success in economics and
 econometrics. They find that female students have stronger intrinsic
 motivation, yet lower study confidence than their male counterparts. They
 also find weak evidence for a gender gap over the entire first-year
 curriculum of economics or econometrics. In terms of size and
 significance, their estimates of gender effects rank below the effects of
 preparatory education and motivation.		
Journal: The Journal of Economic Education 
Pages: 25-35 
Issue: 1 
Volume: 45 
Year: 2014 
Month: 3 
X-DOI: 10.1080/00220485.2014.859957 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.859957 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:1:p:25-35




Template-Type: ReDIF-Article 1.0
Author-Name: Sebastien Buttet 
Author-X-Name-First: Sebastien 
Author-X-Name-Last: Buttet 
Author-Name: Udayan Roy 
Author-X-Name-First: Udayan 
Author-X-Name-Last: Roy 
Title: A Simple Treatment of the Liquidity Trap for Intermediate Macroeconomics Courses 
Abstract:
	      Several leading undergraduate intermediate macroeconomics
 textbooks now include a simple reduced-form New Keynesian model of
 short-run dynamics (alongside the IS-LM model). Unfortunately, there is no
 accompanying description of how the zero lower bound on nominal interest
 rates affects the model. In this article, the authors show how the
 aforementioned model can easily be modified to teach undergraduate
 students about the significance of the zero lower bound for economic
 performance and policy. This acquires additional significance because
 economies such as the United States and Japan have been close to the zero
 lower bound since 2008 and 1995, respectively. The authors show that when
 the zero lower bound is introduced, an additional long-run equilibrium
 exists. This equilibrium is unstable and can lead to a deflationary
 spiral.	  
Journal: The Journal of Economic Education 
Pages: 36-55 
Issue: 1 
Volume: 45 
Year: 2014 
Month: 3 
X-DOI: 10.1080/00220485.2014.859959 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.859959 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:1:p:36-55




Template-Type: ReDIF-Article 1.0
Author-Name: Marie Petkus 
Author-X-Name-First: Marie 
Author-X-Name-Last: Petkus 
Author-Name: John J. Perry 
Author-X-Name-First: John J. 
Author-X-Name-Last: Perry 
Author-Name: Bruce K. Johnson 
Author-X-Name-First: Bruce K. 
Author-X-Name-Last: Johnson 
Title: Core Requirements for the Economics Major 
Abstract:
	      In this article, the authors are the first to describe the
 core economics curriculum requirements for economics majors at all
 American colleges and universities, as opposed to a sample of
 institutions. Not surprisingly, principles of economics is nearly
 universally required and implemented as a two-semester course in 85
 percent of economics major programs. Most schools do not prescribe the
 order in which the principles sequence is taken. The intermediate courses
 are commonly required, although variation exists across institution types.
 While the quantitative requirement for the major has increased since 1980,
 significant differences exist among institutions and by academic rankings.
 As compared to 1950, there has been an increase in the number of required
 economics credit hours for the major.		
Journal: The Journal of Economic Education 
Pages: 56-62 
Issue: 1 
Volume: 45 
Year: 2014 
Month: 3 
X-DOI: 10.1080/00220485.2014.859961 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.859961 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:1:p:56-62




Template-Type: ReDIF-Article 1.0
Author-Name: William Bosshardt 
Author-X-Name-First: William 
Author-X-Name-Last: Bosshardt 
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Title: National Standards for Financial Literacy: Rationale and Content 
Abstract:
	      The <italic>National Standards for Financial
 Literacy</italic> describe the knowledge, understanding, and skills that
 are important for students to learn about personal finance. They are
 designed to guide teachers, school administrators, and other educators in
 developing curriculum and educational materials for teaching financial
 literacy. In this article, the authors explain the reasons for the
 development of the <italic>Standards</italic> by the Council for Economic
 Education and the work of economists, economic educators, and teachers to
 prepare them. They describe each of the six content standards and how they
 are supported by associated benchmarks at the fourth, eighth, and twelfth
 grades. The authors also discuss several valuable
 <italic>Standards</italic>' features, including a focus on economic
 content and decision-making skills as the foundation for financial
 literacy.	    
Journal: The Journal of Economic Education 
Pages: 63-70 
Issue: 1 
Volume: 45 
Year: 2014 
Month: 3 
X-DOI: 10.1080/00220485.2014.859963 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.859963 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:1:p:63-70




Template-Type: ReDIF-Article 1.0
Author-Name: Michael Nieswiadomy 
Author-X-Name-First: Michael 
Author-X-Name-Last: Nieswiadomy 
Title: LSAT&#xAE; Scores of Economics Majors: The 2012--13 Class Update 
Abstract:
	      Using 1994--95, 2002--3, and 2008--9 data, the author found
 that economics majors scored well on the LSAT&#xAE; (1998, 2006, 2010).
 These results are often posted on university economics (and other)
 department Web sites. The author, who updates the prior studies using
 current data for law school applicants for the 2012--13 class of students
 entering law school, finds that economics majors continue to perform at or
 near the top of all majors applying for law school. Economics majors
 (LSAT&#xAE; score of 159.1) had the highest score of the 16 largest
 disciplines (those with more than 1,000 students entering law school).
 Economics places second behind math/physics (161.8) in a set of 29
 discipline groupings that contain at least 325 students with similar
 majors.	  
Journal: The Journal of Economic Education 
Pages: 71-74 
Issue: 1 
Volume: 45 
Year: 2014 
Month: 3 
X-DOI: 10.1080/00220485.2014.859964 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.859964 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:1:p:71-74




Template-Type: ReDIF-Article 1.0
Author-Name: Russell Engel 
Author-X-Name-First: Russell 
Author-X-Name-Last: Engel 
Author-Name: Patrick Ryan Murphy 
Author-X-Name-First: Patrick Ryan 
Author-X-Name-Last: Murphy 
Author-Name: Chuck Fisk 
Author-X-Name-First: Chuck 
Author-X-Name-Last: Fisk 
Title: Economics Memes: How to use Memes to Teach and Learn Economics 
Journal: The Journal of Economic Education 
Pages: 75-76 
Issue: 1 
Volume: 45 
Year: 2014 
Month: 3 
X-DOI: 10.1080/00220485.2014.859965 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.859965 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:1:p:75-76




Template-Type: ReDIF-Article 1.0
Author-Name: Mark Reiman 
Author-X-Name-First: Mark 
Author-X-Name-Last: Reiman 
Title: An Interactive Web Site for Teaching the Simple Economics of Easter Island 
Journal: The Journal of Economic Education 
Pages: 77-77 
Issue: 1 
Volume: 45 
Year: 2014 
Month: 3 
X-DOI: 10.1080/00220485.2014.859966 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.859966 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:1:p:77-77




Template-Type: ReDIF-Article 1.0
Author-Name: Nick L. Guo 
Author-X-Name-First: Nick L. 
Author-X-Name-Last: Guo 
Author-Name: John Gilbert 
Author-X-Name-First: John 
Author-X-Name-Last: Gilbert 
Title: Demystifying Financial Markets for Saving and Insurance with Numerical Models 
Journal: The Journal of Economic Education 
Pages: 78-78 
Issue: 1 
Volume: 45 
Year: 2014 
Month: 3 
X-DOI: 10.1080/00220485.2014.859968 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.859968 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:1:p:78-78




Template-Type: ReDIF-Article 1.0
Author-Name: Hema Mistry 
Author-X-Name-First: Hema 
Author-X-Name-Last: Mistry 
Author-Name: Raymond Oppong 
Author-X-Name-First: Raymond 
Author-X-Name-Last: Oppong 
Author-Name: Emma J. Frew 
Author-X-Name-First: Emma J. 
Author-X-Name-Last: Frew 
Title: Health Economics Education (HEE) Web Site: A Tool to Enhance Health Economics Teaching in the United Kingdom 
Journal: The Journal of Economic Education 
Pages: 79-79 
Issue: 1 
Volume: 45 
Year: 2014 
Month: 3 
X-DOI: 10.1080/00220485.2014.859972 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.859972 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:1:p:79-79




Template-Type: ReDIF-Article 1.0
Author-Name: John A. List 
Author-X-Name-First: John A. 
Author-X-Name-Last: List 
Title: Using Field Experiments to Change the Template of How We Teach Economics 
Abstract:
				 In this article, the author explains why
 field experiments can improve what we teach and how we teach economics.
 Economists no longer operate as passive observers of economic phenomena.
 Instead, they participate actively in the research process by collecting
 data from field experiments to investigate the economics of everyday life.
 This change can be shown to students by presenting them with evidence from
 field experiments. Field experiments related to factor markets, behavioral
 economics, and discrimination are presented to explain how this approach
 works across different economic content. The three questions that are
 highlighted are the following: (1) Why do women get paid less than men in
 labor markets? (2) How can we use behavioral economics to motivate
 teachers? (3) What seven words can end third-degree price discrimination?  
Journal: The Journal of Economic Education 
Pages: 81-89 
Issue: 2 
Volume: 45 
Year: 2014 
Month: 6 
X-DOI: 10.1080/00220485.2014.889538 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.889538 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:2:p:81-89




Template-Type: ReDIF-Article 1.0
Author-Name: Ashley Hodgson 
Author-X-Name-First: Ashley 
Author-X-Name-Last: Hodgson 
Title: Adverse Selection in Health Insurance Markets: A Classroom Experiment 
Abstract:
				 Adverse selection as it relates to health
 care policy will be a key economic issue in many upcoming elections. In
 this article, the author lays out a 30-minute classroom experiment
 designed for students to experience the kind of elevated prices and market
 collapse that can result from adverse selection in health insurance
 markets. The students should come away from the experiment understanding
 why adverse selection leads to high prices on good quality insurance and
 why it forces healthy individuals into low quality plans. Additionally,
 the experiment helps students think about the market characteristics that
 make health insurance particularly vulnerable to problems of asymmetric
 information. Finally, the experiment connects the adverse selection
 problem with key features of the 2010 Patient Protection and Affordable
 Care Act.		     
Journal: The Journal of Economic Education 
Pages: 90-100 
Issue: 2 
Volume: 45 
Year: 2014 
Month: 6 
X-DOI: 10.1080/00220485.2014.889931 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.889931 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:2:p:90-100




Template-Type: ReDIF-Article 1.0
Author-Name: Alice Louise Kassens 
Author-X-Name-First: Alice Louise 
Author-X-Name-Last: Kassens 
Title: Tweeting Your Way to Improved #Writing, #Reflection, and #Community 
Abstract:
				 Economics appears to be lagging behind
 other fields in the adoption of Web 2.0 technologies in the classroom.
 Twitter is an online microblogging utility, permitting posts of up to 140
 characters called tweets. The utility is rapidly making its way into
 secondary and post-secondary classrooms as a complement to traditional
 instruction and an active learning tool. In this article, the author
 describes how Twitter was employed as a complement to traditional lecture
 in a small macroeconomics principles course (the instrument is applicable
 to courses at any level). The brevity of the tweets forces students to
 express their thoughts concisely and is believed to develop reflection and
 writing skills while expanding the class community.			  
Journal: The Journal of Economic Education 
Pages: 101-109 
Issue: 2 
Volume: 45 
Year: 2014 
Month: 6 
X-DOI: 10.1080/00220485.2014.889937 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.889937 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:2:p:101-109




Template-Type: ReDIF-Article 1.0
Author-Name: Michael P. Murray 
Author-X-Name-First: Michael P. 
Author-X-Name-Last: Murray 
Title: Teaching About Heterogeneous Response Models 
Abstract:
				 Individuals vary in their responses to
 incentives and opportunities. For example, additional education will
 affect one person differently than another. In recent years,
 econometricians have given increased attention to such heterogeneous
 responses and to the consequences of such responses for interpreting
 regression estimates, especially regression estimates based on
 instrumental variables. In this article, the author offers illustrative
 cases with which to introduce masters-level and advanced undergraduate
 students to the interpretive challenges posed by heterogeneous responses
 in econometric models. 		       
Journal: The Journal of Economic Education 
Pages: 110-120 
Issue: 2 
Volume: 45 
Year: 2014 
Month: 6 
X-DOI: 10.1080/00220485.2014.889961 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.889961 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:2:p:110-120




Template-Type: ReDIF-Article 1.0
Author-Name: Michael E. O'Hara 
Author-X-Name-First: Michael E. 
Author-X-Name-Last: O'Hara 
Title: Pulling Econometrics Students Up by Their Bootstraps 
Abstract:
				 Although the concept of the sampling
 distribution is at the core of much of what we do in econometrics, it is a
 concept that is often difficult for students to grasp. The thought process
 behind bootstrapping provides a way for students to conceptualize the
 sampling distribution in a way that is intuitive and visual. However,
 teaching students to write bootstrapping code on their own would come at
 great expense in terms of instruction time. The author proposes the use of
 instructor-written macros as a balance between these opposing interests,
 and he focuses on the use of the nonparametric "pairwise" bootstrap
 procedure in order to make an intuitive link between bootstrapping and
 sampling from a population (one of the first ideas students meet in
 statistics).			      
Journal: The Journal of Economic Education 
Pages: 121-130 
Issue: 2 
Volume: 45 
Year: 2014 
Month: 6 
X-DOI: 10.1080/00220485.2014.889962 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.889962 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:2:p:121-130




Template-Type: ReDIF-Article 1.0
Author-Name: Dan Fuller 
Author-X-Name-First: Dan 
Author-X-Name-Last: Fuller 
Author-Name: Doris Geide-Stevenson 
Author-X-Name-First: Doris 
Author-X-Name-Last: Geide-Stevenson 
Title: Consensus Among Economists-An Update 
Abstract:
				 In this article, the authors explore
 consensus among economists on specific propositions based on a fall 2011
 survey of American Economic Association members. Results are based on 568
 responses and provide evidence of changes in opinion over time by
 including propositions from earlier studies in 2000 (Fuller and
 Geide-Stevenson 2003) and 1992 (Alston, Kearl, and Vaughan 1992).
 Propositions focus on microeconomics, macroeconomics, distributional and
 international topics, as well as pedagogy. Results indicate a movement
 toward an overall higher level of consensus, mainly because of a drop in
 the incidence of no consensus. Especially in the area of distributional
 propositions, economists display an increased concern with income
 inequality and potential effects on growth. In the area of macroeconomics,
 current opinions are more similar to those of the 1992 survey than the
 2000 survey.			
Journal: The Journal of Economic Education 
Pages: 131-146 
Issue: 2 
Volume: 45 
Year: 2014 
Month: 6 
X-DOI: 10.1080/00220485.2014.889963 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.889963 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:2:p:131-146




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Title: Undergraduate Coursework in Economics: A Survey Perspective 
Abstract:
				 Survey results from a large sample of
 economics departments describe offerings for principles courses,
 coursework requirements for economics majors, and program augmentations
 such as capstone courses, senior seminars, and honors programs. Findings
 are reported for all institutions, and institutions are subdivided into
 six different categories based on public or private control and the
 highest economics degree offered. The coursework required for the
 economics major typically consists of ten courses, five in a required core
 and five electives. The most conspicuous curriculum change over the past
 30 years is the rise of econometrics as a required course, now mandatory
 at about half of major programs. The authors estimate that about 40
 percent of students who matriculate as first-year undergraduates take at
 least one economics course before they leave.			 
Journal: The Journal of Economic Education 
Pages: 147-158 
Issue: 2 
Volume: 45 
Year: 2014 
Month: 6 
X-DOI: 10.1080/00220485.2014.889965 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.889965 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:2:p:147-158




Template-Type: ReDIF-Article 1.0
Author-Name: David Colander 
Author-X-Name-First: David 
Author-X-Name-Last: Colander 
Author-Name: Robert Goldfarb 
Author-X-Name-First: Robert 
Author-X-Name-Last: Goldfarb 
Author-Name: Casey Rothschild 
Author-X-Name-First: Casey 
Author-X-Name-Last: Rothschild 
Author-Name: Mark Setterfield 
Author-X-Name-First: Mark 
Author-X-Name-Last: Setterfield 
Title: A Guide for "<italic>JEE</italic> Content" Submissions 
Abstract:
				 This is an update of a guide to the
 thinking of the editorial collective for the Content section of the
 <italic>Journal of Economic Education</italic> (<italic>JEE</italic>). The
 authors discuss the type of papers they are looking for, what in their
 view constitutes a good paper, and how their review process works. They
 specifically discuss their reviewing process, the content they are looking
 for, and their view of the structure of a good paper. Although they focus
 specifically on Content articles for the <italic>JEE</italic>, many of the
 general issues discussed may carry over to other sections of the
 <italic>JEE</italic> and to journals more generally.			    
Journal: The Journal of Economic Education 
Pages: 159-165 
Issue: 2 
Volume: 45 
Year: 2014 
Month: 6 
X-DOI: 10.1080/00220485.2014.889967 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.889967 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:2:p:159-165




Template-Type: ReDIF-Article 1.0
Author-Name: KimMarie McGoldrick 
Author-X-Name-First: KimMarie 
Author-X-Name-Last: McGoldrick 
Title: A Guide for Submissions to the <italic>Journal of Economic Education</italic> Instruction Section 
Abstract:
				 This article's author describes her
 perspective on manuscripts submitted to the Instruction Section of the
 <italic>Journal of Economic Education</italic> based on her experience as
 the primary associate editor responsible for that section. She introduces
 topical categories to identify potential gaps in existing literature for
 future authors to exploit. Characteristics of successful manuscripts and
 an overview of the review process are presented to provide authors with
 new insight intended to motivate high quality manuscript submissions.	    
Journal: The Journal of Economic Education 
Pages: 166-173 
Issue: 2 
Volume: 45 
Year: 2014 
Month: 6 
X-DOI: 10.1080/00220485.2014.889968 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.889968 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:2:p:166-173




Template-Type: ReDIF-Article 1.0
Author-Name: Tisha L. N. Emerson 
Author-X-Name-First: Tisha L. N. 
Author-X-Name-Last: Emerson 
Title: Anyone? Anyone? A Guide to Submissions on Classroom Experiments 
Abstract:
 <disp-quote>								   
				      <italic>The true method of knowledge
 is experiment</italic>. -- William Blake				   
 </disp-quote>					 <disp-quote>		   
	   <italic>A fool is a man who never tried an experiment in his
 life</italic>. -- Erasmus Darwin				   
 </disp-quote>				 One associate editor's perspective
 on classroom experiment articles is detailed in this article. The
 associate editor provides recommendations for manuscripts for the
 Instruction (those that describe new classroom experiments) and Research
 (those reporting studies into the efficacy of classroom experiments as a
 pedagogical tool) Sections of the <italic>Journal of Economic
 Education</italic> as well as some general suggestions for authors.	    
Journal: The Journal of Economic Education 
Pages: 174-179 
Issue: 2 
Volume: 45 
Year: 2014 
Month: 6 
X-DOI: 10.1080/00220485.2014.889970 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.889970 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:2:p:174-179




Template-Type: ReDIF-Article 1.0
Author-Name: William L. Goffe 
Author-X-Name-First: William L. 
Author-X-Name-Last: Goffe 
Title: Submissions to the Online Section of the <italic>Journal of Economic Education</italic> 				 
Abstract:
				 The associate editor for the Online
 Section of the <italic>Journal of Economic Education</italic> briefly
 describes a successful submission to the section. Many examples are given
 from recent issues.			     
Journal: The Journal of Economic Education 
Pages: 180-181 
Issue: 2 
Volume: 45 
Year: 2014 
Month: 6 
X-DOI: 10.1080/00220485.2014.889972 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.889972 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:2:p:180-181




Template-Type: ReDIF-Article 1.0
Author-Name: Lewis Davis 
Author-X-Name-First: Lewis 
Author-X-Name-Last: Davis 
Title: How to Generate Good Profit Maximization Problems 
Abstract:
 In this article, the author considers the merits of two classes of profit
 maximization problems: those involving perfectly competitive firms with
 quadratic and cubic cost functions. While relatively easy to develop and
 solve, problems based on quadratic cost functions are too simple to
 address a number of important issues, such as the use of second-order
 conditions and the short-run shutdown condition. Problems based on cubic
 cost functions are mathematically richer but often involve messy
 arithmetic; furthermore, many are not plausible representations of a
 firm's costs. Finding cubic functions that do not suffer from these
 drawbacks can be a time-consuming process. The author addresses this issue
 by providing a procedure to generate profit maximization problems that are
 theoretically interesting, economically plausible, and computationally
 simple.
Journal: The Journal of Economic Education 
Pages: 183-190 
Issue: 3 
Volume: 45 
Year: 2014 
Month: 9 
X-DOI: 10.1080/00220485.2014.917564 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.917564 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:3:p:183-190




Template-Type: ReDIF-Article 1.0
Author-Name: Georg Strasser 
Author-X-Name-First: Georg 
Author-X-Name-Last: Strasser 
Author-Name: Marketa Halova Wolfe 
Author-X-Name-First: Marketa Halova 
Author-X-Name-Last: Wolfe 
Title: Learning to Argue with Intermediate Macro Theory: A Semester-Long Team Writing Project 
Abstract:
 The authors describe their experience with integrating a semester-long
 economic analysis project into an intermediate macroeconomic theory
 course. Students work in teams of "economic advisors" to write a series of
 nested reports that analyze the current state of the economy, and propose
 and evaluate policies for a decision-maker. The project simulates
 real-world policy consulting with an emphasis on applying economic theory
 and models. The authors describe the project setup and how to tailor its
 theme to current events, explain methods for keeping it manageable in
 larger classes, discuss student learning outcomes, and document course
 evaluation results. Besides improving the learning experience, this
 project prepares economics students to contribute their own views to
 policy debates and buttress them with tight macroeconomic reasoning.
Journal: The Journal of Economic Education 
Pages: 191-210 
Issue: 3 
Volume: 45 
Year: 2014 
Month: 9 
X-DOI: 10.1080/00220485.2014.917565 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.917565 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:3:p:191-210




Template-Type: ReDIF-Article 1.0
Author-Name: Carolina Castilla 
Author-X-Name-First: Carolina 
Author-X-Name-Last: Castilla 
Title: Field Experiments in a Course on Behavioral Economics: Nudging Students Around Campus 
Abstract:
 In experiential education, the student learns through experience by
 observing a concept or phenomenon and applying this knowledge in a
 real-world context. A research project conducted by undergraduate students
 at a U.S. private liberal arts college is described in this article. The
 project provided opportunity for students to think about their
 decision-making processes, compare them to existing literature, and apply
 this knowledge in examining their own hypotheses through primary data
 collection on campus. While the research design's simplicity ensured that
 the project could be completed in time for a final grade and sacrificed
 lecture material in favor of feedback opportunities, this behavioral field
 experiment was a rewarding experience because of students' enthusiasm and
 their ability to defend and think critically of their own ideas.
Journal: The Journal of Economic Education 
Pages: 211-224 
Issue: 3 
Volume: 45 
Year: 2014 
Month: 9 
X-DOI: 10.1080/00220485.2014.917566 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.917566 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:3:p:211-224




Template-Type: ReDIF-Article 1.0
Author-Name: Jessica Hennessey 
Author-X-Name-First: Jessica 
Author-X-Name-Last: Hennessey 
Title: Motivating a Productive Discussion of Normative Issues Through Debates 
Abstract:
 In this article, the author presents a way of using in-class debates to
 discuss contentious issues and help students develop critical thinking
 skills. Three elements were incorporated into an undergraduate public
 finance course: a presentation of ethical approaches in order to formally
 discuss normative issues, class debates which required students to work in
 groups and imaginatively occupy a perspective with which they were not
 personally comfortable, and individual reflection which forced students to
 reconcile their beliefs with academic evidence. The results show that even
 if students did not change their perspectives on economic policy, the
 reasons why they have those perspectives did change to be based in
 academic theory and evidence and not their blind adherence to specific
 political platforms.
Journal: The Journal of Economic Education 
Pages: 225-239 
Issue: 3 
Volume: 45 
Year: 2014 
Month: 9 
X-DOI: 10.1080/00220485.2014.917567 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.917567 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:3:p:225-239




Template-Type: ReDIF-Article 1.0
Author-Name: Jennifer Imazeki 
Author-X-Name-First: Jennifer 
Author-X-Name-Last: Imazeki 
Title: Bring-Your-Own-Device: Turning Cell Phones into Forces for Good 
Abstract:
 Over the last few years, classroom response systems (or "clickers") have
 become increasingly common. Although most systems require students to use
 a standalone handheld device, bring-your-own-device (BYOD) systems allow
 students to use devices they already own (e.g., a cell phone, tablet or
 laptop) to submit responses via text message or through a Web browser. In
 this article, the author discusses the benefits and costs specific to
 using a bring-your-own-device system and compares these systems to
 traditional handheld clickers. She particularly focuses on the issues
 associated with allowing the use of cell phones and laptops in the
 classroom and offers some advice based on her own experience with a
 bring-your-own-device system.
Journal: The Journal of Economic Education 
Pages: 240-250 
Issue: 3 
Volume: 45 
Year: 2014 
Month: 9 
X-DOI: 10.1080/00220485.2014.917898 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.917898 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:3:p:240-250




Template-Type: ReDIF-Article 1.0
Author-Name: Thomas Carroll 
Author-X-Name-First: Thomas 
Author-X-Name-Last: Carroll 
Author-Name: Djeto Assane 
Author-X-Name-First: Djeto 
Author-X-Name-Last: Assane 
Author-Name: Jared Busker 
Author-X-Name-First: Jared 
Author-X-Name-Last: Busker 
Title: Why it Pays to Major in Economics 
Abstract:
 In this article, the authors use a large, recent, and accessible data set
 to examine the effect of economics major on individual earnings. They find
 a significant positive earnings gain for economics majors relative to
 other majors, and this advantage increases with the level of education.
 Their findings are consistent with Black, Sanders, and Taylor (2003),
 documenting that about two-thirds of the bachelor's degree premium for
 economics majors can be attributed to the type of job economics majors
 perform, and about one-third is a premium that economics majors earn over
 other workers within the same job.
Journal: The Journal of Economic Education 
Pages: 251-261 
Issue: 3 
Volume: 45 
Year: 2014 
Month: 9 
X-DOI: 10.1080/00220485.2014.917906 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.917906 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:3:p:251-261




Template-Type: ReDIF-Article 1.0
Author-Name: John V. Winters 
Author-X-Name-First: John V. 
Author-X-Name-Last: Winters 
Author-Name: Weineng Xu 
Author-X-Name-First: Weineng 
Author-X-Name-Last: Xu 
Title: Geographic Differences in the Earnings of Economics Majors 
Abstract:
 Economics has been shown to be a relatively high-earning college major,
 but geographic differences in earnings have been largely overlooked. The
 authors of this article use the American Community Survey to examine
 geographic differences in both absolute earnings and relative earnings for
 economics majors. They find that there are substantial geographic
 differences in both the absolute and relative earnings of economics
 majors, even when controlling for individual characteristics such as age,
 education, occupation, and industry. They argue that mean earnings in
 specific labor markets are a better measure of the benefits of majoring in
 economics than simply looking at national averages.
Journal: The Journal of Economic Education 
Pages: 262-276 
Issue: 3 
Volume: 45 
Year: 2014 
Month: 9 
X-DOI: 10.1080/00220485.2014.917912 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.917912 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:3:p:262-276




Template-Type: ReDIF-Article 1.0
Author-Name: Sam Allgood 
Author-X-Name-First: Sam 
Author-X-Name-Last: Allgood 
Title: Publishing Research in the <italic>JEE</italic> 
Abstract:
 Based on several years of editing papers for the Research Section of the
 <italic>Journal of Economic Education</italic>, four suggestions are made
 for increasing the likelihood that a submitted manuscript is accepted for
 publication. The primary theme is that the hypotheses investigated should
 be based on economic theory developed in the manuscript, and researchers
 should carefully plan the research design and data collection before
 conducting the quasi-experiments common in the economic education
 literature. Specific examples are given for each suggestion.
Journal: The Journal of Economic Education 
Pages: 277-283 
Issue: 3 
Volume: 45 
Year: 2014 
Month: 9 
X-DOI: 10.1080/00220485.2014.917913 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.917913 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:3:p:277-283




Template-Type: ReDIF-Article 1.0
Author-Name: Rebecca L. Moryl 
Author-X-Name-First: Rebecca L. 
Author-X-Name-Last: Moryl 
Title: Podcasts as a Tool for Teaching Economics 
Journal: The Journal of Economic Education 
Pages: 284-285 
Issue: 3 
Volume: 45 
Year: 2014 
Month: 9 
X-DOI: 10.1080/00220485.2014.917915 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.917915 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:3:p:284-285




Template-Type: ReDIF-Article 1.0
Author-Name: Wendy A. Stock 
Author-X-Name-First: Wendy A. 
Author-X-Name-Last: Stock 
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Fifteen Years of Research on Graduate Education in Economics: What Have we Learned? 
Abstract:
 In this article, the authors summarize their 15 years of research on
 graduate education in economics in the United States. They examine all
 stages of the process, from the undergraduate origins of eventual
 economics PhDs to their attrition and time-to-degree outcomes. For PhD
 completers, the authors examine job market outcomes, research
 accomplishments, and career paths over the first five and 10 years of
 their careers.
Journal: The Journal of Economic Education 
Pages: 287-303 
Issue: 4 
Volume: 45 
Year: 2014 
Month: 12 
X-DOI: 10.1080/00220485.2014.942410 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.942410 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:4:p:287-303




Template-Type: ReDIF-Article 1.0
Author-Name: Qihui Chen 
Author-X-Name-First: Qihui 
Author-X-Name-Last: Chen 
Author-Name: Guoqiang Tian 
Author-X-Name-First: Guoqiang 
Author-X-Name-Last: Tian 
Author-Name: Tade O. Okediji 
Author-X-Name-First: Tade O. 
Author-X-Name-Last: Okediji 
Title: Quasi-Experimental Evidence of Peer Effects in First-Year Economics Courses at a Chinese University 
Abstract:
 The authors of this article implement a quasi-experimental strategy to
 estimate peer effects in economic education by exploiting the
 institutional setting in a large public university in China, where
 roommates are randomly assigned conditional on a student's major and
 province of origin. They found significant impacts of peer academic
 quality, measured as roommates' average scores on the national College
 Entrance Exam, on first-year economics students' scores in first-year
 microeconomics, macroeconomics, and accounting courses. They also found
 nonlinearity in peer effects: Roommates' academic ability has significant
 effects for academically weak students but not for academically strong
 students.
Journal: The Journal of Economic Education 
Pages: 304-319 
Issue: 4 
Volume: 45 
Year: 2014 
Month: 12 
X-DOI: 10.1080/00220485.2014.946546 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.946546 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:4:p:304-319




Template-Type: ReDIF-Article 1.0
Author-Name: Brandon Dupont 
Author-X-Name-First: Brandon 
Author-X-Name-Last: Dupont 
Title: Father Knows Best: Using Adam Smith to Teach Transactions Costs 
Abstract:
 Adam Smith's moral philosophy can be used to introduce economics students
 to the important idea of transactions costs. The author provides a brief
 background in this article to Smith's moral philosophy and connects it to
 the costs of transacting in a way that fits easily into the standard
 principles of microeconomics classroom. By doing so, instructors can also
 demonstrate to students that there are connections between ethical
 behavior and market outcomes.
Journal: The Journal of Economic Education 
Pages: 320-329 
Issue: 4 
Volume: 45 
Year: 2014 
Month: 12 
X-DOI: 10.1080/00220485.2014.955439 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.955439 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:4:p:320-329




Template-Type: ReDIF-Article 1.0
Author-Name: Ludovic A. Julien 
Author-X-Name-First: Ludovic A. 
Author-X-Name-Last: Julien 
Author-Name: Olivier Musy 
Author-X-Name-First: Olivier 
Author-X-Name-Last: Musy 
Author-Name: Aurélien W. Saïdi 
Author-X-Name-First: Aurélien W. 
Author-X-Name-Last: Saïdi 
Title: Exploring Duopoly Markets with Conjectural Variations 
Abstract:
 In this article, the authors investigate competitive firm behaviors in a
 two-firm environment assuming linear cost and demand functions. By
 introducing conjectural variations, they capture the different market
 structures as specific configurations of a more general model. Conjectural
 variations are based on the assumption that each firm believes its own
 strategy influences its rival's strategy. Firms derive their optimal
 choice from these exogenous conjectures, under the form of a conjectural
 best-response function. The authors' approach fully encompasses the
 standard measures of market power (the Lerner Index) and concentration
 (the Herfindahl Index), both depending on the conjectural variations. They
 finally represent, analytically and graphically, the equilibrium
 strategies and the associated indexes in a unified framework for any level
 of competition, ranging from perfect competition to collusion.
Journal: The Journal of Economic Education 
Pages: 330-346 
Issue: 4 
Volume: 45 
Year: 2014 
Month: 12 
X-DOI: 10.1080/00220485.2014.946545 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.946545 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:4:p:330-346




Template-Type: ReDIF-Article 1.0
Author-Name: Gail M. Hoyt 
Author-X-Name-First: Gail M. 
Author-X-Name-Last: Hoyt 
Title: A Guide for Submissions to the Features and Information Section-A Wealth of Opportunities 
Abstract:
 The associate editor for the Features and Information (F&I) section of the
 <italic>Journal of Economic Education</italic> provides an overview of
 articles published in this section over the last 20 years with emphasis on
 pieces that serve as exceptional models for potential contributions. She
 also offers advice on topics and stylistic approach to authors considering
 a submission to F&I.
Journal: The Journal of Economic Education 
Pages: 347-359 
Issue: 4 
Volume: 45 
Year: 2014 
Month: 12 
X-DOI: 10.1080/00220485.2014.942412 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.942412 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:4:p:347-359




Template-Type: ReDIF-Article 1.0
Author-Name: William L. Goffe 
Author-X-Name-First: William L. 
Author-X-Name-Last: Goffe 
Author-Name: David Kauper 
Author-X-Name-First: David 
Author-X-Name-Last: Kauper 
Title: A Survey of Principles Instructors: Why Lecture Prevails 
Abstract:
 For many years, surveys have shown that lecture is the dominant method for
 teaching principles of economics (Watts and Schaur 2011; Watts and Becker
 2008; Becker and Watts 1996, 2001a, b). The authors confirm this and
 augment it by asking why principles instructors teach the way they do. The
 respondents, 340 principles instructors at the 2012 Allied Social Science
 Associations (ASSA) conference, group into thirds: one-third saying that
 students learn best from lecture; another third reporting that students do
 not learn best from lecture, but it is cost-effective; and the rest
 answering that students do not learn best from lecture, so alternatives
 are preferred. Lecture advocates often cite the inputs and costs of
 teaching while advocates of alternatives often cite student outcomes.
Journal: The Journal of Economic Education 
Pages: 360-375 
Issue: 4 
Volume: 45 
Year: 2014 
Month: 12 
X-DOI: 10.1080/00220485.2014.946547 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.946547 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:4:p:360-375




Template-Type: ReDIF-Article 1.0
Author-Name: James P. McCoy 
Author-X-Name-First: James P. 
Author-X-Name-Last: McCoy 
Author-Name: Martin I. Milkman 
Author-X-Name-First: Martin I. 
Author-X-Name-Last: Milkman 
Author-Name: Riza Marjadi 
Author-X-Name-First: Riza 
Author-X-Name-Last: Marjadi 
Title: The Masters of Economics: Where are we Now? 
Abstract:
 In this article, the authors present results from a survey of Masters of
 Economics program directors to determine the missions, inputs, and
 outcomes of these degree programs throughout the United States and Canada.
 They compare results of this survey to those of two previous studies that
 they conducted 20 and 10 years ago. Respondents were asked to provide
 information on program admission requirements, curriculum, faculty
 characteristics, enrollment, graduation rates, student financial support,
 and placement. The authors describe the changes that have occurred in the
 most recent decade; determine whether the changes they observed between
 1992 and 2002 have continued, been reinforced, or been reversed in the
 most recent 10 years; and determine whether any consistent long-term
 trends are evident over the 20 years of study.
Journal: The Journal of Economic Education 
Pages: 376-386 
Issue: 4 
Volume: 45 
Year: 2014 
Month: 12 
X-DOI: 10.1080/00220485.2014.955440 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.955440 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:4:p:376-386




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in Undergraduate Economics Degrees, 1991-2013 
Abstract:
 The 2007-10 growth spurt (18 percent over three years) in U.S.
 undergraduate economics degrees stalled out in 2011. Degrees awarded have
 been relatively constant over the past three years.
Journal: The Journal of Economic Education 
Pages: 387-391 
Issue: 4 
Volume: 45 
Year: 2014 
Month: 12 
X-DOI: 10.1080/00220485.2014.942411 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.942411 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:4:p:387-391




Template-Type: ReDIF-Article 1.0
Author-Name: Daniel D. Kuester 
Author-X-Name-First: Daniel D. 
Author-X-Name-Last: Kuester 
Author-Name: G. Dirk Mateer 
Author-X-Name-First: G. 
Author-X-Name-Last: Dirk Mateer 
Author-Name: Christopher J. Youderian 
Author-X-Name-First: Christopher J. 
Author-X-Name-Last: Youderian 
Title: The Economics of <italic>The Office</italic> 
Journal: The Journal of Economic Education 
Pages: 392-392 
Issue: 4 
Volume: 45 
Year: 2014 
Month: 12 
X-DOI: 10.1080/00220485.2014.955438 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.955438 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:45:y:2014:i:4:p:392-392




Template-Type: ReDIF-Article 1.0
Author-Name: Tisha L. N. Emerson 
Author-X-Name-First: Tisha L. N. 
Author-X-Name-Last: Emerson 
Author-Name: Linda K. English 
Author-X-Name-First: Linda K. 
Author-X-Name-Last: English 
Author-Name: KimMarie McGoldrick 
Author-X-Name-First: KimMarie 
Author-X-Name-Last: McGoldrick 
Title: Evaluating the Cooperative Component in Cooperative Learning: A Quasi-Experimental Study 
Abstract:
 In this study, the authors employed a quasi-experimental research design
 to examine the efficacy of a cooperative learning pedagogy (i.e.,
 think-pair-share exercises) integrated into sections of microeconomic
 principles. Materials, exercises, and assessment instruments for all study
 sections are identical except for the nature of the problem-solving
 process used for in-class practice problems. The results suggest that the
 treatment group of students engaging in think-pair-share problem-solving
 exercises performed no better on the <italic>Test of Understanding in
 College Economics</italic> (Saunders 1991) or overall course scores than
 students in a control group engaging in independent, in-class, problem
 solving. Similarly, no differences on measures of student interest,
 attitudes toward the subject, or other perceptions of the course or
 instructor emerge between the treatment and control groups.
Journal: The Journal of Economic Education 
Pages: 1-13 
Issue: 1 
Volume: 46 
Year: 2015 
Month: 3 
X-DOI: 10.1080/00220485.2014.978923 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.978923 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:1:p:1-13




Template-Type: ReDIF-Article 1.0
Author-Name: Jason E. Dowd 
Author-X-Name-First: Jason E. 
Author-X-Name-Last: Dowd 
Author-Name: Michelle P. Connolly 
Author-X-Name-First: Michelle P. 
Author-X-Name-Last: Connolly 
Author-Name: Robert J. Thompson 
Author-X-Name-First: Robert J. 
Author-X-Name-Last: Thompson 
Author-Name: Julie A. Reynolds 
Author-X-Name-First: Julie A. 
Author-X-Name-Last: Reynolds 
Title: Improved Reasoning in Undergraduate Writing through Structured Workshops 
Abstract:
 The Department of Economics at Duke University has endeavored to increase
 participation in undergraduate honors thesis research while ensuring a
 high-quality learning experience. Given the faculty-to-student ratio in
 the department (approximately 1:16), increasing research participation
 required the creation of a stable, replicable framework for mentoring
 students through research. The department aimed to make the research
 experience more consistent and interactive so that students also learned
 from each other in a group setting. Here, the authors assess the
 relationship between changes in mentoring support of honors research and
 students' scientific reasoning and writing skills reflected in their
 undergraduate theses. They find that students who participated in
 structured courses designed to support and enhance their research
 exhibited the strongest learning outcomes, as measured by systematic
 writing assessment.
Journal: The Journal of Economic Education 
Pages: 14-27 
Issue: 1 
Volume: 46 
Year: 2015 
Month: 3 
X-DOI: 10.1080/00220485.2014.978924 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.978924 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:1:p:14-27




Template-Type: ReDIF-Article 1.0
Author-Name: Gareth P. Green 
Author-X-Name-First: Gareth P. 
Author-X-Name-Last: Green 
Author-Name: Brian D. Kelly 
Author-X-Name-First: Brian D. 
Author-X-Name-Last: Kelly 
Author-Name: Dean J. Peterson 
Author-X-Name-First: Dean J. 
Author-X-Name-Last: Peterson 
Author-Name: John C. Bean 
Author-X-Name-First: John C. 
Author-X-Name-Last: Bean 
Title: Using Integrative Graphic Assignments to Promote Deep Learning of the Market Mechanism 
Abstract:
 Economics faculty expect that students have an integrated understanding of
 economic theory upon graduation and that they grasp and appreciate how all
 elements of markets naturally move to equilibrium. Through assessment
 activities, the authors discovered that their students were not developing
 that knowledge, so they turned to learning theory to help develop
 assignments that would lead students to integrate across economic
 theories. The assignments they developed can easily be added to existing
 curricula and greatly enhance student understanding of how markets work in
 disequilibrium and equilibrium.
Journal: The Journal of Economic Education 
Pages: 28-44 
Issue: 1 
Volume: 46 
Year: 2015 
Month: 3 
X-DOI: 10.1080/00220485.2014.970739 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.970739 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:1:p:28-44




Template-Type: ReDIF-Article 1.0
Author-Name: Robert D. Lieberthal 
Author-X-Name-First: Robert D. 
Author-X-Name-Last: Lieberthal 
Author-Name: Juan Leon 
Author-X-Name-First: Juan 
Author-X-Name-Last: Leon 
Title: Engaging Health Professionals in Health Economics: A Human Capital Informed Approach for Adults Learning Online 
Abstract:
 The authors describe a Wikipedia-based project designed for a graduate
 course introducing health economics to experienced healthcare
 professionals. The project allows such students to successfully write
 articles on niche topics in rapidly evolving health economics
 subspecialties. These students are given the opportunity to publish their
 completed projects in Wikipedia. Despite the lack of conventional
 classroom incentives, the authors have found that the students generally
 choose to enter their final projects into Wikipedia. The authors explore
 the motivators for this behavior from the perspective of human capital
 development and reflect on the implications for enhancing economics
 education. Finally, they comment more generally on the value of
 assignments within graduate education that allow adult students to
 determine their degree of effort and reward along the intensive margin.
Journal: The Journal of Economic Education 
Pages: 45-55 
Issue: 1 
Volume: 46 
Year: 2015 
Month: 3 
X-DOI: 10.1080/00220485.2014.979305 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.979305 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:1:p:45-55




Template-Type: ReDIF-Article 1.0
Author-Name: Abdullah Al-Bahrani 
Author-X-Name-First: Abdullah 
Author-X-Name-Last: Al-Bahrani 
Author-Name: Darshak Patel 
Author-X-Name-First: Darshak 
Author-X-Name-Last: Patel 
Title: Incorporating Twitter, Instagram, and Facebook in Economics Classrooms 
Abstract:
 Social media is one of the most current and dynamic developments in
 education. In general, the field of economics has lagged behind other
 disciplines in incorporating technologies in the classroom. In this
 article, the authors provide a guide for economics educators on how to
 incorporate Twitter, Instagram, and Facebook inside and outside of the
 classroom. The authors' aims are to discuss the potential benefits of
 social media for economics curricula, explain how to effectively use
 social media, and reduce some of the concerns associated with implementing
 new technology.
Journal: The Journal of Economic Education 
Pages: 56-67 
Issue: 1 
Volume: 46 
Year: 2015 
Month: 3 
X-DOI: 10.1080/00220485.2014.978922 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.978922 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:1:p:56-67




Template-Type: ReDIF-Article 1.0
Author-Name: Jean-Christophe Poutineau 
Author-X-Name-First: Jean-Christophe 
Author-X-Name-Last: Poutineau 
Author-Name: Gauthier Vermandel 
Author-X-Name-First: Gauthier 
Author-X-Name-Last: Vermandel 
Title: A Primer on Macroprudential Policy 
Abstract:
 This article introduces macroprudential policy using a static New
 Keynesian Macroeconomics model with financial frictions. The authors
 analyze two related questions: First, they show how the procyclicality of
 financial factors, captured by the financial accelerator, amplifies the
 transmission of supply and demand shocks and impacts the intuition they
 get from a basic intermediate macroeconomics. Second, adopting an optimal
 policy perspective, they show how a policymaker may use macroprudential
 policy to complete monetary policy measures. Following the
 <italic>Mundellian Policy Assignment principle</italic>, macroprudential
 policy should be specialized to address the procyclicality problem to
 suppress welfare losses associated with the building of financial
 imbalances, thus helping monetary policy to concentrate on the output
 inflation tradeoff.
Journal: The Journal of Economic Education 
Pages: 68-82 
Issue: 1 
Volume: 46 
Year: 2015 
Month: 3 
X-DOI: 10.1080/00220485.2014.980527 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.980527 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:1:p:68-82




Template-Type: ReDIF-Article 1.0
Author-Name: Brooke Helppie McFall 
Author-X-Name-First: Brooke Helppie 
Author-X-Name-Last: McFall 
Author-Name: Marta Murray-Close 
Author-X-Name-First: Marta 
Author-X-Name-Last: Murray-Close 
Author-Name: Robert J. Willis 
Author-X-Name-First: Robert J. 
Author-X-Name-Last: Willis 
Author-Name: Uniko Chen 
Author-X-Name-First: Uniko 
Author-X-Name-Last: Chen 
Title: Is It All Worth It? The Experiences of New PhDs on the Job Market, 2007-10 
Abstract:
 The authors describe job market experiences of new PhD economists,
 2007-10. Using information from PhD programs' job candidate Web sites and
 original surveys, they present information about job candidates'
 characteristics, preferences, and expectations; how job candidates fared
 at each stage of the market; and predictors of outcomes at each stage.
 Some information in this article updates findings of prior studies.
 However, design features of the data used in this article may result in
 findings that are more generalizable. This article is unique in comparing
 premarket expectations and preferences with post-market outcomes on the
 new PhD job market. It shows that outcomes tend to align with premarket
 preferences, and candidates' expectations are somewhat predictive of their
 outcomes. Several analyses also shed light on subgroup differences.
Journal: The Journal of Economic Education 
Pages: 83-104 
Issue: 1 
Volume: 46 
Year: 2015 
Month: 3 
X-DOI: 10.1080/00220485.2014.980528 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.980528 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:1:p:83-104




Template-Type: ReDIF-Article 1.0
Author-Name: J. Michael Collins 
Author-X-Name-First: J. 
Author-X-Name-Last: Michael Collins 
Author-Name: Elizabeth Odders-White 
Author-X-Name-First: Elizabeth 
Author-X-Name-Last: Odders-White 
Title: A Framework for Developing and Testing Financial Capability Education Programs Targeted to Elementary Schools 
Abstract:
 Concerns about consumers' ability to manage their finances have triggered
 a range of proposals, including interventions aimed at elementary school
 students. The goal of these approaches is to improve lifelong economic
 decision making, but the evidence supporting their efficacy is thin. In
 this article, the authors discuss the trend toward elementary financial
 education and propose a framework for developing evidence-based programs.
 They emphasize the need for understanding the underlying mechanisms that
 facilitate the translation of student knowledge into the ability to make
 sound economic decisions over the life course. The framework illustrates
 the importance of articulating the intended mechanisms and effects of
 education programs. This focus on mechanisms will not only facilitate the
 evaluation of individual programs, but also the synthesis of evidence
 across interventions.
Journal: The Journal of Economic Education 
Pages: 105-120 
Issue: 1 
Volume: 46 
Year: 2015 
Month: 3 
X-DOI: 10.1080/00220485.2014.976325 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.976325 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:1:p:105-120




Template-Type: ReDIF-Article 1.0
Author-Name: Amélie Goossens 
Author-X-Name-First: Amélie 
Author-X-Name-Last: Goossens 
Author-Name: Pierre-Guillaume Méon 
Author-X-Name-First: Pierre-Guillaume 
Author-X-Name-Last: Méon 
Title: The Belief that Market Transactions Are Mutually Beneficial: A Comparison of the Views of Students in Economics and Other Disciplines 
Abstract:
 Using a survey of a large group of first- and final-year students of
 different disciplines to study their beliefs in the existence of mutual
 benefits of market transactions, the authors observe significant
 differences between economics and business students versus students of
 other disciplines. These differences increase over time, due partly to
 economics students increasingly supporting the belief and partly to other
 students, in particular psychology students, increasingly disagreeing with
 it. The beliefs of economics students are more homogeneous at the end of
 their studies. The authors, therefore, report evidence of both a selection
 effect and an effect of studying different disciplines that goes beyond
 initial self-selection.
Journal: The Journal of Economic Education 
Pages: 121-134 
Issue: 2 
Volume: 46 
Year: 2015 
Month: 4 
X-DOI: 10.1080/00220485.2014.991482 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.991482 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:2:p:121-134




Template-Type: ReDIF-Article 1.0
Author-Name: Alan S. Blinder 
Author-X-Name-First: Alan S. 
Author-X-Name-Last: Blinder 
Title: What Did We Learn from the Financial Crisis, the Great Recession, and the Pathetic Recovery? 
Abstract:
 This article comes in three parts. Part 1 reviews a few pertinent facts
 about the stunning economic events that have occurred in the United States
 (and elsewhere) since 2007. The author chose these particular facts from
 among many for their relevance to the rest of the article. The next two
 parts take up, first, some of the key lessons that professional economists
 should have learned from the crisis and its aftermath and second, some
 important lessons for teaching economics (especially but not exclusively
 macroeconomics). The two categories of lessons overlap a bit, but it is
 perhaps surprising how different they are.
Journal: The Journal of Economic Education 
Pages: 135-149 
Issue: 2 
Volume: 46 
Year: 2015 
Month: 4 
X-DOI: 10.1080/00220485.2015.1015190 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1015190 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:2:p:135-149




Template-Type: ReDIF-Article 1.0
Author-Name: Wendy A. Stock 
Author-X-Name-First: Wendy A. 
Author-X-Name-Last: Stock 
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: The Undergraduate Origins of PhD Economists Revisited 
Abstract:
 The authors update prior analyses of the undergraduate origins of
 individuals who earn a PhD in economics in the United States. They include
 the list of the top institutions worldwide graduating the largest number
 of undergraduates who subsequently earn an economics PhD from a U.S.
 university and lists of American institutions with the largest proportion
 of their total undergraduates and the largest proportion of their
 economics undergraduates who go on to earn an economics PhD from a U.S.
 university. They evaluate the success of graduates from various types of
 undergraduate institutions in terms of the probability of getting into
 top-15 economics PhD programs and for time-to-degree and success in
 completing PhD programs.
Journal: The Journal of Economic Education 
Pages: 150-165 
Issue: 2 
Volume: 46 
Year: 2015 
Month: 4 
X-DOI: 10.1080/00220485.2015.1015187 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1015187 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:2:p:150-165




Template-Type: ReDIF-Article 1.0
Author-Name: Jenny Bourne 
Author-X-Name-First: Jenny 
Author-X-Name-Last: Bourne 
Author-Name: Nathan D. Grawe 
Author-X-Name-First: Nathan D. 
Author-X-Name-Last: Grawe 
Title: How Broad Liberal Arts Training Produces PhD Economists: Carleton's Story 
Abstract:
 Several recent studies point to strong performance in economics PhD
 programs of graduates from liberal arts colleges. While every
 undergraduate program is unique and the likelihood of selection bias
 combines with small sample sizes to caution against drawing strong
 conclusions, the authors reflect on their experience at Carleton College
 to identify potentially generalizable principles. They believe that
 accessibility of the curriculum to non-majors, intense faculty supervision
 of student-driven research, in-depth advising, and careful programming
 contribute to Carleton College's recent success in producing PhDs.
 Although some of the practices can be easily adapted, the authors note
 large opportunity costs associated with many of the choices the College
 has made.
Journal: The Journal of Economic Education 
Pages: 166-173 
Issue: 2 
Volume: 46 
Year: 2015 
Month: 4 
X-DOI: 10.1080/00220485.2015.1015188 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1015188 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:2:p:166-173




Template-Type: ReDIF-Article 1.0
Author-Name: Martha L. Olney 
Author-X-Name-First: Martha L. 
Author-X-Name-Last: Olney 
Title: The Undergraduate Origins of PhD Economists: The Berkeley Experience 
Abstract:
 The University of California, Berkeley sends more undergraduate students
 to economics PhD programs than any other public university. While this
 fact is surely a function of its size, there may be lessons from the
 Berkeley experience that others could adopt. To investigate why Berkeley
 generates so many economics PhD students, the author convened and
 interviewed two groups: economics student services staff and a
 self-selected focus group of twelve economics undergraduates who plan to
 apply to PhD programs. Four factors came up repeatedly in these
 conversations: math preparation, advanced track for theory courses,
 research opportunities, and availability of information. A fifth factor
 was implicit in the conversations: peer effects.
Journal: The Journal of Economic Education 
Pages: 174-188 
Issue: 2 
Volume: 46 
Year: 2015 
Month: 4 
X-DOI: 10.1080/00220485.2015.1015189 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1015189 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:2:p:174-188




Template-Type: ReDIF-Article 1.0
Author-Name: Philip N. Jefferson 
Author-X-Name-First: Philip N. 
Author-X-Name-Last: Jefferson 
Author-Name: Ellen Magenheim 
Author-X-Name-First: Ellen 
Author-X-Name-Last: Magenheim 
Title: Liberal Arts Colleges and the Production of PhD Economists 
Abstract:
 Data from the National Science Foundation (2014) indicate that at least
 one PhD in economics was awarded to a Swarthmore College graduate in every
 year since 1966. The authors' purpose in this article is to consider
 factors that may have contributed to the high number of PhDs in economics
 awarded to Swarthmore College graduates. While there is little doubt that
 self-selection plays a significant role, they describe curricular and
 environmental aspects of the economics department at Swarthmore that may
 have contributed to this outcome.
Journal: The Journal of Economic Education 
Pages: 189-199 
Issue: 2 
Volume: 46 
Year: 2015 
Month: 4 
X-DOI: 10.1080/00220485.2015.1015191 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1015191 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:2:p:189-199




Template-Type: ReDIF-Article 1.0
Author-Name: Kiran Gajwani 
Author-X-Name-First: Kiran 
Author-X-Name-Last: Gajwani 
Author-Name: Jeffrey Miron 
Author-X-Name-First: Jeffrey 
Author-X-Name-Last: Miron 
Title: Engaging Undergraduates in Economics 
Abstract:
 Siegfried and Stock (2007) explore the undergraduate training of PhD
 economists. Their findings show that among U.S. undergraduate economics
 programs, the Harvard University Economics Department produces many
 eventual economics PhD recipients. In this article, the authors discuss
 Harvard's undergraduate economics program and highlight some key features.
 Harvard undergraduate economics students are not explicitly pushed into
 economics PhD programs. Instead, they are exposed to economics research
 early and often, allowing them to see and experience the potential of
 economics training to explore a variety of interesting questions and
 career possibilities. Additionally, while acknowledging the benefits of
 small classes and cohorts at liberal arts colleges, the Harvard
 undergraduate economics program believes it is possible for large
 economics departments to create an economics community and actively engage
 undergraduates in economics.
Journal: The Journal of Economic Education 
Pages: 200-206 
Issue: 2 
Volume: 46 
Year: 2015 
Month: 4 
X-DOI: 10.1080/00220485.2015.1015193 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1015193 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:2:p:200-206




Template-Type: ReDIF-Article 1.0
Author-Name: Rosemarie Fike 
Author-X-Name-First: Rosemarie 
Author-X-Name-Last: Fike 
Author-Name: James Gwartney 
Author-X-Name-First: James 
Author-X-Name-Last: Gwartney 
Title: Public Choice, Market Failure, and Government Failure in Principles Textbooks 
Abstract:
 Public choice uses the tools of economics to analyze how the political
 process allocates resources and impacts economic activity. In this study,
 the authors examine twenty-three principles texts regarding coverage of
 public choice, market failure, and government failure. Approximately half
 the texts provide coverage of public choice and recognize the presence of
 both government and market failure. The coverage of market failure is
 nearly six times that of government failure. Given the size and scope of
 government, analysis of the strengths and weaknesses of both market and
 political allocation is important to student understanding of modern
 economies.
Journal: The Journal of Economic Education 
Pages: 207-218 
Issue: 2 
Volume: 46 
Year: 2015 
Month: 4 
X-DOI: 10.1080/00220485.2014.1002962 
File-URL: http://hdl.handle.net/10.1080/00220485.2014.1002962 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:2:p:207-218




Template-Type: ReDIF-Article 1.0
Author-Name: Ken Rebeck 
Author-X-Name-First: Ken 
Author-X-Name-Last: Rebeck 
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Title: Grades, Coursework, and Student Characteristics in High School Economics 
Abstract:
 The authors use U.S. public and private high school transcripts to analyze
 grade distribution patterns in economics courses across student and school
 characteristics, and compare these grades to those earned in other
 selected high school courses. Results are reported for the 53 percent of
 2009 high school graduates who took a basic economics course and the
 additional 5 percent who took a college-level course in high school. Basic
 economics grades were relatively high but within range compared to grades
 earned in other social studies courses, and higher than the grades in
 mathematics and science courses. College-level economics grades were lower
 on average than those earned in college-level social studies courses,
 comparable to grades in college-level mathematics courses, and lower than
 grades in college-level science courses.
Journal: The Journal of Economic Education 
Pages: 219-230 
Issue: 2 
Volume: 46 
Year: 2015 
Month: 4 
X-DOI: 10.1080/00220485.2015.1015192 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1015192 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:2:p:219-230




Template-Type: ReDIF-Article 1.0
Author-Name: Howard H. Cochran 
Author-X-Name-First: Howard H. 
Author-X-Name-Last: Cochran 
Author-Name: Marieta V. Velikova 
Author-X-Name-First: Marieta V. 
Author-X-Name-Last: Velikova 
Author-Name: Brad D. Childs 
Author-X-Name-First: Brad D. 
Author-X-Name-Last: Childs 
Author-Name: Lakisha L. Simmons 
Author-X-Name-First: Lakisha L. 
Author-X-Name-Last: Simmons 
Title: Apps for Economics 
Journal: The Journal of Economic Education 
Pages: 231-232 
Issue: 2 
Volume: 46 
Year: 2015 
Month: 4 
X-DOI: 10.1080/00220485.2015.1006745 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1006745 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:2:p:231-232




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Author-Name: Sam Allgood 
Author-X-Name-First: Sam 
Author-X-Name-Last: Allgood 
Author-Name: Tisha Emerson 
Author-X-Name-First: Tisha 
Author-X-Name-Last: Emerson 
Author-Name: Gail Hoyt 
Author-X-Name-First: Gail 
Author-X-Name-Last: Hoyt 
Author-Name: KimMarie McGoldrick 
Author-X-Name-First: KimMarie 
Author-X-Name-Last: McGoldrick 
Author-Name: Georg Schaur 
Author-X-Name-First: Georg 
Author-X-Name-Last: Schaur 
Author-Name: William E. Becker 
Author-X-Name-First: William E. 
Author-X-Name-Last: Becker 
Title: In Memory of Michael Watts (November 3, 1950-December 5, 2014) 
Journal: The Journal of Economic Education 
Pages: 233-238 
Issue: 3 
Volume: 46 
Year: 2015 
Month: 7 
X-DOI: 10.1080/00220485.2015.1040184 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1040184 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:3:p:233-238




Template-Type: ReDIF-Article 1.0
Author-Name: Vincenzo Andrietti 
Author-X-Name-First: Vincenzo 
Author-X-Name-Last: Andrietti 
Author-Name: Carlos Velasco 
Author-X-Name-First: Carlos 
Author-X-Name-Last: Velasco 
Title: Lecture Attendance, Study Time, and Academic Performance: A Panel Data Study 
Abstract:
 The authors analyze matched administrative survey data on economics
 students enrolled in two econometrics courses offered in consecutive terms
 at a major public university in Spain to assess the impact of lecture
 attendance and study time on academic performance. Using proxy variables
 in a cross-sectional regression setting, they find a positive and
 significant effect of attendance and study time, with a substantially
 higher return on each additional hour of attendance. However, when panel
 data first-difference estimators are used to eliminate time-invariant
 individual-specific unobservables possibly correlated with regressors of
 interest, the attendance effect disappears, while study time substantially
 increases its economic impact. These results suggest that study time may
 be much more important than attendance as a causal determinant of academic
 performance.
Journal: The Journal of Economic Education 
Pages: 239-259 
Issue: 3 
Volume: 46 
Year: 2015 
Month: 7 
X-DOI: 10.1080/00220485.2015.1040182 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1040182 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:3:p:239-259




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen J. Schmidt 
Author-X-Name-First: Stephen J. 
Author-X-Name-Last: Schmidt 
Title: Examining Theories of Distributive Justice with an Asymmetric Public Goods Game 
Abstract:
 In this article, the author presents an asymmetric version of the familiar
 public goods classroom experiment, in which some players are given more
 tokens to invest than others, and players collectively decide whether to
 divide the return to the group investment asymmetrically as well. The
 asymmetry between players raises normative issues about fairness, rights,
 and equality that are not present in the symmetric game, where efficiency
 is the major relevant normative concept. Playing the game in class
 requires students to confront the distributional question and shows how
 issues of efficiency can become entangled with other moral issues when
 solving economic policy problems. The game allows instructors to
 incorporate theories of distributive justice into economic reasoning in
 the classroom, as has been widely suggested recently.
Journal: The Journal of Economic Education 
Pages: 260-273 
Issue: 3 
Volume: 46 
Year: 2015 
Month: 7 
X-DOI: 10.1080/00220485.2015.1040181 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1040181 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:3:p:260-273




Template-Type: ReDIF-Article 1.0
Author-Name: Prakarsh Singh 
Author-X-Name-First: Prakarsh 
Author-X-Name-Last: Singh 
Author-Name: Hongye Guo 
Author-X-Name-First: Hongye 
Author-X-Name-Last: Guo 
Author-Name: Alvaro Morales 
Author-X-Name-First: Alvaro 
Author-X-Name-Last: Morales 
Title: A Research-Based Development Economics Course for Undergraduates 
Abstract:
 The authors present details of a research-based course in development
 economics taught at a private liberal arts college. There were three key
 elements in this class: teaching of applied econometrics, group
 presentations reviewing published and working papers in development
 economics, and using concepts taught in class to write an original
 research paper. The project required using econometric analyses on an
 existing data set that was available online to answer a question in
 development economics. The authors illustrate how the three elements of
 the class complemented each other and provide a case study as an example.
Journal: The Journal of Economic Education 
Pages: 274-284 
Issue: 3 
Volume: 46 
Year: 2015 
Month: 7 
X-DOI: 10.1080/00220485.2015.1040180 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1040180 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:3:p:274-284




Template-Type: ReDIF-Article 1.0
Author-Name: Mike Aguilar 
Author-X-Name-First: Mike 
Author-X-Name-Last: Aguilar 
Author-Name: Daniel Soques 
Author-X-Name-First: Daniel 
Author-X-Name-Last: Soques 
Title: Fiscal Challenge: An Experiential Exercise in Policy Making 
Abstract:
 In this article, the authors introduce a pedagogical innovation that is
 designed to enhance students' understanding of fiscal policy in general,
 and the national debt and deficit in particular. The innovation leverages
 the educational advantages offered through a competitive environment by
 pitting teams of students against one another with the goal of devising
 the best plan to put the United States on a sustainable fiscal path. The
 current incarnation of the competition, which is referred to as the Fiscal
 Challenge, confronts the students with the specific task of stabilizing
 the U.S. Federal Debt-to-GDP ratio. The Fiscal Challenge currently is
 being implemented as a nationwide, inter-university, extracurricular
 activity; however, it can easily be customized to fit within a traditional
 classroom setting.
Journal: The Journal of Economic Education 
Pages: 285-299 
Issue: 3 
Volume: 46 
Year: 2015 
Month: 7 
X-DOI: 10.1080/00220485.2015.1040179 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1040179 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:3:p:285-299




Template-Type: ReDIF-Article 1.0
Author-Name: Humberto Barreto 
Author-X-Name-First: Humberto 
Author-X-Name-Last: Barreto 
Title: Why Excel? 
Abstract:
 This article is not the usual Excel pedagogy fare in that it does not
 provide an application or example taught via a spreadsheet. Instead, it
 briefly reviews the history of spreadsheets in the economics classroom and
 explores the current environment, with an emphasis on modern learning
 theory. The conclusion is not surprising: spreadsheets improve learning
 outcomes across the economics curriculum and are increasingly being used.
 They offer the "just right" option that gives a middle way between too
 little and too much focus on software in an economics course.
Journal: The Journal of Economic Education 
Pages: 300-309 
Issue: 3 
Volume: 46 
Year: 2015 
Month: 7 
X-DOI: 10.1080/00220485.2015.1029177 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1029177 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:3:p:300-309




Template-Type: ReDIF-Article 1.0
Author-Name: Cynthia L. Harter 
Author-X-Name-First: Cynthia L. 
Author-X-Name-Last: Harter 
Author-Name: Georg Schaur 
Author-X-Name-First: Georg 
Author-X-Name-Last: Schaur 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: What Do Teaching Weights Tell Us? 
Abstract:
 Academic departments assign different relative weights to the importance
 of teaching and research. Those weights are used in making decisions about
 promotion, tenure, and annual raises. Presumably, raising the teaching
 weight should encourage faculty to increase time on teaching. Using survey
 data from U.S. faculty in 1995, 2000, 2005, and 2010, researchers show
 that at different schools teaching weights overlap extensively but vary,
 and that within different types of schools, those weights vary
 systematically based on class sizes in principles and intermediate theory
 courses, school or enrollment size, and for faculty who are assigned to
 teach principles classes. If departments and schools use teaching weights
 as a discretionary policy, successful implementation likely depends on
 adapting the policies to fit school, department, and faculty
 characteristics.
Journal: The Journal of Economic Education 
Pages: 310-323 
Issue: 3 
Volume: 46 
Year: 2015 
Month: 7 
X-DOI: 10.1080/00220485.2015.1040183 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1040183 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:3:p:310-323




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Author-Name: Michael Watts 
Author-X-Name-First: Michael 
Author-X-Name-Last: Watts 
Title: Perspectives on Economics in the School Curriculum: Coursework, Content, and Research 
Abstract:
 This review describes the conditions for teaching economics in the
 kindergarten through twelfth grade (K-12) curriculum in U.S. schools. The
 first section presents data on course-taking in economics in high schools
 and state mandates for economics instruction. It discusses the value of
 the infusion approach to teaching economics either in place of a separate
 course or as a complement to it. The second section describes the economic
 content that is taught to students as presented in content guides and
 standards. The final section presents research findings on (1) test
 instruments for measuring outcomes from economics instruction, (2) the
 effect of teacher coursework and training on the student economic
 understanding, and (3) how instructional materials complement or
 substitute for instructor selection and training.
Journal: The Journal of Economic Education 
Pages: 324-339 
Issue: 3 
Volume: 46 
Year: 2015 
Month: 7 
X-DOI: 10.1080/00220485.2015.1040185 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1040185 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:3:p:324-339




Template-Type: ReDIF-Article 1.0
Author-Name: Matthew C. Rousu 
Author-X-Name-First: Matthew C. 
Author-X-Name-Last: Rousu 
Author-Name: Jay R. Corrigan 
Author-X-Name-First: Jay R. 
Author-X-Name-Last: Corrigan 
Author-Name: David Harris 
Author-X-Name-First: David 
Author-X-Name-Last: Harris 
Author-Name: Jill K. Hayter 
Author-X-Name-First: Jill K. 
Author-X-Name-Last: Hayter 
Author-Name: Scott Houser 
Author-X-Name-First: Scott 
Author-X-Name-Last: Houser 
Author-Name: Becky A. Lafrancois 
Author-X-Name-First: Becky A. 
Author-X-Name-Last: Lafrancois 
Author-Name: Olugbenga Onafowora 
Author-X-Name-First: Olugbenga 
Author-X-Name-Last: Onafowora 
Author-Name: Gregory Colson 
Author-X-Name-First: Gregory 
Author-X-Name-Last: Colson 
Author-Name: Adam Hoffer 
Author-X-Name-First: Adam 
Author-X-Name-Last: Hoffer 
Title: Do Monetary Incentives Matter in Classroom Experiments? Effects on Course Performance 
Abstract:
 Using 641 principles of economics students across four universities, the
 authors examine whether providing monetary incentives in a prisoner's
 dilemma game enhances student learning as measured by a set of common exam
 questions. Subjects either play a two-player prisoner's dilemma game for
 real money, play the same game with no money at stake (i.e., play a
 hypothetical version), or are in a control group where no game is played.
 The authors find strong evidence that students who played the classroom
 game for real money earned higher test scores than students who played the
 hypothetical game or where no game was played. Their findings challenge
 the conventional wisdom that monetary incentives are unnecessary in
 classroom experiments.
Journal: The Journal of Economic Education 
Pages: 341-349 
Issue: 4 
Volume: 46 
Year: 2015 
Month: 10 
X-DOI: 10.1080/00220485.2015.1071214 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1071214 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:4:p:341-349




Template-Type: ReDIF-Article 1.0
Author-Name: Jennjou Chen 
Author-X-Name-First: Jennjou 
Author-X-Name-Last: Chen 
Author-Name: Tsui-Fang Lin 
Author-X-Name-First: Tsui-Fang 
Author-X-Name-Last: Lin 
Title: Effect of Peer Attendance on College Students' Learning Outcomes in a Microeconomics Course 
Abstract:
 The authors' main purpose in this article is to examine whether peer
 presence, measured by overall class attendance rate, has any significant
 effect on college students' academic performance. They use a rich dataset
 from an intermediate microeconomics course from the fall of 2008 to the
 spring of 2013 at a public university in Taiwan. The estimation results
 reveal a significant and negative effect of peer attendance on individual
 students' examination performance. This result suggests that potential
 distraction from peers dominates the beneficial effect of peer attendance.
 In addition, the subsample estimation shows that the presence of peers
 produces a negative effect on better-motivated students' examination
 performance. Hence, the beneficial effects of a typical mandatory
 attendance policy considered in prior literature must be reassessed.
Journal: The Journal of Economic Education 
Pages: 350-359 
Issue: 4 
Volume: 46 
Year: 2015 
Month: 10 
X-DOI: 10.1080/00220485.2015.1071224 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1071224 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:4:p:350-359




Template-Type: ReDIF-Article 1.0
Author-Name: Koen Deconinck 
Author-X-Name-First: Koen 
Author-X-Name-Last: Deconinck 
Title: Trust Me, I'm a Doctor: A PhD Survival Guide 
Abstract:
 So, you have decided to do a PhD ... now what? In this essay, the author
 provides some advice for beginning PhD students, basically sharing what he
 would tell his younger self. Doing a PhD is a transformative experience,
 but the process is challenging, not merely on an intellectual level but
 also psychologically. To overcome these challenges, one needs a certain
 mindset and a bag of tricks. The author offers some help for getting in
 the right mindset, and shares some of his own tricks for studying,
 research, and productivity in general.
Journal: The Journal of Economic Education 
Pages: 360-375 
Issue: 4 
Volume: 46 
Year: 2015 
Month: 10 
X-DOI: 10.1080/00220485.2015.1071223 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1071223 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:4:p:360-375




Template-Type: ReDIF-Article 1.0
Author-Name: Sebastien Buttet 
Author-X-Name-First: Sebastien 
Author-X-Name-Last: Buttet 
Author-Name: Udayan Roy 
Author-X-Name-First: Udayan 
Author-X-Name-Last: Roy 
Title: Macroeconomic Stabilization When the Natural Real Interest Rate Is Falling 
Abstract:
 The authors modify the Dynamic Aggregate Demand-Dynamic Aggregate Supply
 model in Mankiw's widely used intermediate macroeconomics textbook to
 discuss monetary policy when the natural real interest rate is falling
 over time. Their results highlight a new role for the central bank's
 inflation target as a tool of macroeconomic stabilization. They show that
 even when the zero lower bound is <italic>not</italic> binding, a prudent
 central bank must match every decrease in the natural real interest rate
 with an equal increase in the target rate of inflation in order to
 stabilize the risk of the economy falling into a deflationary spiral,
 which is an acute case of simultaneously falling output and inflation in
 which the economy's self-correcting forces are inactive.
Journal: The Journal of Economic Education 
Pages: 376-393 
Issue: 4 
Volume: 46 
Year: 2015 
Month: 10 
X-DOI: 10.1080/00220485.2015.1071218 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1071218 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:4:p:376-393




Template-Type: ReDIF-Article 1.0
Author-Name: Roberto Duncan 
Author-X-Name-First: Roberto 
Author-X-Name-Last: Duncan 
Title: A Simple Model to Teach Business Cycle Macroeconomics for Emerging Market and Developing Economies 
Abstract:
 The canonical neoclassical model is insufficient to understand business
 cycle fluctuations in emerging market and developing economies. The author
 reformulates the model proposed by Aguiar and Gopinath (2007) in a simple
 setting that can be used to teach business cycle macroeconomics for
 emerging market and developing economies at the undergraduate level. The
 simplified model is employed for qualitatively explaining facts such as
 the highly countercyclicality of the trade balance and the higher
 volatility of output and consumption compared with those observed in
 advanced countries.
Journal: The Journal of Economic Education 
Pages: 394-402 
Issue: 4 
Volume: 46 
Year: 2015 
Month: 10 
X-DOI: 10.1080/00220485.2015.1071221 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1071221 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:4:p:394-402




Template-Type: ReDIF-Article 1.0
Author-Name: Christopher C. Klein 
Author-X-Name-First: Christopher C. 
Author-X-Name-Last: Klein 
Title: The Music Industry as a Vehicle for Economic Analysis 
Abstract:
 Issues arising in the music industry in response to the availability of
 digital music files provide an opportunity for exposing undergraduate
 students to economic analyses rarely covered in the undergraduate
 economics curriculum. Three of these analyses are covered here: the
 optimal copyright term, the effect of piracy or illegal file sharing, and
 the economics of multisided markets. These analyses also apply to the book
 publishing, newspaper, and motion picture industries to varying degrees.
 While the mathematical and graphical treatments shown here are likely too
 advanced for the typical principles course, they are suitable for
 upper-level undergraduate courses such as Intermediate Economic Theory,
 Business and Government, Public Policy, Managerial Economics,
 Music/Media/Entertainment Economics, or others at the discretion of the
 instructor.
Journal: The Journal of Economic Education 
Pages: 403-411 
Issue: 4 
Volume: 46 
Year: 2015 
Month: 10 
X-DOI: 10.1080/00220485.2015.1071220 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1071220 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:4:p:403-411




Template-Type: ReDIF-Article 1.0
Author-Name: Jill L. Caviglia-Harris 
Author-X-Name-First: Jill L. 
Author-X-Name-Last: Caviglia-Harris 
Author-Name: Richard T. Melstrom 
Author-X-Name-First: Richard T. 
Author-X-Name-Last: Melstrom 
Title: Airing Your Dirty Laundry: A Quick Marketable Pollution Permits Game for the Classroom 
Abstract:
 In this article, the authors describe a simple classroom game that
 demonstrates the advantage of tradable emissions permits in regulating
 environmental pollution. Students take on the role of polluters who must
 consider the costs of complying with a uniform reduction and a tradable
 permits program. The class is divided into high-cost polluters and
 low-cost polluters so students can observe the gains from trade as
 high-cost students purchase pollution rights from the low-cost students in
 the tradable permits scenario. A major advantage of the game is that it
 can be conducted within as little as 20 minutes and does not require that
 students have prior knowledge of economics or regulatory policies. This
 makes the game appropriate for economics and noneconomics courses alike.
Journal: The Journal of Economic Education 
Pages: 412-419 
Issue: 4 
Volume: 46 
Year: 2015 
Month: 10 
X-DOI: 10.1080/00220485.2015.1071217 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1071217 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:4:p:412-419




Template-Type: ReDIF-Article 1.0
Author-Name: Diego Méndez-Carbajo 
Author-X-Name-First: Diego 
Author-X-Name-Last: Méndez-Carbajo 
Title: Visualizing Data and the Online FRED Database 
Abstract:
 The author discusses a pedagogical strategy based on data visualization
 and analysis in the teaching of intermediate macroeconomics and financial
 economics. In these short projects, students collect and manipulate
 economic data from the online Federal Reserve Economic Database (FRED) in
 order to illustrate theoretical relationships discussed in class. All the
 data collection and manipulation tasks are conducted through the FRED Web
 site. The author argues that as students locate and effectively use the
 quantitative information that they need to evaluate abstract concepts,
 they are in effect developing the connection between theories and
 empirical evidence that underpins the discipline of economics.
Journal: The Journal of Economic Education 
Pages: 420-429 
Issue: 4 
Volume: 46 
Year: 2015 
Month: 10 
X-DOI: 10.1080/00220485.2015.1071222 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1071222 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:4:p:420-429




Template-Type: ReDIF-Article 1.0
Author-Name: Lucas M. Engelhardt 
Author-X-Name-First: Lucas M. 
Author-X-Name-Last: Engelhardt 
Title: Simulating Price-Taking 
Abstract:
 In this article, the author presents a price-takers' market simulation
 geared toward principles-level students. This simulation demonstrates that
 price-taking behavior is a natural result of the conditions that create
 perfect competition. In trials, there is a significant degree of price
 convergence in just three or four rounds. Students find this simulation to
 be a fun, educational experience that adds value to their understanding of
 competitive markets.
Journal: The Journal of Economic Education 
Pages: 430-439 
Issue: 4 
Volume: 46 
Year: 2015 
Month: 10 
X-DOI: 10.1080/00220485.2015.1071219 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1071219 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:4:p:430-439




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Erfle 
Author-X-Name-First: Stephen 
Author-X-Name-Last: Erfle 
Title: On Using a Barter Edgeworth Box to Discuss Efficiency Early in the Semester 
Journal: The Journal of Economic Education 
Pages: 440-441 
Issue: 4 
Volume: 46 
Year: 2015 
Month: 10 
X-DOI: 10.1080/00220485.2015.1071225 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1071225 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:4:p:440-441




Template-Type: ReDIF-Article 1.0
Author-Name: Adalbert Mayer 
Author-X-Name-First: Adalbert 
Author-X-Name-Last: Mayer 
Title: Connecting Supply and Demand-An Interactive Visualization 
Journal: The Journal of Economic Education 
Pages: 442-442 
Issue: 4 
Volume: 46 
Year: 2015 
Month: 10 
X-DOI: 10.1080/00220485.2015.1071215 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1071215 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:4:p:442-442




Template-Type: ReDIF-Article 1.0
Author-Name: Kim Holder 
Author-X-Name-First: Kim 
Author-X-Name-Last: Holder 
Author-Name: Adam Hoffer 
Author-X-Name-First: Adam 
Author-X-Name-Last: Hoffer 
Author-Name: Abdullah Al-Bahrani 
Author-X-Name-First: Abdullah 
Author-X-Name-Last: Al-Bahrani 
Author-Name: Solina Lindahl 
Author-X-Name-First: Solina 
Author-X-Name-Last: Lindahl 
Title: Rockonomix 
Journal: The Journal of Economic Education 
Pages: 443-443 
Issue: 4 
Volume: 46 
Year: 2015 
Month: 10 
X-DOI: 10.1080/00220485.2015.1071216 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1071216 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:46:y:2015:i:4:p:443-443




Template-Type: ReDIF-Article 1.0
Author-Name: Alan Green 
Author-X-Name-First: Alan 
Author-X-Name-Last: Green 
Title: Significant returns in engagement and performance with a free teaching app 
Abstract:
 Pedagogical research shows that teaching methods other than traditional
 lectures may result in better outcomes. However, lecture remains the
 dominant method in economics, likely due to high implementation costs of
 methods shown to be effective in the literature. In this article, the
 author shows significant benefits of using a teaching app for clicker
 questions and exit tickets (a digital one-minute paper) in lectures with
 minimal time commitment and outside preparation. The use of the teaching
 app improved exam performance by over 8 percent, on average, compared to a
 control section of traditional lecture and discussion in principles
 classes.
Journal: The Journal of Economic Education 
Pages: 1-10 
Issue: 1 
Volume: 47 
Year: 2016 
Month: 1 
X-DOI: 10.1080/00220485.2015.1106359 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1106359 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:1-10




Template-Type: ReDIF-Article 1.0
Author-Name: David Colander 
Author-X-Name-First: David 
Author-X-Name-Last: Colander 
Title: Introduction to symposium on opportunity cost 
Journal: The Journal of Economic Education 
Pages: 11-11 
Issue: 1 
Volume: 47 
Year: 2016 
Month: 1 
X-DOI: 10.1080/00220485.2015.1106370 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1106370 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:11-11




Template-Type: ReDIF-Article 1.0
Author-Name: Michael Parkin 
Author-X-Name-First: Michael 
Author-X-Name-Last: Parkin 
Title: Opportunity cost: A reexamination 
Journal: The Journal of Economic Education 
Pages: 12-22 
Issue: 1 
Volume: 47 
Year: 2016 
Month: 1 
X-DOI: 10.1080/00220485.2015.1106361 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1106361 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:12-22




Template-Type: ReDIF-Article 1.0
Author-Name: Daniel G. Arce 
Author-X-Name-First: Daniel G. 
Author-X-Name-Last: Arce 
Title: Opportunity cost and the intelligence of economists: A comment 
Journal: The Journal of Economic Education 
Pages: 23-25 
Issue: 1 
Volume: 47 
Year: 2016 
Month: 1 
X-DOI: 10.1080/00220485.2015.1106367 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1106367 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:23-25




Template-Type: ReDIF-Article 1.0
Author-Name: Rod O&#x2019;Donnell 
Author-X-Name-First: Rod 
Author-X-Name-Last: O&#x2019;Donnell 
Title: Complexities in the examination of opportunity cost 
Journal: The Journal of Economic Education 
Pages: 26-31 
Issue: 1 
Volume: 47 
Year: 2016 
Month: 1 
X-DOI: 10.1080/00220485.2015.1106368 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1106368 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:26-31




Template-Type: ReDIF-Article 1.0
Author-Name: Daniel F. Stone 
Author-X-Name-First: Daniel F. 
Author-X-Name-Last: Stone 
Title: Comments on &#x201c;Opportunity cost: A reexamination&#x201d;: A case in point of no free lunch 
Journal: The Journal of Economic Education 
Pages: 32-34 
Issue: 1 
Volume: 47 
Year: 2016 
Month: 1 
X-DOI: 10.1080/00220485.2015.1106369 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1106369 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:32-34




Template-Type: ReDIF-Article 1.0
Author-Name: Michael Parkin 
Author-X-Name-First: Michael 
Author-X-Name-Last: Parkin 
Title: Opportunity cost: A reply 
Journal: The Journal of Economic Education 
Pages: 35-39 
Issue: 1 
Volume: 47 
Year: 2016 
Month: 1 
X-DOI: 10.1080/00220485.2015.1106366 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1106366 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:35-39




Template-Type: ReDIF-Article 1.0
Author-Name: Sahan T. M. Dissanayake 
Author-X-Name-First: Sahan T. M. 
Author-X-Name-Last: Dissanayake 
Title: Using STELLA simulation models to teach natural resource economics 
Abstract:
 In this article, the author discusses how graphical simulation models
 created using STELLA software can be used to present natural resource
 systems in an intuitive way in undergraduate natural resource economics
 classes based on his experiences at a leading research university, a state
 university, and a leading liberal arts college in the United States. The
 models allow students to develop an intuitive understanding of the
 economic aspects of natural resource systems. The author provides a short
 introduction to STELLA and then presents an economic model of the fishery
 in detail as an example of how models can be used in a classroom. He then
 discusses how he incorporates STELLA into his natural resource economics
 course, and closes the article by comparing STELLA with alternate methods.
Journal: The Journal of Economic Education 
Pages: 40-48 
Issue: 1 
Volume: 47 
Year: 2016 
Month: 1 
X-DOI: 10.1080/00220485.2015.1106358 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1106358 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:40-48




Template-Type: ReDIF-Article 1.0
Author-Name: William G. Morrison 
Author-X-Name-First: William G. 
Author-X-Name-Last: Morrison 
Title: Product bundling and shared information goods: A pricing exercise 
Abstract:
 In this article, the author describes an exercise in which two pricing
 problems (product bundling and the sharing of digital information goods)
 can be understood using the same analytical approach. The exercise allows
 students to calculate the correct numerical answers with relative ease,
 while the teaching plan demonstrates the importance of the distribution of
 reservation prices across consumers in determining the optimal pricing
 strategies.
Journal: The Journal of Economic Education 
Pages: 49-63 
Issue: 1 
Volume: 47 
Year: 2016 
Month: 1 
X-DOI: 10.1080/00220485.2015.1106360 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1106360 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:49-63




Template-Type: ReDIF-Article 1.0
Author-Name: Rebecca L. Moryl 
Author-X-Name-First: Rebecca L. 
Author-X-Name-Last: Moryl 
Title: Pod learning: Student groups create podcasts to achieve economics learning goals 
Abstract:
 In this article, the author describes a group project to create
 student-generated podcasts on economics topics. This project provides an
 innovative opportunity for students to demonstrate proficiency in skills
 required for the undergraduate economics major and valued in the
 professional marketplace. Results of a student self-assessment survey on
 the project reflect findings in the literature that collaborative
 assignments utilizing technology tools can provide opportunities for
 students to practice their economic proficiencies, for instructors to
 assess even the higher-level proficiencies, and for students to enjoy the
 learning process.
Journal: The Journal of Economic Education 
Pages: 64-70 
Issue: 1 
Volume: 47 
Year: 2016 
Month: 1 
X-DOI: 10.1080/00220485.2015.1106363 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1106363 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:64-70




Template-Type: ReDIF-Article 1.0
Author-Name: Mary C. Suiter 
Author-X-Name-First: Mary C. 
Author-X-Name-Last: Suiter 
Author-Name: Keith G. Taylor 
Author-X-Name-First: Keith G. 
Author-X-Name-Last: Taylor 
Title: Resources for economic educators from the Federal Reserve Bank&#xa0;of&#xa0;St.&#xa0;Louis 
Abstract:
 The Federal Reserve Bank of St. Louis has a long history of providing
 economic and financial information to the public that continues today,
 although the format, delivery, and amount of information have changed over
 the years. Today, the St. Louis Fed provides Web-based data and
 information services, including FRED&#xae; and FRASER&#xae;, and
 publications, online courses, videos, podcasts, and much more that cover a
 wide array of economic topics. All these materials provide opportunities
 to engage students and enhance instruction in college classrooms.
Journal: The Journal of Economic Education 
Pages: 71-75 
Issue: 1 
Volume: 47 
Year: 2016 
Month: 1 
X-DOI: 10.1080/00220485.2015.1106365 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1106365 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:71-75




Template-Type: ReDIF-Article 1.0
Author-Name: Michael R. Hammock 
Author-X-Name-First: Michael R. 
Author-X-Name-Last: Hammock 
Author-Name: P. Wesley Routon 
Author-X-Name-First: P. Wesley 
Author-X-Name-Last: Routon 
Author-Name: Jay K. Walker 
Author-X-Name-First: Jay K. 
Author-X-Name-Last: Walker 
Title: The opinions of economics majors before and after learning economics 
Abstract:
 Using longitudinal data on undergraduates from 463 American colleges and
 universities from 1994--99, the authors examine how majoring in economics
 affects student opinions on 13 social, political, and economic issues.
 Economics majors were found to begin and end their college tenure with
 differing opinions on several issues when compared to other majors, and
 studying economics was found to be related to changes in several opinions.
 On the whole, studying economics appeared to increase beliefs in favor of
 personal freedom and decrease support for government intervention in
 markets. However, the authors find little evidence that economics majors
 leave college more united on their opinions when compared to the general
 student population.
Journal: The Journal of Economic Education 
Pages: 76-83 
Issue: 1 
Volume: 47 
Year: 2016 
Month: 1 
X-DOI: 10.1080/00220485.2015.1106927 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1106927 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:76-83




Template-Type: ReDIF-Article 1.0
Author-Name: Mark Maier 
Author-X-Name-First: Mark 
Author-X-Name-Last: Maier 
Author-Name: W. Edward Chi 
Author-X-Name-First: W. Edward 
Author-X-Name-Last: Chi 
Title: Community college economics instruction: Results from a National Science Foundation Project 
Abstract:
 The principal investigator of a National Science Foundation project,
 &#x201c;Economics at Community Colleges,&#x201d; surveyed community
 college economics faculty and organized workshops, webinars, and regional
 meetings to address community college faculty isolation from new ideas in
 economics and economics instruction. Survey results, combined with
 National Study of Postsecondary Faculty data, help fill a lacuna in
 information about community college faculty. A key finding is the reliance
 in community college economic instruction on part-time faculty, including
 many who do not hold a graduate degree in economics. The project's
 webinars reached the most community college faculty, while the workshops
 were most effective in improving economics instruction. Areas for future
 research are identified.
Journal: The Journal of Economic Education 
Pages: 84-88 
Issue: 1 
Volume: 47 
Year: 2016 
Month: 1 
X-DOI: 10.1080/00220485.2015.1106364 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1106364 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:84-88




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried 
Author-X-Name-First: John J. 
Author-X-Name-Last: Siegfried 
Title: Trends in undergraduate economics degrees, 1991--2014 
Abstract:
 The 2007--10 growth spurt (18 percent over 3&#xa0;years) in U.S.
 undergraduate economics degrees stalled in 2011. Degrees awarded were
 stagnant over the succeeding three years but show evidence of accelerating
 rapidly again in 2013--14.
Journal: The Journal of Economic Education 
Pages: 89-93 
Issue: 1 
Volume: 47 
Year: 2016 
Month: 1 
X-DOI: 10.1080/00220485.2015.1106371 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1106371 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:89-93




Template-Type: ReDIF-Article 1.0
Author-Name: Carsten Erner 
Author-X-Name-First: Carsten 
Author-X-Name-Last: Erner 
Author-Name: Michael Goedde-Menke 
Author-X-Name-First: Michael 
Author-X-Name-Last: Goedde-Menke 
Author-Name: Michael Oberste 
Author-X-Name-First: Michael 
Author-X-Name-Last: Oberste 
Title: Financial literacy of high school students: Evidence from Germany 
Abstract:
 After graduating high school, underage individuals soon face ever more
 complex and important financial decisions. Pivotal to the development of
 improved financial literacy programs is a comprehensive examination of
 financial literacy levels and potentially related factors. The authors
 conducted a survey among German high school students and found similarly
 weak performances on standard financial literacy measures as have been
 documented for other samples. Female students and those with a low level
 of integration exhibit significantly lower financial literacy across
 measures. Additionally, basic financial literacy is related to
 mathematical skills, while sophisticated financial literacy is related to
 a student's general cognitive aptitude and foreign language skills.
 Subpopulations identified by these factors should be given attention in
 the development of more targeted financial literacy programs.
Journal: The Journal of Economic Education 
Pages: 95-105 
Issue: 2 
Volume: 47 
Year: 2016 
Month: 4 
X-DOI: 10.1080/00220485.2016.1146102 
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1146102 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:2:p:95-105




Template-Type: ReDIF-Article 1.0
Author-Name: Edward Hubbard 
Author-X-Name-First: Edward 
Author-X-Name-Last: Hubbard 
Author-Name: Percival Matthews 
Author-X-Name-First: Percival 
Author-X-Name-Last: Matthews 
Author-Name: Anya Samek 
Author-X-Name-First: Anya 
Author-X-Name-Last: Samek 
Title: Using online compound interest tools to improve financial literacy 
Abstract:
 The widespread use of personal computing presents the opportunity to
 design educational materials that can be delivered online, potentially
 addressing low financial literacy. The authors developed and evaluated
 three different educational tools focusing on interest compounding. In the
 authors&#x2019; laboratory experiment, individuals were randomized to one
 of three display tools: text, linear graph, or volumetric graph. They
 found that the text and volumetric tools were most effective at improving
 understanding of interest compounding, whereas individuals using the
 linear tool made little gains. The superiority of the text over the linear
 tool runs counter to the prediction of theories that suggest advantages of
 graphics over text. For researchers, the authors&#x2019;&#x2009; findings
 highlight the importance of pedagogy evaluation. For practitioners, they
 provide research-validated tools for online dissemination.
Journal: The Journal of Economic Education 
Pages: 106-120 
Issue: 2 
Volume: 47 
Year: 2016 
Month: 4 
X-DOI: 10.1080/00220485.2016.1146097 
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1146097 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:2:p:106-120




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad 
Author-X-Name-First: William B. 
Author-X-Name-Last: Walstad 
Author-Name: Jamie Wagner 
Author-X-Name-First: Jamie 
Author-X-Name-Last: Wagner 
Title: The disaggregation of value-added test scores to assess learning outcomes in economics courses 
Abstract:
 This study disaggregates posttest, pretest, and value-added or difference
 scores in economics into four types of economic learning: positive,
 retained, negative, and zero. The types are derived from patterns of
 student responses to individual items on a multiple-choice test. The micro
 and macro data from the <italic>Test of Understanding in College
 Economics</italic> (TUCE) are used to show how aggregate scores can be
 reinterpreted based on their learning components. The regression analysis
 shows the relative contribution from learning components to aggregate
 scores. A value-added or difference score has a potential problem because
 it is a mixture of positive and negative learning.&#x2009; A better
 alternative would be to use the positive learning scores to assess
 improvement in economic understanding.
Journal: The Journal of Economic Education 
Pages: 121-131 
Issue: 2 
Volume: 47 
Year: 2016 
Month: 4 
X-DOI: 10.1080/00220485.2016.1146104 
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1146104 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:2:p:121-131




Template-Type: ReDIF-Article 1.0
Author-Name: Paula Aguil&#xf3; 
Author-X-Name-First: Paula 
Author-X-Name-Last: Aguil&#xf3; 
Author-Name: Maria Sard 
Author-X-Name-First: Maria 
Author-X-Name-Last: Sard 
Author-Name: Maria Tugores 
Author-X-Name-First: Maria 
Author-X-Name-Last: Tugores 
Title: Price discrimination: A classroom experiment 
Abstract:
 In this article, the authors describe a classroom experiment aimed at
 familiarizing students with different types of price discrimination
 (first-, second-, and third-degree price discrimination). During the
 experiment, the students were asked to decide what tariffs to set as
 monopolists for each of the price discrimination scenarios under
 consideration. The objective was to allow the students to work
 empirically, through trial and error, selecting tariffs for each type of
 discrimination that would maximize a monopolistic entrepreneur's profits.
 The purpose of the exercise also was to enable the students to
 differentiate each type of price discrimination and to set tariffs in each
 case, as well to help them understand the repercussions in terms of
 welfare for each type of price discrimination.
Journal: The Journal of Economic Education 
Pages: 132-139 
Issue: 2 
Volume: 47 
Year: 2016 
Month: 4 
X-DOI: 10.1080/00220485.2016.1146095 
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1146095 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:2:p:132-139




Template-Type: ReDIF-Article 1.0
Author-Name: Judith A. McDonald 
Author-X-Name-First: Judith A. 
Author-X-Name-Last: McDonald 
Author-Name: Robert J. Thornton 
Author-X-Name-First: Robert J. 
Author-X-Name-Last: Thornton 
Title: Estimating gender wage gaps: A data update 
Abstract:
 In the authors&#x2019; 2011 <italic>JEE</italic> article,
 &#x201c;Estimating Gender Wage Gaps,&#x201d; they described an interesting
 class project that allowed students to estimate the current gender
 earnings gap for recent college graduates using data from the National
 Association of Colleges and Employers (NACE). Unfortunately, since 2012,
 NACE no longer reports starting salaries for college graduates broken down
 by gender. In this note, the authors describe several alternative data
 options that instructors can use for the class project using the
 simulation procedure that was described in the earlier article.
Journal: The Journal of Economic Education 
Pages: 140-141 
Issue: 2 
Volume: 47 
Year: 2016 
Month: 4 
X-DOI: 10.1080/00220485.2016.1146100 
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1146100 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:2:p:140-141




Template-Type: ReDIF-Article 1.0
Author-Name: Sahan T. M. Dissanayake 
Author-X-Name-First: Sahan T. M. 
Author-X-Name-Last: Dissanayake 
Author-Name: Sarah A. Jacobson 
Author-X-Name-First: Sarah A. 
Author-X-Name-Last: Jacobson 
Title: Policies with varying costs and benefits: A land conservation classroom game 
Abstract:
 Some policies try to maximize net benefits by targeting different
 individuals to participate. This is difficult when costs and benefits of
 participation vary independently, such as in land conservation. The
 authors share a classroom game that explores cases in which minimizing
 costs may not maximize benefits and vice versa. The game is a contextually
 rich pedagogical tool, putting students in the role of landowners who must
 decide whether to conserve land in different policy environments: flat
 conservation payments, agglomeration bonuses, and a conservation auction.
 Students learn about specific issues in land conservation, ecosystem
 services, preferences for nonmoney outcomes, and general issues in
 policymaking. The game is suited to classes in environmental, resource,
 agricultural, and policy economics, and more general classes in
 microeconomics and public policy.
Journal: The Journal of Economic Education 
Pages: 142-160 
Issue: 2 
Volume: 47 
Year: 2016 
Month: 4 
X-DOI: 10.1080/00220485.2016.1146098 
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1146098 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:2:p:142-160




Template-Type: ReDIF-Article 1.0
Author-Name: Ishuan Li 
Author-X-Name-First: Ishuan 
Author-X-Name-Last: Li 
Author-Name: Robert Simonson 
Author-X-Name-First: Robert 
Author-X-Name-Last: Simonson 
Title: Capstone senior research course in economics 
Abstract:
 In this article, the authors describe the structure and assessment of a
 capstone course in economics. The outcomes are noteworthy for three
 reasons. First, among cited evidence to date, this is the only
 undergraduate economics program from a nonselective public university
 reporting similar achievements in undergraduate research paper
 publications. Second, the program reports learning outcomes of a
 relatively new instrument in standardized test (ETS MFT Economics) to
 measure attainment of proficiencies in economics. Finally, it introduces
 undergraduate research paper competition outcomes as a measure of student
 paper quality.
Journal: The Journal of Economic Education 
Pages: 161-167 
Issue: 2 
Volume: 47 
Year: 2016 
Month: 4 
X-DOI: 10.1080/00220485.2016.1146103 
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1146103 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:2:p:161-167




Template-Type: ReDIF-Article 1.0
Author-Name: Alexander Kovzik 
Author-X-Name-First: Alexander 
Author-X-Name-Last: Kovzik 
Author-Name: Marianne Johnson 
Author-X-Name-First: Marianne 
Author-X-Name-Last: Johnson 
Title: Comparative economics systems in the undergraduate curriculum: An update 
Abstract:
 In this study, the authors report on the status of comparative economics
 systems in the U.S. undergraduate economics curriculum. The treatment of
 comparative economics systems topics in introductory courses is examined
 through a survey of standard textbooks. To evaluate comparative economics
 systems at the advanced undergraduate level, they rely on survey data,
 searches of course catalogs, and an evaluation of available textbooks.
 They find course offerings in comparative economics systems have declined
 noticeably in the past ten years, with departments shifting to courses
 that study the economics of specific regions or countries.
Journal: The Journal of Economic Education 
Pages: 168-173 
Issue: 2 
Volume: 47 
Year: 2016 
Month: 4 
X-DOI: 10.1080/00220485.2015.1106362 
File-URL: http://hdl.handle.net/10.1080/00220485.2015.1106362 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:2:p:168-173




Template-Type: ReDIF-Article 1.0
Author-Name: Gloria Allione 
Author-X-Name-First: Gloria 
Author-X-Name-Last: Allione 
Author-Name: Rebecca M. Stein 
Author-X-Name-First: Rebecca M. 
Author-X-Name-Last: Stein 
Title: Mass attrition: An analysis of drop out from principles of microeconomics MOOC 
Abstract:
 In this article, the authors describe their Massive Open Online Course in
 microeconomics principles. Using the Cox proportional hazard model, they
 analyze the high attrition rate and relate it to demographic data, finding
 that younger students, U.S. participants, and females are less likely to
 complete the course. When designing a course, it may be appropriate to put
 more emphasis on the committed learners, as they have the most to gain
 from it. The challenge is to develop a flexible course that allows
 students to choose their pace and yet keeps the sense of community and
 sufficient structure to help completion.
Journal: The Journal of Economic Education 
Pages: 174-186 
Issue: 2 
Volume: 47 
Year: 2016 
Month: 4 
X-DOI: 10.1080/00220485.2016.1146096 
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1146096 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:2:p:174-186




Template-Type: ReDIF-Article 1.0
Author-Name: John V. Winters 
Author-X-Name-First: John V. 
Author-X-Name-Last: Winters 
Title: Is economics a good major for future lawyers? Evidence from earnings data 
Abstract:
 This study reports descriptive data on earnings differences for practicing
 lawyers by undergraduate major with a focus on economics majors. Some
 majors do much better than others. Economics majors tend to do very well
 in both median and mean earnings. Electrical engineering, accounting,
 finance, and some other majors also do relatively well. This information
 is useful for undergraduates planning to attend law school and considering
 what undergraduate major field to study. Economics appears to be a very
 good option.
Journal: The Journal of Economic Education 
Pages: 187-191 
Issue: 2 
Volume: 47 
Year: 2016 
Month: 4 
X-DOI: 10.1080/00220485.2016.1146101 
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1146101 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:2:p:187-191




Template-Type: ReDIF-Article 1.0
Author-Name: James Tierney 
Author-X-Name-First: James 
Author-X-Name-Last: Tierney 
Author-Name: G. Dirk Mateer 
Author-X-Name-First: G. Dirk 
Author-X-Name-Last: Mateer 
Author-Name: Ben Smith 
Author-X-Name-First: Ben 
Author-X-Name-Last: Smith 
Author-Name: Jadrian Wooten 
Author-X-Name-First: Jadrian 
Author-X-Name-Last: Wooten 
Author-Name: Wayne Geerling 
Author-X-Name-First: Wayne 
Author-X-Name-Last: Geerling 
Title: Bazinganomics: Economics of <italic>The Big Bang Theory</italic> 
Journal: The Journal of Economic Education 
Pages: 192-192 
Issue: 2 
Volume: 47 
Year: 2016 
Month: 4 
X-DOI: 10.1080/00220485.2016.1146099 
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1146099 
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers. 
Handle: RePEc:taf:jeduce:v:47:y:2016:i:2:p:192-192




Template-Type: ReDIF-Article 1.0
Author-Name: Steven Yamarik
Author-X-Name-First: Steven
Author-X-Name-Last: Yamarik
Title: The automobile industry and new trade theory: A classroom experiment
Abstract: 
 In this study, the author describes a classroom experiment on new trade theory appropriate for undergraduate international economics and trade courses. Students portray U.S. and Japanese automobile manufacturers with different average cost schedules. There are five rounds in the experiment, starting with autarky in the 1960s and ending with the Great Recession of 2008–9. In each round, the instructor announces a market price and quantity and then each producer calculates its market share, average cost and profit; and makes its shutdown decision. By varying the market price and size, the experiment illustrates the gains from intra-industry trade and also how efficiency gains and economic recession impact individual firm performance.
Journal: The Journal of Economic Education
Pages: 252-259
Issue: 3
Volume: 49
Year: 2018
Month: 7
X-DOI: 10.1080/00220485.2018.1464982
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1464982
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:3:p:252-259




Template-Type: ReDIF-Article 1.0
Author-Name: Jadrian J. Wooten
Author-X-Name-First: Jadrian J.
Author-X-Name-Last: Wooten
Author-Name: Ben O. Smith
Author-X-Name-First: Ben O.
Author-X-Name-Last: Smith
Title: Create random assignments: A cloud-based tool to help implement alternative teaching materials
Journal: The Journal of Economic Education
Pages: 297-297
Issue: 3
Volume: 49
Year: 2018
Month: 7
X-DOI: 10.1080/00220485.2018.1464983
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1464983
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:3:p:297-297




Template-Type: ReDIF-Article 1.0
Author-Name: David McKenzie
Author-X-Name-First: David
Author-X-Name-Last: McKenzie
Author-Name: Anna Luisa Paffhausen
Author-X-Name-First: Anna Luisa
Author-X-Name-Last: Paffhausen
Title: How is development economics taught in developing countries?
Abstract: 
 A survey of instructors and data collected from course syllabi and examinations are used to examine how the subject of development economics is taught at the undergraduate and master's levels in developing countries, compared to undergraduate classes in the United States. Topic coverage, teaching approach, and means of assessment all differ from that in leading U.S. economics departments. Development economics is taught largely as a theoretical subject coupled with case studies in developing countries, with few courses emphasizing use of data or empirical methods. Limited financial resources, the educational level of students, and low involvement of instructors in research are considered as explanations for the way the subject is taught in developing countries. The authors conclude with suggestions for improving teaching of development economics.
Journal: The Journal of Economic Education
Pages: 278-290
Issue: 3
Volume: 49
Year: 2018
Month: 7
X-DOI: 10.1080/00220485.2018.1464984
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1464984
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:3:p:278-290




Template-Type: ReDIF-Article 1.0
Author-Name: P. Wesley Routon
Author-X-Name-First: P. Wesley
Author-X-Name-Last: Routon
Title: Is an economics degree good preparation for the LSAT?
Abstract: 
 Those aspiring to law school must first complete the Law School Admissions Test, or LSAT. When ranking undergraduate majors by mean LSAT scores, economics has proven to be near the very top, if not the number-one major, over the last two decades. The goal of this analysis is the search for additional evidence that an economics degree is good preparation for the LSAT beyond mean score comparisons. After controlling for pre-college academic ability, collegiate academic ability, variables related to law school aspirations, institutional characteristics, several collegiate experiences, and demographics, the author finds that an economics degree has a positive and statistically significant association with higher LSAT performance.
Journal: The Journal of Economic Education
Pages: 271-277
Issue: 3
Volume: 49
Year: 2018
Month: 7
X-DOI: 10.1080/00220485.2018.1464985
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1464985
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:3:p:271-277




Template-Type: ReDIF-Article 1.0
Author-Name: Brooke Conaway
Author-X-Name-First: Brooke
Author-X-Name-Last: Conaway
Author-Name: Christopher Clark
Author-X-Name-First: Christopher
Author-X-Name-Last: Clark
Author-Name: J. J. Arias
Author-X-Name-First: J. J.
Author-X-Name-Last: Arias
Author-Name: Jessie Folk
Author-X-Name-First: Jessie
Author-X-Name-Last: Folk
Title: Integrating econometrics: A modern undergraduate economics capstone experience
Abstract: 
 Angrist and Pischke (2017) call for a pedagogical paradigm shift by pointing out that econometrics courses often do not align with modern empirical approaches employed by economists. This article's authors propose a modern capstone experience, designed to address these concerns by integrating econometrics into the traditional capstone approach. They couple a full econometrics course with a traditional capstone course by weaving a cohesive econometrics-heavy research paper through the two courses. They feel this approach addresses the lack of econometrics skills among economics majors while simultaneously making some necessary improvements to undergraduate econometrics content. They hope this article will be a valuable resource for programs changing course requirements or revamping their curriculum to better fit the increasing demand for data analysis skills in the job market.
Journal: The Journal of Economic Education
Pages: 260-270
Issue: 3
Volume: 49
Year: 2018
Month: 7
X-DOI: 10.1080/00220485.2018.1464986
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1464986
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:3:p:260-270




Template-Type: ReDIF-Article 1.0
Author-Name: Mario Solis-Garcia
Author-X-Name-First: Mario
Author-X-Name-Last: Solis-Garcia
Title: The Macro Pedagogy Debate: Teaching DSGE to Undergraduates Symposium
Abstract: 
 Dynamic stochastic general equilibrium (DSGE) models have become the workhorse of modern macroeconomics and the standard way to communicate ideas among applied macroeconomists. Undergraduate students, however, often remain unaware of their existence. The lack of specialized knowledge can hurt them if they decide to attend graduate school. Indeed, many first-year PhD students discover that the material they are currently learning differs significantly from what they mastered in college. But this can change. In this article, the author describes how to teach a full-fledged macroeconomics course where DSGE models take center stage. He discusses how to arrange such a course within a one-semester time frame, details the main components of instruction, and finishes with some thoughts based on his teaching experience at Macalester College.
Journal: The Journal of Economic Education
Pages: 226-236
Issue: 3
Volume: 49
Year: 2018
Month: 7
X-DOI: 10.1080/00220485.2018.1464987
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1464987
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:3:p:226-236




Template-Type: ReDIF-Article 1.0
Author-Name: Mary C. Suiter
Author-X-Name-First: Mary C.
Author-X-Name-Last: Suiter
Author-Name: Diego Mendez-Carbajo
Author-X-Name-First: Diego
Author-X-Name-Last: Mendez-Carbajo
Title: FREDcast: Economic forecasting game
Journal: The Journal of Economic Education
Pages: 296-296
Issue: 3
Volume: 49
Year: 2018
Month: 7
X-DOI: 10.1080/00220485.2018.1464988
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1464988
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:3:p:296-296




Template-Type: ReDIF-Article 1.0
Author-Name: David Colander
Author-X-Name-First: David
Author-X-Name-Last: Colander
Title: The Macro Pedagogy Debate: Teaching DSGE to Undergraduates Symposium
Journal: The Journal of Economic Education
Pages: 224-225
Issue: 3
Volume: 49
Year: 2018
Month: 7
X-DOI: 10.1080/00220485.2018.1464989
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1464989
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:3:p:224-225




Template-Type: ReDIF-Article 1.0
Author-Name: Seth Neumuller
Author-X-Name-First: Seth
Author-X-Name-Last: Neumuller
Author-Name: Casey Rothschild
Author-X-Name-First: Casey
Author-X-Name-Last: Rothschild
Author-Name: Akila Weerapana
Author-X-Name-First: Akila
Author-X-Name-Last: Weerapana
Title: The Macro Pedagogy Debate: Teaching DSGE to Undergraduates Symposium
Journal: The Journal of Economic Education
Pages: 242-251
Issue: 3
Volume: 49
Year: 2018
Month: 7
X-DOI: 10.1080/00220485.2018.1464990
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1464990
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:3:p:242-251




Template-Type: ReDIF-Article 1.0
Author-Name: Mark Setterfield
Author-X-Name-First: Mark
Author-X-Name-Last: Setterfield
Title: The Macro Pedagogy Debate: Teaching DSGE to Undergraduates Symposium
Abstract: 
 Introducing DSGE modelling into undergraduate macroeconomics would be a mistake. DSGE modelling hasn't served the profession well, and won't enhance an undergraduate curriculum that is overwhelmingly populated by students who don't intend to pursue graduate training in economics. Undergraduate macro would be better served by focusing on basic tools and concepts, and by conveying to students a sense of the economy's complexity and the challenges this presents to good policy making.
Journal: The Journal of Economic Education
Pages: 237-241
Issue: 3
Volume: 49
Year: 2018
Month: 7
X-DOI: 10.1080/00220485.2018.1464991
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1464991
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:3:p:237-241




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried
Author-X-Name-First: John J.
Author-X-Name-Last: Siegfried
Title: Trends in undergraduate economics degrees, 1991–2017
Abstract: 
 Undergraduate degrees awarded in economics by U.S. colleges and universities were stagnant from 2009–10 through 2012–13, increased rapidly (almost 15 percent) over the two years from 2012–13 through 2014–15, but have again leveled off in 2015–16 and 2016–17.
Journal: The Journal of Economic Education
Pages: 291-295
Issue: 3
Volume: 49
Year: 2018
Month: 7
X-DOI: 10.1080/00220485.2018.1464992
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1464992
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:3:p:291-295




Template-Type: ReDIF-Article 1.0
Author-Name: The Editors
Title: A note from the editors
Journal: The Journal of Economic Education
Pages: 223-223
Issue: 3
Volume: 49
Year: 2018
Month: 7
X-DOI: 10.1080/00220485.2018.1466519
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1466519
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:3:p:223-223




Template-Type: ReDIF-Article 1.0
Author-Name: Nathan Wozny
Author-X-Name-First: Nathan
Author-X-Name-Last: Wozny
Author-Name: Cary Balser
Author-X-Name-First: Cary
Author-X-Name-Last: Balser
Author-Name: Drew Ives
Author-X-Name-First: Drew
Author-X-Name-Last: Ives
Title: Evaluating the flipped classroom: A randomized controlled trial
Abstract: 
 Despite recent interest in flipped classrooms, rigorous research evaluating their effectiveness is sparse. In this study, the authors implement a randomized controlled trial to evaluate the effect of a flipped classroom technique relative to a traditional lecture in an introductory undergraduate econometrics course. Random assignment enables the analysis to eliminate other potential explanations of performance differences between the flipped and traditional classrooms, while assignment of experimental condition by section and lesson enables improved statistical precision. The authors find that the flipped classroom increases scores on medium-term, high-stakes assessments by 0.16 standard deviation, with similar long-term effects for high-performing students. Estimated impacts are robust to alternative specifications accounting for possible spillover effects arising from the experimental design.
Journal: The Journal of Economic Education
Pages: 115-129
Issue: 2
Volume: 49
Year: 2018
Month: 4
X-DOI: 10.1080/00220485.2018.1438860
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1438860
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:2:p:115-129




Template-Type: ReDIF-Article 1.0
Author-Name: Brian O'Roark
Author-X-Name-First: Brian
Author-X-Name-Last: O'Roark
Author-Name: William Grant
Author-X-Name-First: William
Author-X-Name-Last: Grant
Title: Games superheroes play: Teaching game theory with comic book favorites
Abstract: 
 The valuable insights of game theory sometimes remain out of reach for students who are overwhelmed by the subject's complexity. Comic book applications of game theory, with superheroes as players, can facilitate enthusiasm and classroom interaction to enhance the learning of game theory. Drawing from content in superhero movies and books, the authors construct games to illustrate pure-strategy Nash equilibrium, Bayes-Nash equilibrium, mixed strategies, sub-game perfection, and perfect Bayesian equilibrium. To help instructors build students' skills in finding and interpreting game solutions, they translate comic book scenarios into specific game forms; however, not all scenarios are obvious so they suggest instructors help students develop their own game-theoretic judgments to determine what game forms, payoffs, and solution concepts might be appropriate for understanding a situation.
Journal: The Journal of Economic Education
Pages: 180-193
Issue: 2
Volume: 49
Year: 2018
Month: 4
X-DOI: 10.1080/00220485.2018.1438861
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1438861
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:2:p:180-193




Template-Type: ReDIF-Article 1.0
Author-Name: Carlos J. Asarta
Author-X-Name-First: Carlos J.
Author-X-Name-Last: Asarta
Author-Name: Franklin G. Mixon
Author-X-Name-First: Franklin G.
Author-X-Name-Last: Mixon
Author-Name: Kamal P. Upadhyaya
Author-X-Name-First: Kamal P.
Author-X-Name-Last: Upadhyaya
Title: Multiple product qualities in monopoly: Sailing the RMS Titanic into the economics classroom
Abstract: 
 In this pedagogical contribution the authors extend the traditional three-class tariff employed in the French passenger railway system with the more resonant story of the service quality variations associated with the three passenger classes of the ill-fated RMS Titanic. In doing so, they provide economics instructors with an opportunity to integrate the well-known motion picture Titanic (Cameron and Landau 1997) into the teaching of economics. This article provides instructors with resources that can be used to link historical and modern travel examples of price discrimination in order for students to reach a “deeper understanding of course concepts” (Salemi 2002, 725).
Journal: The Journal of Economic Education
Pages: 173-179
Issue: 2
Volume: 49
Year: 2018
Month: 4
X-DOI: 10.1080/00220485.2018.1438862
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1438862
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:2:p:173-179




Template-Type: ReDIF-Article 1.0
Author-Name: Ben O. Smith
Author-X-Name-First: Ben O.
Author-X-Name-Last: Smith
Title: Multiplatform software tool to disaggregate and adjust value-added learning scores
Journal: The Journal of Economic Education
Pages: 220-221
Issue: 2
Volume: 49
Year: 2018
Month: 4
X-DOI: 10.1080/00220485.2018.1438863
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1438863
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:2:p:220-221




Template-Type: ReDIF-Article 1.0
Author-Name: Patrick Gourley
Author-X-Name-First: Patrick
Author-X-Name-Last: Gourley
Title: Farmer Brown v. Rancher Wyatt: Teaching the Coase Theorem
Abstract: 
 The Coase Theorem is a fundamental tenet of environmental economics and is taught to thousands of principles of microeconomics students each year. Its counterintuitive conclusion, that a Pareto optimal solution can result between private parties regardless of the initial allocation of property rights over a scarce resource, is difficult for students to understand. By using a mock trial that centers on a property dispute, students can be taught how the Coase Theorem works in practice with minimal preparation. The strong assumptions on which the Coase Theorem relies also can be included to show why the theorem may not hold. By using a unique, active learning technique, students will be more engaged and may have a better understanding of a difficult but seminal theory of economics.
Journal: The Journal of Economic Education
Pages: 194-199
Issue: 2
Volume: 49
Year: 2018
Month: 4
X-DOI: 10.1080/00220485.2018.1438864
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1438864
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:2:p:194-199




Template-Type: ReDIF-Article 1.0
Author-Name: Justin R. Roush
Author-X-Name-First: Justin R.
Author-X-Name-Last: Roush
Author-Name: Bruce K. Johnson
Author-X-Name-First: Bruce K.
Author-X-Name-Last: Johnson
Title: A college athletics recruiting game to teach the economics of rent-seeking
Abstract: 
 The authors of this article describe an adaptation of the rent-seeking game by Goeree and Holt (1999) to the recruiting of athletes by NCAA Division I football and basketball teams. Students engage in an effort-based lottery, i.e., recruiting to sign a blue-chip prospect. The winner gets the prize—the player's marginal revenue product in excess of his grant in aid. Students recruit in three scenarios: by recruiting legally, by recruiting legally or with illegal bribes, and by offering wages to athletes in an auction. The authors demonstrate the game's use in a principles course, but it is easily adaptable to other courses. To aid instructors unfamiliar with sports and NCAA recruiting, they include a comprehensive lesson plan with suggested readings and multimedia.
Journal: The Journal of Economic Education
Pages: 200-208
Issue: 2
Volume: 49
Year: 2018
Month: 4
X-DOI: 10.1080/00220485.2018.1438942
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1438942
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:2:p:200-208




Template-Type: ReDIF-Article 1.0
Author-Name: Brandon Dupont
Author-X-Name-First: Brandon
Author-X-Name-Last: Dupont
Author-Name: Yvonne Durham
Author-X-Name-First: Yvonne
Author-X-Name-Last: Durham
Title: Let's make a deal in the classroom: Institutional solutions to the Monty Hall Dilemma
Abstract: 
 The authors describe how the Monty Hall Dilemma, a well-known choice anomaly, can be demonstrated with a simple and versatile classroom experiment. In addition to demonstrating the anomaly, the experiment can be used to introduce students to some institutional modifications that have been shown to ameliorate it. This experiment, which can be tailored by instructors to meet specific learning objectives for a variety of courses, can also be used to frame broader discussions about rationality, institutions, and choices under uncertainty.
Journal: The Journal of Economic Education
Pages: 167-172
Issue: 2
Volume: 49
Year: 2018
Month: 4
X-DOI: 10.1080/00220485.2018.1438943
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1438943
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:2:p:167-172




Template-Type: ReDIF-Article 1.0
Author-Name: James Murray
Author-X-Name-First: James
Author-X-Name-Last: Murray
Author-Name: John Nunley
Author-X-Name-First: John
Author-X-Name-Last: Nunley
Title: Econocast.net: Pencasts to supplement the undergraduate economics curriculum
Journal: The Journal of Economic Education
Pages: 222-222
Issue: 2
Volume: 49
Year: 2018
Month: 4
X-DOI: 10.1080/00220485.2018.1438944
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1438944
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:2:p:222-222




Template-Type: ReDIF-Article 1.0
Author-Name: Jean-Christophe Poutineau
Author-X-Name-First: Jean-Christophe
Author-X-Name-Last: Poutineau
Author-Name: Gauthier Vermandel
Author-X-Name-First: Gauthier
Author-X-Name-Last: Vermandel
Title: International monetary policy coordination in a new Keynesian model with NICE features
Abstract: 
 The authors provide a static two-country new Keynesian model to teach two related questions in international macroeconomics: the international transmission of unilateral monetary policy decisions and the gains coming from the coordination monetary rules. They concentrate on “normal times” and use a thoroughly graphical approach to analyze the questions at hand. In this setting monetary policy is conducted using interest rates rules and economic integration between nations does not necessarily create the case for the coordination of monetary policy. In particular, they show that the conduct of optimal national monetary policies does not make any difference with the coordination of national policies, as this creates a situation where the international monetary system operates “Near an International Cooperative Equilibrium” (NICE).
Journal: The Journal of Economic Education
Pages: 151-166
Issue: 2
Volume: 49
Year: 2018
Month: 4
X-DOI: 10.1080/00220485.2018.1438945
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1438945
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:2:p:151-166




Template-Type: ReDIF-Article 1.0
Author-Name: Van Kolpin
Author-X-Name-First: Van
Author-X-Name-Last: Kolpin
Title: Simple and practical efficiency lessons
Abstract: 
 The derivation of conditions necessary for Pareto efficient production and exchange is a lesson frequently showcased in microeconomic theory textbooks. Traditional delivery of this lesson is, however, limited in its scope of application and can be unnecessarily convoluted. The author shows that the universe of application is greatly expanded and a more transparent logic is embraced by noting that definition of Pareto efficiency directly implies the tangency of aggregate production/endowment and aggregate weakly preferred sets. This tangency condition can itself serve as a necessary condition for Pareto optima. For convex, but not necessarily differentiable, environments this tangency condition implies nonempty intersection of multi-valued marginal rates of substitution and transformation rather than outright identity.
Journal: The Journal of Economic Education
Pages: 142-150
Issue: 2
Volume: 49
Year: 2018
Month: 4
X-DOI: 10.1080/00220485.2018.1438946
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1438946
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:2:p:142-150




Template-Type: ReDIF-Article 1.0
Author-Name: Sam Allgood
Author-X-Name-First: Sam
Author-X-Name-Last: Allgood
Author-Name: Gail Hoyt
Author-X-Name-First: Gail
Author-X-Name-Last: Hoyt
Author-Name: KimMarie McGoldrick
Author-X-Name-First: KimMarie
Author-X-Name-Last: McGoldrick
Title: Teacher training for PhD students and new faculty in economics
Abstract: 
 Past studies suggest that a majority of economics graduate students engage in teaching-related activities during graduate school and many go on to academic positions afterwards. However, not all graduate students are formally prepared to teach while in graduate school nor are they fully prepared to teach in their first academic position. The authors characterize current teaching experience and training of graduate students from the point of view of directors of graduate studies and of newly minted academic economists. The authors also query department chairs and new faculty about teacher training, support available for new faculty, and the degree to which newly hired Ph.D. economists are prepared to teach. Findings indicate that while some training is available, there is room for enhancing teacher training in economics.
Journal: The Journal of Economic Education
Pages: 209-219
Issue: 2
Volume: 49
Year: 2018
Month: 4
X-DOI: 10.1080/00220485.2018.1438947
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1438947
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:2:p:209-219




Template-Type: ReDIF-Article 1.0
Author-Name: William Bosshardt
Author-X-Name-First: William
Author-X-Name-Last: Bosshardt
Author-Name: William B. Walstad
Author-X-Name-First: William B.
Author-X-Name-Last: Walstad
Title: Does studying economics in college influence loan decisions later in life?
Abstract: 
 The authors investigate the relationship between undergraduate economics coursework or majoring in economics and the debt behavior of the college graduates. The data come from the Baccalaureate and Beyond (B&amp;B) longitudinal survey of the National Center for Education Statistics. College graduates who took courses in undergraduate economics or majored in the subject appear less willing to assume debt through auto loans or federal student loans. If they do assume debt, the amount of the monthly payment (auto loans) or the total amount owed (student loans) is less for college graduates with economics coursework or an economics major compared with other students. The findings are robust for college graduates one year and four years after graduation.
Journal: The Journal of Economic Education
Pages: 130-141
Issue: 2
Volume: 49
Year: 2018
Month: 4
X-DOI: 10.1080/00220485.2018.1438948
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1438948
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:2:p:130-141




Template-Type: ReDIF-Article 1.0
Author-Name: Denise Hazlett
Author-X-Name-First: Denise
Author-X-Name-Last: Hazlett
Title: A classroom experiment with bank equity, deposit insurance, and bailouts
Abstract: 
 In this classroom experiment, students see how low bank equity requirements can interact with deposit insurance to encourage excessive risk-taking. The experiment fills a niche Admati and Hellwig (2013) have noted: citizens in a democracy must understand why bank owners argue for low equity requirements and why society as a whole is better off with higher requirements. Instructors can run the experiment in principles of economics courses to introduce the topics of banking and financial crisis, or in advanced courses to promote discussion of financial reform. It takes about 45 minutes to run and debrief, and requires no computerization.
Journal: The Journal of Economic Education
Pages: 317-323
Issue: 4
Volume: 47
Year: 2016
Month: 10
X-DOI: 10.1080/00220485.2016.1213678
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1213678
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:4:p:317-323




Template-Type: ReDIF-Article 1.0
Author-Name: Rita A. Balaban
Author-X-Name-First: Rita A.
Author-X-Name-Last: Balaban
Author-Name: Donna B. Gilleskie
Author-X-Name-First: Donna B.
Author-X-Name-Last: Gilleskie
Author-Name: Uyen Tran
Author-X-Name-First: Uyen
Author-X-Name-Last: Tran
Title: A quantitative evaluation of the flipped classroom in a large lecture principles of economics course
Abstract: 
 This research provides evidence that the flipped classroom instructional format increases student final exam performance, relative to the traditional instructional format, in a large lecture principles of economics course. The authors find that the flipped classroom directly improves performance by 0.2 to 0.7 standardized deviations, depending on the type of learning objective (i.e., knowledge, comprehension, application, or analysis). They also show that the flipped classroom improves effort during the semester, measured by in-class polling participation, and find some evidence of a heterogeneous, yet positive, effect of the flipped classroom by observable student characteristics and by level of performance.
Journal: The Journal of Economic Education
Pages: 269-287
Issue: 4
Volume: 47
Year: 2016
Month: 10
X-DOI: 10.1080/00220485.2016.1213679
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1213679
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:4:p:269-287




Template-Type: ReDIF-Article 1.0
Author-Name: Sherry Jensen
Author-X-Name-First: Sherry
Author-X-Name-Last: Jensen
Title: Motivating the study of international trade: A classroom activity
Abstract: 
 In this article, the author describes a classroom activity for use in introductory economics courses to motivate the study of international trade. The learning activity highlights the importance of international trade in students' everyday lives by having students inventory their on-hand belongings and identify where the items were manufactured. Students find that even among the relatively few possessions they have with them in the classroom, dozens of countries are represented. Further, the activity can be used to prompt discussions on the benefits of trade, trade patterns, comparative advantage, specialization, and trade regulations, as well as welfare effects of those regulations.
Journal: The Journal of Economic Education
Pages: 311-316
Issue: 4
Volume: 47
Year: 2016
Month: 10
X-DOI: 10.1080/00220485.2016.1213680
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1213680
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:4:p:311-316




Template-Type: ReDIF-Article 1.0
Author-Name: James Staveley-O'Carroll
Author-X-Name-First: James
Author-X-Name-Last: Staveley-O'Carroll
Title: A classroom market for extra credit: A semester-long experiment
Abstract: 
 This article describes an innovative pedagogical technique, applicable to most economics courses, that offers students a deeper understanding of market equilibrium, inflation, real and nominal interest rates, intertemporal choice, and financial markets. Students earn extra credit, pooled together for the entire class, by correctly answering in-class clicker questions. Correctly answering questions also earns students classroom currency, which they can use to “purchase” extra credit from the pool. The creation and purchase of extra credit establishes an endogenous market system in which the price of extra credit clears the market. The experiment can be augmented with (a) a bank that allows students to borrow classroom currency, (b) bonds to enable direct transfers between students, and (c) stocks that produce randomly generated payouts.
Journal: The Journal of Economic Education
Pages: 324-337
Issue: 4
Volume: 47
Year: 2016
Month: 10
X-DOI: 10.1080/00220485.2016.1213681
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1213681
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:4:p:324-337




Template-Type: ReDIF-Article 1.0
Author-Name: Carlos J. Asarta
Author-X-Name-First: Carlos J.
Author-X-Name-Last: Asarta
Author-Name: Jamie F. Wagner
Author-X-Name-First: Jamie F.
Author-X-Name-Last: Wagner
Title: EconEdReviews: Economics and personal finance lessons and reviews
Journal: The Journal of Economic Education
Pages: 357-357
Issue: 4
Volume: 47
Year: 2016
Month: 10
X-DOI: 10.1080/00220485.2016.1213682
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1213682
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:4:p:357-357




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad
Author-X-Name-First: William B.
Author-X-Name-Last: Walstad
Author-Name: Laurie A. Miller
Author-X-Name-First: Laurie A.
Author-X-Name-Last: Miller
Title: What's in a grade? Grading policies and practices in principles of economics
Abstract: 
 Survey results from a national sample of economics instructors describe the grading policies and practices in principles of economics courses. The survey results provide insights about absolute and relative grading systems used by instructors, the course components and their weights that determine grades, and the type of assessment items used for the major course components of exams, quizzes, and homework. The survey also provides information about the discretionary grading practices of instructors related to awarding bonus points, giving extra credit, or setting cut points for grade decisions. The overall finding is that there is a wide variety of grading policies used in principles courses and substantial discretion in how economics professors determine grades.
Journal: The Journal of Economic Education
Pages: 338-350
Issue: 4
Volume: 47
Year: 2016
Month: 10
X-DOI: 10.1080/00220485.2016.1213683
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1213683
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:4:p:338-350




Template-Type: ReDIF-Article 1.0
Author-Name: Tisha L. N. Emerson
Author-X-Name-First: Tisha L. N.
Author-X-Name-Last: Emerson
Author-Name: Linda K. English
Author-X-Name-First: Linda K.
Author-X-Name-Last: English
Title: Classroom experiments: Teaching specific topics or promoting the economic way of thinking?
Abstract: 
 The authors' data contain inter- and intra-class variations in experiments to which students in a principles of microeconomics course were exposed. These variations allowed the estimation of the effect on student achievement from the experimental treatment generally, as well as effects associated with participation in specific experiments. The authors find that students exposed to the experimental treatment enjoyed significantly higher positive learning gains than those in the no-experiment control group. The productivity experiment was associated with significantly more positive learning, the minimum wage experiment with less negative learning, and the externality experiment with less positive learning. The authors further find that some experiments affect student learning on the demonstrated topics, while others affect student learning on unrelated topics.
Journal: The Journal of Economic Education
Pages: 288-299
Issue: 4
Volume: 47
Year: 2016
Month: 10
X-DOI: 10.1080/00220485.2016.1213684
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1213684
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:4:p:288-299




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried
Author-X-Name-First: John J.
Author-X-Name-Last: Siegfried
Title: Trends in undergraduate economics degrees: 1991–2015
Abstract: 
 Undergraduate degrees awarded in economics by U.S. colleges and universities were stagnant from 2009–10 through 2012–13, but have increased rapidly (almost 14 percent) over the two years from 2012–13 through 2014–15.
Journal: The Journal of Economic Education
Pages: 351-356
Issue: 4
Volume: 47
Year: 2016
Month: 10
X-DOI: 10.1080/00220485.2016.1213685
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1213685
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:4:p:351-356




Template-Type: ReDIF-Article 1.0
Author-Name: Roland Happ
Author-X-Name-First: Roland
Author-X-Name-Last: Happ
Author-Name: Olga Zlatkin-Troitschanskaia
Author-X-Name-First: Olga
Author-X-Name-Last: Zlatkin-Troitschanskaia
Author-Name: Susanne Schmidt
Author-X-Name-First: Susanne
Author-X-Name-Last: Schmidt
Title: An analysis of economic learning among undergraduates in introductory economics courses in Germany
Abstract: 
 In this article, the authors present the findings of a pretest-posttest measurement of the economic knowledge of students in introductory economics courses in undergraduate study programs in Germany. The responses of 403 students to 14 items selected from the Test of Economic Literacy (Soper and Walstad 1987) were analyzed to identify four types of economic learning: positive, retained, negative, and zero learning. In addition, a survey was conducted to gather data on the students' personal characteristics to determine their effect on the learning process. Retained learning prevailed for most items, followed by zero learning and positive learning. To determine which factors influence beginning students' acquisition of economic knowledge and lead to positive learning, regression analyses were conducted, and the findings are discussed critically.
Journal: The Journal of Economic Education
Pages: 300-310
Issue: 4
Volume: 47
Year: 2016
Month: 10
X-DOI: 10.1080/00220485.2016.1213686
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1213686
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:4:p:300-310




Template-Type: ReDIF-Article 1.0
Author-Name: The Editors
Title: EOV Editorial Board
Journal: The Journal of Economic Education
Pages: 361-361
Issue: 4
Volume: 47
Year: 2016
Month: 10
X-DOI: 10.1080/00220485.2016.1214040
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1214040
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:4:p:361-361




Template-Type: ReDIF-Article 1.0
Author-Name: The Editors
Title: Reviewers for Volume 47
Journal: The Journal of Economic Education
Pages: 358-360
Issue: 4
Volume: 47
Year: 2016
Month: 10
X-DOI: 10.1080/00220485.2016.1214042
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1214042
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:4:p:358-360




Template-Type: ReDIF-Article 1.0
Author-Name: Abdullah Al-Bahrani
Author-X-Name-First: Abdullah
Author-X-Name-Last: Al-Bahrani
Author-Name: Darshak Patel
Author-X-Name-First: Darshak
Author-X-Name-Last: Patel
Author-Name: Brandon J. Sheridan
Author-X-Name-First: Brandon J.
Author-X-Name-Last: Sheridan
Title: Have economic educators embraced social media as a teaching tool?
Abstract: 
 In this article, the authors discuss the results of a study of the perceptions of a national sample of economics faculty members from various institutions regarding the use of social media as a teaching tool in and out of the economics classroom. In the past few years, social media has become globally popular, and its use is ubiquitous among students. As such, some instructors have incorporated social media into their courses to engage students. Others are reluctant to embrace social media, citing privacy concerns, social media being more of a distraction than a useful tool, and the challenge of keeping up with social media developments, among others. The authors characterize economics faculty's perceptions of the use of social media platforms for economic instruction.
Journal: The Journal of Economic Education
Pages: 45-50
Issue: 1
Volume: 48
Year: 2017
Month: 1
X-DOI: 10.1080/00220485.2016.1252290
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1252290
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:1:p:45-50




Template-Type: ReDIF-Article 1.0
Author-Name: Emily Chamlee-Wright
Author-X-Name-First: Emily
Author-X-Name-Last: Chamlee-Wright
Author-Name: Joshua C. Hall
Author-X-Name-First: Joshua C.
Author-X-Name-Last: Hall
Author-Name: Laura E. Grube
Author-X-Name-First: Laura E.
Author-X-Name-Last: Grube
Title: Cultivating the liberally educated mind through a signature program
Abstract: 
 In this article, the authors describe the Miller Upton Programs launched by the Beloit College Department of Economics in 2008. The programs aim to advance student understanding of the nature and causes of wealth and well-being. After describing the programs’ core elements, the authors discuss ways in which they leverage economic discourse as a means to advance liberal learning. They argue that programs of this kind advance liberal learning by cultivating skills required to engage the great questions of human flourishing, by fostering development of students’ economic imagination and by enhancing students’ ability to engage in genuine intellectual discovery. Details on the history and resource commitments for various program aspects are provided, allowing readers to identify program elements appropriate for replication at their home institutions.
Journal: The Journal of Economic Education
Pages: 34-44
Issue: 1
Volume: 48
Year: 2017
Month: 1
X-DOI: 10.1080/00220485.2016.1252292
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1252292
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:1:p:34-44




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Schmidt
Author-X-Name-First: Stephen
Author-X-Name-Last: Schmidt
Title: A proposal for more sophisticated normative principles in introductory economics
Abstract: 
 Introductory textbooks teach a simple normative story about the importance of maximizing economic surplus that supports common policy claims. There is little defense of the claim that maximizing surplus is normatively important, which is not obvious to non-economists. Difficulties with the claim that society should maximize surplus are generally not addressed. Economists are thus frequently criticized by non-economists for having a poor moral foundation for our normative claims. We should tell a more sophisticated normative story that justifies the moral importance of surplus, but acknowledges that other moral values may conflict with generating surplus and that distribution is not always separable from efficiency. This would allow students to make more compelling arguments in favor of normative positions they accept, regardless of the values they hold.
Journal: The Journal of Economic Education
Pages: 3-14
Issue: 1
Volume: 48
Year: 2017
Month: 1
X-DOI: 10.1080/00220485.2016.1252293
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1252293
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:1:p:3-14




Template-Type: ReDIF-Article 1.0
Author-Name: Jonathan B. Wight
Author-X-Name-First: Jonathan B.
Author-X-Name-Last: Wight
Title: The ethics behind efficiency
Abstract: 
 The normative elements underlying efficiency are more complex than generally portrayed and rely upon ethical frameworks that are generally absent from classroom discussions. Most textbooks, for example, ignore the ethical differences between Pareto efficiency (based on voluntary win-win outcomes) and the modern Kaldor-Hicks efficiency used in public policy assessments (in which winners gain more than losers lose). For the latter to be ethically palatable, society must have in place basic institutions of justice, transparency, and accountability. Normative economics thus requires a pluralist approach that includes considerations of virtue and duty, closer to Adam Smith's Enlightenment conceptions. This surprising finding should embolden economics teachers to engage students with critical thinking problems that are controversial and relevant, and which better prepare students for a complex world.
Journal: The Journal of Economic Education
Pages: 15-26
Issue: 1
Volume: 48
Year: 2017
Month: 1
X-DOI: 10.1080/00220485.2016.1252294
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1252294
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:1:p:15-26




Template-Type: ReDIF-Article 1.0
Author-Name: David Colander
Author-X-Name-First: David
Author-X-Name-Last: Colander
Title: Integrating normative issues in the principles of economics texts: Introduction to a symposium
Journal: The Journal of Economic Education
Pages: 1-2
Issue: 1
Volume: 48
Year: 2017
Month: 1
X-DOI: 10.1080/00220485.2016.1252295
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1252295
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:1:p:1-2




Template-Type: ReDIF-Article 1.0
Author-Name: Sean Masaki Flynn
Author-X-Name-First: Sean Masaki
Author-X-Name-Last: Flynn
Title: Market equilibria already incorporate normative preferences
Journal: The Journal of Economic Education
Pages: 29-30
Issue: 1
Volume: 48
Year: 2017
Month: 1
X-DOI: 10.1080/00220485.2016.1252296
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1252296
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:1:p:29-30




Template-Type: ReDIF-Article 1.0
Author-Name: N. Gregory Mankiw
Author-X-Name-First: N. Gregory
Author-X-Name-Last: Mankiw
Title: On welfare economics in the principles course
Journal: The Journal of Economic Education
Pages: 27-28
Issue: 1
Volume: 48
Year: 2017
Month: 1
X-DOI: 10.1080/00220485.2016.1252297
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1252297
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:1:p:27-28




Template-Type: ReDIF-Article 1.0
Author-Name: Jonathan Morduch
Author-X-Name-First: Jonathan
Author-X-Name-Last: Morduch
Title: Bringing winners and losers into the classroom
Journal: The Journal of Economic Education
Pages: 31-33
Issue: 1
Volume: 48
Year: 2017
Month: 1
X-DOI: 10.1080/00220485.2016.1252298
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1252298
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:1:p:31-33




Template-Type: ReDIF-Article 1.0
Author-Name: William Bosshardt
Author-X-Name-First: William
Author-X-Name-Last: Bosshardt
Author-Name: William B. Walstad
Author-X-Name-First: William B.
Author-X-Name-Last: Walstad
Title: Economics and business coursework by undergraduate students: Findings from Baccalaureate and Beyond transcripts
Abstract: 
 The Baccalaureate and Beyond study from the National Center for Education Statistics at the U.S. Department of Education contains a nationally representative set of transcript data from colleges and university graduates in the 2007–2008 academic year, the latest year for which such data are available. The authors use the transcript data to analyze undergraduate coursework in economics, business, and a few related subjects (statistics and calculus). The coursework results are presented for economics, business, and a wide range of other majors in the undergraduate curriculum.
Journal: The Journal of Economic Education
Pages: 51-60
Issue: 1
Volume: 48
Year: 2017
Month: 1
X-DOI: 10.1080/00220485.2016.1252299
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1252299
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:1:p:51-60




Template-Type: ReDIF-Article 1.0
Author-Name: David Colander
Author-X-Name-First: David
Author-X-Name-Last: Colander
Title: Introduction to symposium on teaching undergraduate econometrics
Journal: The Journal of Economic Education
Pages: 337-342
Issue: 4
Volume: 50
Year: 2019
Month: 10
X-DOI: 10.1080/00220485.2019.1654955
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1654955
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:4:p:337-342




Template-Type: ReDIF-Article 1.0
Author-Name: G. M. Peter Swann
Author-X-Name-First: G. M. Peter
Author-X-Name-Last: Swann
Title: Is precise econometrics an illusion?
Abstract: 
 Many empirical economists say that the teaching of econometrics is unbalanced, and students are not well-prepared for the serious problems they will encounter with real data. Here, the author considers the problem of noisy data, which is present in most econometric studies, but receives far too little attention. Most econometric studies are done in a world of low signal-to-noise ratios, and educated common sense suggests that we cannot expect precise results in such an environment. Sensitivity analysis shows that the apparent precision of reported econometric results is generally an illusion, because it is highly dependent on error term independence assumptions.1,2
Journal: The Journal of Economic Education
Pages: 343-355
Issue: 4
Volume: 50
Year: 2019
Month: 10
X-DOI: 10.1080/00220485.2019.1654956
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1654956
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:4:p:343-355




Template-Type: ReDIF-Article 1.0
Author-Name: Deirdre Nansen McCloskey
Author-X-Name-First: Deirdre
Author-X-Name-Last: Nansen McCloskey
Author-Name: Stephen T. Ziliak
Author-X-Name-First: Stephen T.
Author-X-Name-Last: Ziliak
Title: What quantitative methods should we teach to graduate students? A comment on Swann’s “Is precise econometrics an illusion?”
Journal: The Journal of Economic Education
Pages: 356-361
Issue: 4
Volume: 50
Year: 2019
Month: 10
X-DOI: 10.1080/00220485.2019.1654957
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1654957
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:4:p:356-361




Template-Type: ReDIF-Article 1.0
Author-Name: Edward Leamer
Author-X-Name-First: Edward
Author-X-Name-Last: Leamer
Title: Teaching the art of pulling truths from economic data: Comment on “Is precise econometrics an illusion?”
Journal: The Journal of Economic Education
Pages: 362-366
Issue: 4
Volume: 50
Year: 2019
Month: 10
X-DOI: 10.1080/00220485.2019.1654959
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1654959
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:4:p:362-366




Template-Type: ReDIF-Article 1.0
Author-Name: Alice Louise Kassens
Author-X-Name-First: Alice Louise
Author-X-Name-Last: Kassens
Title: Theory vs. practice: Teaching undergraduate econometrics
Journal: The Journal of Economic Education
Pages: 367-370
Issue: 4
Volume: 50
Year: 2019
Month: 10
X-DOI: 10.1080/00220485.2019.1654958
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1654958
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:4:p:367-370




Template-Type: ReDIF-Article 1.0
Author-Name: Avi J. Cohen
Author-X-Name-First: Avi J.
Author-X-Name-Last: Cohen
Author-Name: Andrea L. Williams
Author-X-Name-First: Andrea L.
Author-X-Name-Last: Williams
Title: Scalable, scaffolded writing assignments with online peer review in a large introductory economics course
Abstract: 
 Despite widely acknowledged benefits of integrating writing into economics courses, instructors’ costs are often prohibitive. To reduce costs and make writing assignments more feasible, the authors describe multi-part, scaffolded writing assignments developed by an economist and a WAC (Writing Across the Curriculum) specialist, integrated into an 800-student introductory economics course with multilingual students and TAs. Students draft and revise an abstract and later draft and write an op-ed with a convincing economic argument for a general audience. The authors use writing centers and peer review software to provide feedback while reducing grading time, and train inexperienced TAs to evaluate student writing through detailed rubrics and moderated marking sessions. They provide detailed assignment descriptions and an accounting of resources and time needed to grade each assignment.
Journal: The Journal of Economic Education
Pages: 371-387
Issue: 4
Volume: 50
Year: 2019
Month: 10
X-DOI: 10.1080/00220485.2019.1654951
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1654951
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:4:p:371-387




Template-Type: ReDIF-Article 1.0
Author-Name: Rebecca L. Moryl
Author-X-Name-First: Rebecca L.
Author-X-Name-Last: Moryl
Author-Name: Florencia Gabriele
Author-X-Name-First: Florencia
Author-X-Name-Last: Gabriele
Author-Name: Jannet Desvira
Author-X-Name-First: Jannet
Author-X-Name-Last: Desvira
Title: HeadsUp! Econ: Making exam review sessions fun and effective
Abstract: 
 In this article, the authors describe an innovative charades-based educational game, HeadsUp! Econ, and its use for effective economics instruction. Results of a self-assessment survey of students demonstrate that implementing HeadsUp! Econ as an active learning game provides students opportunities to: (1) practice identifying which concepts are important, (2) practice recalling and understanding those concepts), (3) learn a new way to approach studying rooted in effective learning evidence, (4) compare their learning progress and preparation with their peers, and (5) engage with economics in a shared, fun and positive way. The authors provide suggested best practices and sample materials for instructor use of HeadsUp! Econ, and a review of recommendations for best-practices in using educational games.
Journal: The Journal of Economic Education
Pages: 388-397
Issue: 4
Volume: 50
Year: 2019
Month: 10
X-DOI: 10.1080/00220485.2019.1654953
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1654953
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:4:p:388-397




Template-Type: ReDIF-Article 1.0
Author-Name: Louis-Philippe Sirois
Author-X-Name-First: Louis-Philippe
Author-X-Name-Last: Sirois
Title: The psychology of sunk cost: A classroom experiment
Abstract: 
 Economics and business students are taught that sunk costs are irrelevant to their decisions. Yet, there is ample evidence that managers fail to integrate this simple rule and fall prey to what is known as the sunk-costs bias. To mitigate cognitive biases, such as the sunk-cost bias, educators must raise students’ awareness of these common judgment errors. In this article, the author proposes a classroom activity that actively engages students and allows them to identify this bias in their own judgments. The activity builds on a series of experiments from the psychology literature. The author discusses how these experiments have been adapted for classroom use and presents evidence suggesting that the activity increased students’ awareness of the sunk-cost bias and improved their decision-making skills.
Journal: The Journal of Economic Education
Pages: 398-409
Issue: 4
Volume: 50
Year: 2019
Month: 10
X-DOI: 10.1080/00220485.2019.1654954
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1654954
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:4:p:398-409




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Bosshardt
Author-X-Name-First: William B.
Author-X-Name-Last: Bosshardt
Author-Name: William Walstad
Author-X-Name-First: William
Author-X-Name-Last: Walstad
Title: The undergraduate economics coursework of elementary and secondary school teachers
Abstract: 
 In this study, the authors analyze the undergraduate economics coursework of U.S. college graduates who became pre-college classroom teachers. The results show that teachers successfully completed on average the equivalent of about half an economics course in their undergraduate coursework. About 6 in 10 teachers earned no course credits in economics. Of teachers certified to teach social studies—the ones most likely to teach economics—40 percent did not take an undergraduate course in economics. The percentages are 19 percent for high school teachers, 48 percent for middle school teachers, and 76 percent for elementary school teachers. High school teachers certified to teach social studies completed an average of only about one and a half economics courses as undergraduates.
Journal: The Journal of Economic Education
Pages: 410-417
Issue: 4
Volume: 50
Year: 2019
Month: 10
X-DOI: 10.1080/00220485.2019.1654952
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1654952
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:4:p:410-417




Template-Type: ReDIF-Article 1.0
Author-Name: The Editors
Title: Reviewers for Volume 50
Journal: The Journal of Economic Education
Pages: 418-420
Issue: 4
Volume: 50
Year: 2019
Month: 10
X-DOI: 10.1080/00220485.2019.1670499
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1670499
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:4:p:418-420




Template-Type: ReDIF-Article 1.0
Author-Name: Isabel Busom
Author-X-Name-First: Isabel
Author-X-Name-Last: Busom
Author-Name: Cristina Lopez-Mayan
Author-X-Name-First: Cristina
Author-X-Name-Last: Lopez-Mayan
Author-Name: Judith Panadés
Author-X-Name-First: Judith
Author-X-Name-Last: Panadés
Title: Students' persistent preconceptions and learning economic principles
Abstract: 
 Economic views held by the general public tend to differ significantly from those of economic experts. Would these differences fade away if people were exposed to some economic instruction? In this article, the authors identify college students' preconceptions about economic issues at the beginning of the semester, verify their persistence throughout the semester, and test whether their beliefs are correlated to course performance. The authors conduct a survey at the beginning and end of the semester on a sample of first-year students taking an economic principles course. They find evidence of preconception persistence and reasoning inconsistencies, pointing to some cognitive biases as a plausible cause. Most students do not integrate the newly learned tools into their thinking process, even if they perform well in tests.
Journal: The Journal of Economic Education
Pages: 74-92
Issue: 2
Volume: 48
Year: 2017
Month: 4
X-DOI: 10.1080/00220485.2017.1285735
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1285735
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:2:p:74-92




Template-Type: ReDIF-Article 1.0
Author-Name: Joshua M. Duke
Author-X-Name-First: Joshua M.
Author-X-Name-Last: Duke
Author-Name: David M. Sassoon
Author-X-Name-First: David M.
Author-X-Name-Last: Sassoon
Title: A classroom game on a negative externality correcting tax: Revenue return, regressivity, and the double dividend
Abstract: 
 The concept of negative externality is central to the teaching of environmental economics, but corrective taxes are almost always regressive. How exactly might governments return externality-correcting tax revenue to overcome regressivity and not alter marginal incentives? In addition, there is a desire to achieve a double dividend in the use of externality-correcting taxes, that is, to use the revenue to offset existing distortionary taxes, such as those on labor that produce a dead weight loss. In this article, the authors explain a classroom game that was developed for students to understand the theory of externalities, taxation dead weight loss, and regressivity. Then, the problem helps students explore the actual design of a policy that satisfies the double dividend hypothesis and corrects for regressivity.
Journal: The Journal of Economic Education
Pages: 65-73
Issue: 2
Volume: 48
Year: 2017
Month: 4
X-DOI: 10.1080/00220485.2017.1285736
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1285736
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:2:p:65-73




Template-Type: ReDIF-Article 1.0
Author-Name: Manuel Förster
Author-X-Name-First: Manuel
Author-X-Name-Last: Förster
Author-Name: Roland Happ
Author-X-Name-First: Roland
Author-X-Name-Last: Happ
Author-Name: Dimitar Molerov
Author-X-Name-First: Dimitar
Author-X-Name-Last: Molerov
Title: Using the U.S.  in Germany—Adaptation and validation
Abstract: 
 In this article, the authors present the adaptation and validation processes conducted to render the American Test of Financial Literacy (TFL) suitable for use in Germany (TFL-G). First, they outline the translation procedure followed and the various cultural adjustments made in line with international standards. Next, they present results from the validation of the TFL-G's content and relations between test scores and external variables, including test takers' prior economic education and interest in economic topics. Preliminary analyses of data gathered from expert interviews and cognitive labs, and the results of the first administration to first-year higher education students (N = 1,108) indicate that the TFL-G is a valid instrument to assess young adults' understanding of personal finance in Germany. Perspectives for future research are discussed.
Journal: The Journal of Economic Education
Pages: 123-135
Issue: 2
Volume: 48
Year: 2017
Month: 4
X-DOI: 10.1080/00220485.2017.1285737
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1285737
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:2:p:123-135




Template-Type: ReDIF-Article 1.0
Author-Name: William Walstad
Author-X-Name-First: William
Author-X-Name-Last: Walstad
Author-Name: Carly Urban
Author-X-Name-First: Carly
Author-X-Name-Last: Urban
Author-Name: Carlos J. Asarta
Author-X-Name-First: Carlos
Author-X-Name-Last: J. Asarta
Author-Name: Elizabeth Breitbach
Author-X-Name-First: Elizabeth
Author-X-Name-Last: Breitbach
Author-Name: William Bosshardt
Author-X-Name-First: William
Author-X-Name-Last: Bosshardt
Author-Name: Julie Heath
Author-X-Name-First: Julie
Author-X-Name-Last: Heath
Author-Name: Barbara O'Neill
Author-X-Name-First: Barbara
Author-X-Name-Last: O'Neill
Author-Name: Jamie Wagner
Author-X-Name-First: Jamie
Author-X-Name-Last: Wagner
Author-Name: Jing Jian Xiao
Author-X-Name-First: Jing Jian
Author-X-Name-Last: Xiao
Title: Perspectives on evaluation in financial education: Landscape, issues, and studies
Abstract: 
 This review discusses the heterogeneity in the effectiveness of financial education programs that occurs because of the unique conditions for programs and methods to evaluate them. The authors define six groups served by financial education: children, youth, college students and young adults, working adults, military personnel, and low-income consumers. They then discuss research and evaluation literature for each group with a critical eye on program purpose, content, and evaluation. They also present findings affecting multiple groups on four issues: student loans, homeownership, retirement planning, and financial advising. The accumulated evidence on the effectiveness of financial education is positive, although the results are nuanced and sometimes limited. The authors argue that understanding this broad landscape in studying financial education is critical for future research and evaluation.
Journal: The Journal of Economic Education
Pages: 93-112
Issue: 2
Volume: 48
Year: 2017
Month: 4
X-DOI: 10.1080/00220485.2017.1285738
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1285738
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:2:p:93-112




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad
Author-X-Name-First: William B.
Author-X-Name-Last: Walstad
Author-Name: Ken Rebeck
Author-X-Name-First: Ken
Author-X-Name-Last: Rebeck
Title: The : Development and measurement characteristics
Abstract: 
 The Test of Financial Literacy (TFL) was created to measure the financial knowledge of high school students. Its content is based on the standards and benchmarks stated in the National Standards for Financial Literacy (Council for Economic Education 2013). The test development process involved extensive item writing and review. Test data collected from 1,218 high schools to evaluate the measure indicate that the overall test is reliable and valid, and test items contribute to the effectiveness of the instrument. Further test analysis was conducted using an item response theory (IRT) model with four parameters to estimate item discrimination, item difficulty, guessing, and inattention. The IRT results indicate that the measure is effective in assessing student financial literacy across a broad range of student abilities.
Journal: The Journal of Economic Education
Pages: 113-122
Issue: 2
Volume: 48
Year: 2017
Month: 4
X-DOI: 10.1080/00220485.2017.1285739
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1285739
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:2:p:113-122




Template-Type: ReDIF-Article 1.0
Author-Name: William Walstad
Author-X-Name-First: William
Author-X-Name-Last: Walstad
Title: Editor note on submission guidelines and financial education
Journal: The Journal of Economic Education
Pages: 63-64
Issue: 2
Volume: 48
Year: 2017
Month: 4
X-DOI: 10.1080/00220485.2017.1285740
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1285740
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:2:p:63-64




Template-Type: ReDIF-Article 1.0
Author-Name: Ben O. Smith
Author-X-Name-First: Ben O.
Author-X-Name-Last: Smith
Author-Name: Dustin R. White
Author-X-Name-First: Dustin R.
Author-X-Name-Last: White
Author-Name: Patricia C. Kuzyk
Author-X-Name-First: Patricia C.
Author-X-Name-Last: Kuzyk
Author-Name: James E. Tierney
Author-X-Name-First: James E.
Author-X-Name-Last: Tierney
Title: Improved grade outcomes with an e-mailed “grade nudge”
Abstract: 
 Information provided at the moment a person makes a decision can influence behavior in predictable ways. The United Kingdom's Behavioural Insights Team have used this idea to help improve the insulation of lofts, collect taxes, and even reduce litter. The authors of this article developed software that appends a personalized message to each assignment in the class regarding the student's current grade. This “grade nudge” explains precisely how the assignment will impact the student's final grade given their current standing in the class. Through a randomized trial, the authors show that the nudge improves student homework performance by about four percentage points.
Journal: The Journal of Economic Education
Pages: 1-7
Issue: 1
Volume: 49
Year: 2018
Month: 1
X-DOI: 10.1080/00220485.2017.1397570
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1397570
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:1:p:1-7




Template-Type: ReDIF-Article 1.0
Author-Name: Molly Espey
Author-X-Name-First: Molly
Author-X-Name-Last: Espey
Title: Diversity, effort, and cooperation in team-based learning
Abstract: 
 Student and team performance in 17 sections of an introductory microeco-nomic theory course taught using team-based learning are analyzed to determine what measurable characteristics of teams influence team and individual outcomes. Results suggest that team performance is positively influenced by the grade point average of the top individual on the team as well as the percentage of females on the team. While the level of cooperation within a team does not significantly influence team outcomes, it positively influences individual performance by females while having no statistically significant influence on male performance. Individual success also is positively and significantly influenced by gender diversity and individual effort in team activities, as measured by peer evaluations. These results are robust to a variety of measures of gender diversity.
Journal: The Journal of Economic Education
Pages: 8-21
Issue: 1
Volume: 49
Year: 2018
Month: 1
X-DOI: 10.1080/00220485.2017.1397571
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1397571
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:1:p:8-21




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew J. Monaco
Author-X-Name-First: Andrew J.
Author-X-Name-Last: Monaco
Title: The economics of online dating: A course in economic modeling
Abstract: 
 The author discusses the development of a unique course, The Economics of Online Dating. The course is an upper-level undergraduate course that combines intensive discussion, peer review, and economic theory to teach modeling skills to undergraduates. The course uses the framework of “online dating,” interpreted broadly, as a point of entry, via Paul Oyer's popular economics book Everything I Ever Needed to Know about Economics I Learned from Online Dating. The author then explores an approach to teaching students how to not just solve models, but to create economic models from abstract ideas. This approach to teaching modeling is supported by Albert Bandura's work on self-efficacy as a bedrock pedagogical principle.
Journal: The Journal of Economic Education
Pages: 46-58
Issue: 1
Volume: 49
Year: 2018
Month: 1
X-DOI: 10.1080/00220485.2017.1397572
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1397572
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:1:p:46-58




Template-Type: ReDIF-Article 1.0
Author-Name: James Staveley-O'Carroll
Author-X-Name-First: James
Author-X-Name-Last: Staveley-O'Carroll
Title: Integrating graphing assignments into a money and banking course using FRED
Abstract: 
 Over the course of one semester, six empirical assignments that utilize FRED are used to introduce students of money and banking courses to the economic analysis required for the conduct of monetary policy. The first five assignments cover the following topics: inflation, bonds and stocks, monetary aggregates, the Taylor rule, and employment. Students learn to gather and analyze data using the concepts and theories covered during lectures. The sixth homework is a short paper in which students synthesize the data from the previous assignments to make a policy recommendation for the upcoming Federal Open Market Committee meeting. The overarching purpose of this exercise is to prepare students for the College Fed Challenge, and, more generally, to introduce them to economic data and policy analysis.
Journal: The Journal of Economic Education
Pages: 72-90
Issue: 1
Volume: 49
Year: 2018
Month: 1
X-DOI: 10.1080/00220485.2017.1397573
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1397573
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:1:p:72-90




Template-Type: ReDIF-Article 1.0
Author-Name: Arghya Bhattacharya
Author-X-Name-First: Arghya
Author-X-Name-Last: Bhattacharya
Author-Name: Paul Jackson
Author-X-Name-First: Paul
Author-X-Name-Last: Jackson
Author-Name: Brian C. Jenkins
Author-X-Name-First: Brian C.
Author-X-Name-Last: Jenkins
Title: Revisiting unemployment in intermediate macroeconomics: A new approach for teaching Diamond-Mortensen-Pissarides
Abstract: 
 The authors present a version of the Diamond-Mortensen-Pissarides model of unemployment that is accessible to undergraduates and preserve the dynamic structure of the original model. The model is solvable in closed form using basic algebra and admits a graphical representation useful for illustrating a variety of comparative statics. They show how to use the model to teach the effects of labor market policies, advancements in Internet technology, and labor market dynamics. Supplementary materials such as teaching tips, a classroom experiment, and online resources including a JavaScript-based simulation tool, U.S. data used to make figures, and practice problems are provided.
Journal: The Journal of Economic Education
Pages: 22-37
Issue: 1
Volume: 49
Year: 2018
Month: 1
X-DOI: 10.1080/00220485.2017.1397574
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1397574
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:1:p:22-37




Template-Type: ReDIF-Article 1.0
Author-Name: Charles S. Wassell, Jr.
Author-X-Name-First: Charles S.
Author-X-Name-Last: Wassell, Jr.
Title: Social Security and saving: A time-series econometrics pedagogical example (with  code)
Abstract: 
 In 1974, and then again in 1996, Martin Feldstein published studies of the impact of the Social Security system on private saving in the U.S. economy. He found that Social Security depressed personal saving by a substantial amount—up to 50 percent. The author uses the Feldstein data and empirical models in this article to illustrate the steps in analyzing distributed lag problems. These particular data and methods exemplify, among other things, unit roots, autocorrelated residuals, spurious regression, trend breaks, and cointegration. As such, they provide an excellent pedagogical case study. All R code for this article is provided so that students may replicate and extend the included models and results.
Journal: The Journal of Economic Education
Pages: 103-114
Issue: 1
Volume: 49
Year: 2018
Month: 1
X-DOI: 10.1080/00220485.2017.1397575
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1397575
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:1:p:103-114




Template-Type: ReDIF-Article 1.0
Author-Name: Amy Henderson
Author-X-Name-First: Amy
Author-X-Name-Last: Henderson
Title: Leveraging the power of experiential learning to achieve higher-order proficiencies
Abstract: 
 Although experiential learning approaches, such as service-learning, have been shown to increase student motivation and academic achievement, faculty concerns about the costs of developing and implementing such courses have limited their adoption within economics. One cost that can be eliminated is the opportunity cost typically associated with “required” reflection exercises that are often perceived as taking time away from economic instruction. This article contributes to the existing literature by introducing a reflection mechanism based on programmatically appropriate project-management reports. This approach not only links experience and course content, essential elements of service-learning best-practice, but also facilitates the successful management of a complex project, thereby contributing to the development of higher-order proficiencies.
Journal: The Journal of Economic Education
Pages: 59-71
Issue: 1
Volume: 49
Year: 2018
Month: 1
X-DOI: 10.1080/00220485.2017.1397576
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1397576
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:1:p:59-71




Template-Type: ReDIF-Article 1.0
Author-Name: Humberto Barreto
Author-X-Name-First: Humberto
Author-X-Name-Last: Barreto
Title: Let's put demography back into economics: Population pyramids in Excel
Abstract: 
 The economics curriculum today does not emphasize the study of population. This needs to change immediately because we are in the midst of another demographic sea change, slamming on the brakes right after a rapid acceleration during the last half of the twentieth century. Instead of glibly tossing a dependency ratio onto a slide, this article offers an easy way to improve demographic literacy using population pyramids. Simulation is used to explain the pyramid and its dynamic properties, and then real-world data are presented. Microsoft Excel's ability to act as a browser and download data with a single click of a button provides a flexible, powerful tool to explore historic, current, and predicted age-distributions of various countries. Download PopPyr.xlsm from https://archive.org/details/PopPyr.
Journal: The Journal of Economic Education
Pages: 91-102
Issue: 1
Volume: 49
Year: 2018
Month: 1
X-DOI: 10.1080/00220485.2017.1397577
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1397577
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:1:p:91-102




Template-Type: ReDIF-Article 1.0
Author-Name: Mariya Burdina
Author-X-Name-First: Mariya
Author-X-Name-Last: Burdina
Author-Name: Sue Lynn Sasser
Author-X-Name-First: Sue Lynn
Author-X-Name-Last: Sasser
Title: Syllabus and economics: Reasoning with Generation “Why”
Abstract: 
 In this article, the authors propose to enhance the syllabus for economic courses with economic explanations. They argue that providing economic rationale for course policies can increase student interest in the course and at the same time positively affect student attitude toward course policies. The authors describe practical strategies for incorporating economic explanations into the syllabus and present insights from piloting the technique.
Journal: The Journal of Economic Education
Pages: 38-45
Issue: 1
Volume: 49
Year: 2018
Month: 1
X-DOI: 10.1080/00220485.2017.1397578
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1397578
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:1:p:38-45




Template-Type: ReDIF-Article 1.0
Author-Name: William A. Reese
Author-X-Name-First: William A.
Author-X-Name-Last: Reese
Author-Name: Russell P. Robins
Author-X-Name-First: Russell P.
Author-X-Name-Last: Robins
Title: Performing an event study: An exercise for finance students
Abstract: 
 This exercise helps instructors teach students how to perform a simple event study. The study tests to see if stocks earn abnormal returns when added to the S&amp;P 500. Students select a random sample of stocks that were added to the index between January 2000 and July 2015. The accompanying spreadsheet calculates cumulative abnormal returns and cumulative abnormal trading volume and plots them in separate graphs. Students are asked to analyze the data and draw conclusions. Through this exercise, students learn how to conduct an event study and determine if a statistically significant event has occurred.
Journal: The Journal of Economic Education
Pages: 206-215
Issue: 3
Volume: 48
Year: 2017
Month: 7
X-DOI: 10.1080/00220485.2017.1320603
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1320603
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:3:p:206-215




Template-Type: ReDIF-Article 1.0
Author-Name: Michele I. Naples
Author-X-Name-First: Michele I.
Author-X-Name-Last: Naples
Title: Teaching macroeconomics to the visually impaired: New tactile methods, verbal precision, and small groups
Abstract: 
 Visually-impaired students require tailored pedagogies to ensure their instruction is as high quality as for sighted students. They follow board work during class by referring to typed class notes provided ahead of time via a Braille reader, and in-class small groups solving problems create an inclusive esprit de corps and promote classmates' participation in clarifying board work. Small colleges with limited means can adopt Wikki Stix for tactile graphs that both artistically challenged faculty pressed for time and students can use successfully. Verbal description and “naming” (i.e., using analytical categories to identify sections of graphs) benefit visually-impaired and sighted students alike.
Journal: The Journal of Economic Education
Pages: 193-197
Issue: 3
Volume: 48
Year: 2017
Month: 7
X-DOI: 10.1080/00220485.2017.1320604
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1320604
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:3:p:193-197




Template-Type: ReDIF-Article 1.0
Author-Name: Julia VanderMolen
Author-X-Name-First: Julia
Author-X-Name-Last: VanderMolen
Author-Name: Christy Spivey
Author-X-Name-First: Christy
Author-X-Name-Last: Spivey
Title: Creating infographics to enhance student engagement and communication in health economics
Abstract: 
 In this article, the authors discuss and describe the implementation of and lessons learned from a course project centered on the creation of an infographic in a health economics course and an introduction to health research course. Students were asked to create a simple infographic about a particular topic, after researching and gathering data on that topic. The instructors observed how students synthesized information and data to tell a visual story with their infographic. This article adds to the limited literature regarding infographics in undergraduate instruction. An infographic offers faculty an opportunity to apply active learning strategies to enhance student engagement, retention of information, and communication skills.
Journal: The Journal of Economic Education
Pages: 198-205
Issue: 3
Volume: 48
Year: 2017
Month: 7
X-DOI: 10.1080/00220485.2017.1320605
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1320605
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:3:p:198-205




Template-Type: ReDIF-Article 1.0
Author-Name: Mark Maier
Author-X-Name-First: Mark
Author-X-Name-Last: Maier
Author-Name: John A. Miller
Author-X-Name-First: John A.
Author-X-Name-Last: Miller
Title: Index of economic freedom: Unrealized pedagogical opportunities
Abstract: 
 Although the Index of Economic Freedom appears in many economic textbooks, their coverage of the index misses opportunities to teach statistical and policy-related concepts important for the principles course. The standard textbook presentation passes up an opportunity to examine the statistical issues of weighting in composite index numbers and correlation versus causation. In addition, textbook presentations fail to examine the assumptions made in the indexes about key economic concepts. These include inflation rate targets, appropriate government spending levels, tax rates, labor standards, financial regulation, monetary policy, property rights, government regulation, and even the meaning of economic freedom. This study explores how examining economic freedom index assumptions can help students understand key economic policy debates.
Journal: The Journal of Economic Education
Pages: 186-192
Issue: 3
Volume: 48
Year: 2017
Month: 7
X-DOI: 10.1080/00220485.2017.1320606
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1320606
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:3:p:186-192




Template-Type: ReDIF-Article 1.0
Author-Name: Diego Méndez-Carbajo
Author-X-Name-First: Diego
Author-X-Name-Last: Méndez-Carbajo
Author-Name: Carlos J. Asarta
Author-X-Name-First: Carlos J.
Author-X-Name-Last: Asarta
Title: Using FRED data to teach price elasticity of demand
Abstract: 
 In this article, the authors discuss the use of Federal Reserve Economic Data (FRED) statistics to teach the concept of price elasticity of demand in an introduction to economics course. By using real data in its computation, they argue that instructors can create a value-adding context for illustrating and applying a foundational concept in economics. Additionally, this pedagogical strategy contributes to developing an expected proficiency for economics majors related to “interpreting and manipulating data” (Hansen 2009, 2012). The authors provide step-by-step instructions on how to use FRED to compute the price elasticity of demand for motor vehicle fuels and gasoline as well as examples of in-class discussion questions and take-home assignments related to this instructional technique.
Journal: The Journal of Economic Education
Pages: 176-185
Issue: 3
Volume: 48
Year: 2017
Month: 7
X-DOI: 10.1080/00220485.2017.1320607
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1320607
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:3:p:176-185




Template-Type: ReDIF-Article 1.0
Author-Name: Laura Beaudin
Author-X-Name-First: Laura
Author-X-Name-Last: Beaudin
Author-Name: Aziz N. Berdiev
Author-X-Name-First: Aziz N.
Author-X-Name-Last: Berdiev
Author-Name: Allison Shwachman Kaminaga
Author-X-Name-First: Allison Shwachman
Author-X-Name-Last: Kaminaga
Author-Name: Sam Mirmirani
Author-X-Name-First: Sam
Author-X-Name-Last: Mirmirani
Author-Name: Edinaldo Tebaldi
Author-X-Name-First: Edinaldo
Author-X-Name-Last: Tebaldi
Title: Enhancing the teaching of introductory economics with a team-based, multi-section competition
Abstract: 
 The authors describe a unique approach to enhancing student learning at the introductory economics level that utilizes a multi-section, team-based competition. The competition is structured to supplement learning throughout the entire introductory course. Student teams are presented with current economic issues, trends, or events, and use economic tools and theories to comprehensively examine the topics. Students present their analyses in their own sections with one team from each section moving on to compete in an inter-section round. Students are judged on technicality, creativity, and applicability of economic concepts. The competition has the potential to advance students' creativity, collaboration, communication, and critical and analytical thinking skills, while enhancing their ability to apply foundational economic concepts to real-world settings.
Journal: The Journal of Economic Education
Pages: 167-175
Issue: 3
Volume: 48
Year: 2017
Month: 7
X-DOI: 10.1080/00220485.2017.1320608
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1320608
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:3:p:167-175




Template-Type: ReDIF-Article 1.0
Author-Name: Arthur Campbell
Author-X-Name-First: Arthur
Author-X-Name-Last: Campbell
Author-Name: Jonathan S. Feinstein
Author-X-Name-First: Jonathan S.
Author-X-Name-Last: Feinstein
Author-Name: Soonwook Hong
Author-X-Name-First: Soonwook
Author-X-Name-Last: Hong
Author-Name: Sharon Qian
Author-X-Name-First: Sharon
Author-X-Name-Last: Qian
Author-Name: Trevor C. Williams
Author-X-Name-First: Trevor C.
Author-X-Name-Last: Williams
Title: Diversity, knowledge clusters, and job placement: Graduate economics teaching of core microeconomics
Abstract: 
 The authors present an empirical analysis of what is taught in core micro-economics at a set of top U.S. doctoral economics programs. Their aim is to evaluate the diversity across programs and assess whether there are distinct “schools of thought”  in graduate economics education. Their empirical findings reveal substantial, in fact, surprising diversity in what is taught. Application of a clustering algorithm results in programs clustering into two main “schools of thought.” The authors also specify an econometric model of job placement. Their job placement results indicate that candidates are more likely to be hired at schools in the same cluster as their home program, even after controlling for other factors. The results inform debates about graduate education and the relevance of a “common core” curriculum.
Journal: The Journal of Economic Education
Pages: 146-166
Issue: 3
Volume: 48
Year: 2017
Month: 7
X-DOI: 10.1080/00220485.2017.1320609
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1320609
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:3:p:146-166




Template-Type: ReDIF-Article 1.0
Author-Name: Bruce E. Hansen
Author-X-Name-First: Bruce E.
Author-X-Name-Last: Hansen
Title: Time series econometrics for the 21st century
Abstract: 
 What topics should be taught to undergraduate students in econometric time series?
Journal: The Journal of Economic Education
Pages: 137-145
Issue: 3
Volume: 48
Year: 2017
Month: 7
X-DOI: 10.1080/00220485.2017.1320610
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1320610
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:3:p:137-145




Template-Type: ReDIF-Article 1.0
Author-Name: Cecilia Elena Rouse
Author-X-Name-First: Cecilia Elena
Author-X-Name-Last: Rouse
Title: The economics of education and policy: Ideas for a principles course
Abstract: 
 There are many aspects of the “economics of education” that would make excellent examples for introductory economics students. The author presents two topics that are central to the economics of education and to human capital theory: the economic benefit (or “returns”) to schooling and educational attainment as an investment. There are two key concepts the author hopes students get from this discussion. The first is that there are both private and social benefits of schooling whence we derive the rationale for government intervention. The second is that educational attainment is an investment decision with both costs and benefits, and some risk.
Journal: The Journal of Economic Education
Pages: 229-237
Issue: 3
Volume: 48
Year: 2017
Month: 7
X-DOI: 10.1080/00220485.2017.1320611
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1320611
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:3:p:229-237




Template-Type: ReDIF-Article 1.0
Author-Name: David M. Cutler
Author-X-Name-First: David M.
Author-X-Name-Last: Cutler
Title: Teaching health care in introductory economics
Abstract: 
 Health care is one of the economy's biggest industries, so it is natural that the health care industry should play some role in the teaching of introductory economics. There are many ways that health care can appear in such a context: in the teaching of microeconomics, as a macroeconomic issue, to learn about social welfare, and even to learn how to do statistical analysis. For the past decade, the author has been privileged to teach a class on health economics in the introductory economics course at Harvard. This article is a description of how he does that. His hope is that it will be helpful for other people teaching introductory economics as a whole, or just for those offering one class in health economics.
Journal: The Journal of Economic Education
Pages: 218-223
Issue: 3
Volume: 48
Year: 2017
Month: 7
X-DOI: 10.1080/00220485.2017.1320612
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1320612
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:3:p:218-223




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried
Author-X-Name-First: John J.
Author-X-Name-Last: Siegfried
Title: Trends in undergraduate economics degrees, 1991–2016
Abstract: 
 Undergraduate degrees awarded in economics by U.S. colleges and universities were stagnant from 2009–10 through 2012–13, increased rapidly (almost 15 percent) over the two years from 2012–13 through 2014–15, but have again leveled off in 2015–16.
Journal: The Journal of Economic Education
Pages: 238-242
Issue: 3
Volume: 48
Year: 2017
Month: 7
X-DOI: 10.1080/00220485.2017.1320613
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1320613
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:3:p:238-242




Template-Type: ReDIF-Article 1.0
Author-Name: Dean Karlan
Author-X-Name-First: Dean
Author-X-Name-Last: Karlan
Title: : Three principles of economics lessons as taught by a reality television show
Abstract: 
 The reality television show Survivor has been a ratings success on CBS for over 16 years. In the show, 16 strangers are marooned in a remote location, required to compete in physical and mental challenges and periodically vote to eliminate players from the game. The last person remaining wins one million dollars. The author uses this popular television show to demonstrate three important principles of microeconomics: (a) for individual decision-making, concepts like pride and honor may belong in the utility function, alongside more classical components such as consumption of goods and services; (b) considering how others will respond to your action is critical for good economic and strategic thinking; and (c) repeated interaction can help collusive behavior hold.
Journal: The Journal of Economic Education
Pages: 224-228
Issue: 3
Volume: 48
Year: 2017
Month: 7
X-DOI: 10.1080/00220485.2017.1320614
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1320614
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:3:p:224-228




Template-Type: ReDIF-Article 1.0
Author-Name: Gail M. Hoyt
Author-X-Name-First: Gail M.
Author-X-Name-Last: Hoyt
Title: Great ideas for making economic principles relevant and engaging: A three-paper symposium from David Cutler, Dean Karlan, and Cecilia Rouse
Journal: The Journal of Economic Education
Pages: 216-217
Issue: 3
Volume: 48
Year: 2017
Month: 7
X-DOI: 10.1080/00220485.2017.1320615
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1320615
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:3:p:216-217




Template-Type: ReDIF-Article 1.0
Author-Name: Adam T. Jones
Author-X-Name-First: Adam T.
Author-X-Name-Last: Jones
Author-Name: William H. Sackley
Author-X-Name-First: William H.
Author-X-Name-Last: Sackley
Author-Name: Ethan D. Watson
Author-X-Name-First: Ethan D.
Author-X-Name-Last: Watson
Title: Teaching exchange rate risk using London's Gherkin building: How investors were in (and out of) a pickle
Abstract: 
 In this teaching note, the authors use an iconic London building, the Gherkin, as a motivation to understand exchange rates, cross exchange rates, and unhedged exchange rate risk. The famous tower was constructed in the early 2000s by Swiss Re, an insurance company, and then sold to investors as part of a sale-leaseback deal in early 2007. Unfortunately, the purchase was funded by a consortium of lenders using multiple currencies and leaving owners open to exchange rate risk. While partially hedging interest payments, the owners did not hedge the loans' principal and ultimately loan-to-value limits caused the building to fall into bankruptcy despite being fully leased. Hopefully the storyline piques student interest and promotes a better understanding of a topic that frequently challenges students.
Journal: The Journal of Economic Education
Pages: 276-287
Issue: 4
Volume: 48
Year: 2017
Month: 10
X-DOI: 10.1080/00220485.2017.1353457
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1353457
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:4:p:276-287




Template-Type: ReDIF-Article 1.0
Author-Name: Patrik T. Hultberg
Author-X-Name-First: Patrik T.
Author-X-Name-Last: Hultberg
Author-Name: David Santandreu Calonge
Author-X-Name-First: David Santandreu
Author-X-Name-Last: Calonge
Title: Effective teaching of economics: A constrained optimization problem?
Abstract: 
 One of the fundamental tenets of economics is that decisions are often the result of optimization problems subject to resource constraints. Consumers optimize utility, subject to constraints imposed by prices and income. As economics faculty, instructors attempt to maximize student learning while being constrained by their own and students' limited resources. Some resources are familiar and might be under instructors' control, such as time, class size, and access to technology. Beyond their control is an often neglected resource: students' limited cognitive processing capacity. Ceteris paribus, how can instructors effectively manage the limited processing capacity of students' working memory in order to optimize long-term learning through effective instructional design?
Journal: The Journal of Economic Education
Pages: 265-275
Issue: 4
Volume: 48
Year: 2017
Month: 10
X-DOI: 10.1080/00220485.2017.1353458
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1353458
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:4:p:265-275




Template-Type: ReDIF-Article 1.0
Author-Name: Katherine Schmeiser
Author-X-Name-First: Katherine
Author-X-Name-Last: Schmeiser
Title: Teaching writing in economics
Abstract: 
 In this article, the author provides motivation and a template for integrating and teaching writing in a variety of economics courses: core theory or introductory courses, topic courses, and economic writing/research courses. For each assignment, pedagogical reasoning and syllabus integration are discussed. Additionally, the author shows that using grading practices and peer review as suggested in the literature can make the grading and time burden of teaching writing accessible to even large lecture courses.
Journal: The Journal of Economic Education
Pages: 254-264
Issue: 4
Volume: 48
Year: 2017
Month: 10
X-DOI: 10.1080/00220485.2017.1353459
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1353459
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:4:p:254-264




Template-Type: ReDIF-Article 1.0
Author-Name: Michael Nieswiadomy
Author-X-Name-First: Michael
Author-X-Name-Last: Nieswiadomy
Title: LSAT® scores of economics majors: The 2015–16 class update and 15-year history
Abstract: 
 In this article, the author updates his prior studies of LSAT® scores (Nieswiadomy 1998, 2006, 2010, 2014) using current data for 2015–16 law school applicants, finding that economics majors remain at or near the top of all applicants. Results of the previous studies showing economics majors scored well on the LSAT® have been posted often on economics (and other) departments' Web sites. Economics majors (mean LSAT® score of 158.8) had the highest score of the 16 largest disciplines (with more than 950 law school applicants). Economics places second behind math/physics (161.7) out of 29 discipline groupings created to contain at least 325 students with similar majors. Also, the past 15 years (2001–2 through 2015–16) reveal similar rankings across time.
Journal: The Journal of Economic Education
Pages: 327-332
Issue: 4
Volume: 48
Year: 2017
Month: 10
X-DOI: 10.1080/00220485.2017.1353460
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1353460
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:4:p:327-332




Template-Type: ReDIF-Article 1.0
Author-Name: Smita Brunnermeier
Author-X-Name-First: Smita
Author-X-Name-Last: Brunnermeier
Title: Learning by doing: The challenge of engaging undergraduates in economics research
Abstract: 
 This article describes strategies developed at Princeton University to foster and promote research by all undergraduate students majoring in economics. It describes core features of the undergraduate research program and provides tangible recommendations for addressing resource constraints, and for incentivizing faculty advisors and students to engage in rigorous undergraduate research.
Journal: The Journal of Economic Education
Pages: 290-294
Issue: 4
Volume: 48
Year: 2017
Month: 10
X-DOI: 10.1080/00220485.2017.1353461
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1353461
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:4:p:290-294




Template-Type: ReDIF-Article 1.0
Author-Name: Kristin F. Butcher
Author-X-Name-First: Kristin F.
Author-X-Name-Last: Butcher
Author-Name: Akila Weerapana
Author-X-Name-First: Akila
Author-X-Name-Last: Weerapana
Title: Striving to involve undergraduates in economic research at Wellesley College
Abstract: 
 One of the key advantages of attending a small liberal arts college is the opportunity to engage in research; at research universities, these opportunities are often given to graduate students. Further, smaller class sizes make it possible to personalize instruction to showcase how the tools students learn in their courses are used to answer questions of practical and social relevance. At Wellesley, consuming and producing research is embedded in the curriculum for every student. Supplementary programs such as summer research opportunities, honors theses, and fellowships allow students who develop serious interest in research to hone their technical skills and to work with faculty on peer-reviewed publications. This experience helps students decide whether or not to pursue a PhD, and can help in the application process.
Journal: The Journal of Economic Education
Pages: 295-300
Issue: 4
Volume: 48
Year: 2017
Month: 10
X-DOI: 10.1080/00220485.2017.1353462
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1353462
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:4:p:295-300




Template-Type: ReDIF-Article 1.0
Author-Name: James Feyrer
Author-X-Name-First: James
Author-X-Name-Last: Feyrer
Title: Undergraduate research in the Dartmouth Economics Department
Abstract: 
 One of the key components to the undergraduate research enterprise at Dartmouth is the recognition that learning to do research requires both directed instruction and learning by doing. The economics faculty have tailored a fruitful undergraduate research program based on this philosophy, and this article describes these efforts while also offering advice to other programs as they strive to involve undergraduates in research.
Journal: The Journal of Economic Education
Pages: 306-309
Issue: 4
Volume: 48
Year: 2017
Month: 10
X-DOI: 10.1080/00220485.2017.1353463
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1353463
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:4:p:306-309




Template-Type: ReDIF-Article 1.0
Author-Name: J. Peter Ferderer
Author-X-Name-First: J. Peter
Author-X-Name-Last: Ferderer
Author-Name: Gary Krueger
Author-X-Name-First: Gary
Author-X-Name-Last: Krueger
Title: Building research skills in the Macalester economics major
Abstract: 
 Economics majors at Macalester College have won numerous awards for their research papers, and this success has helped them land jobs in finance, consulting, and the nonprofit sector, as well as gain admission to top graduate programs. This article describes how the Economics Department at Macalester promotes economic research among its students.
Journal: The Journal of Economic Education
Pages: 301-305
Issue: 4
Volume: 48
Year: 2017
Month: 10
X-DOI: 10.1080/00220485.2017.1353464
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1353464
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:4:p:301-305




Template-Type: ReDIF-Article 1.0
Author-Name: Gail M. Hoyt
Author-X-Name-First: Gail M.
Author-X-Name-Last: Hoyt
Author-Name: KimMarie McGoldrick
Author-X-Name-First: KimMarie
Author-X-Name-Last: McGoldrick
Title: Models of undergraduate research in economics: Advice from eight exemplary programs
Journal: The Journal of Economic Education
Pages: 288-289
Issue: 4
Volume: 48
Year: 2017
Month: 10
X-DOI: 10.1080/00220485.2017.1353465
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1353465
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:4:p:288-289




Template-Type: ReDIF-Article 1.0
Author-Name: Belinda Archibong
Author-X-Name-First: Belinda
Author-X-Name-Last: Archibong
Author-Name: Harrison Dekker
Author-X-Name-First: Harrison
Author-X-Name-Last: Dekker
Author-Name: Nathan D. Grawe
Author-X-Name-First: Nathan D.
Author-X-Name-Last: Grawe
Author-Name: Martha L. Olney
Author-X-Name-First: Martha L.
Author-X-Name-Last: Olney
Author-Name: Carol Rutz
Author-X-Name-First: Carol
Author-X-Name-Last: Rutz
Author-Name: David Weiman
Author-X-Name-First: David
Author-X-Name-Last: Weiman
Title: Forging on-campus connections to enhance undergraduate student reasoning, writing, and research skills
Abstract: 
 Research and writing are critical components of an undergraduate education. Partnerships between economics faculty and campus resources can improve student research and writing skills. Here, the authors describe programs at three different campuses that bridge department and campus resources: the Empirical Reasoning Lab at Barnard College, the Writing Program at Carleton College, and the Library's Data Lab at the University of California, Berkeley. The authors describe each program's mission and structure, provide examples of its impact on student learning, and discuss administrative factors (and hurdles) to consider in implementing similar programs elsewhere.
Journal: The Journal of Economic Education
Pages: 317-326
Issue: 4
Volume: 48
Year: 2017
Month: 10
X-DOI: 10.1080/00220485.2017.1353466
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1353466
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:4:p:317-326




Template-Type: ReDIF-Article 1.0
Author-Name: Victor Lima
Author-X-Name-First: Victor
Author-X-Name-Last: Lima
Author-Name: Grace Tsiang
Author-X-Name-First: Grace
Author-X-Name-Last: Tsiang
Title: Training young researchers: Successful strategies from University of Chicago college economics
Abstract: 
 The authors summarize successes in training researchers in the University of Chicago economics program over the last 15 years. Students learn to investigate quantitative relations using models in which purposeful but constrained economic agents interact. They are shown how a productive research culture requires careful work, collegiality, and honesty. Preparing students to perform economics research is a multi-year effort, with clear sequences of ordered coursework and research practice. When advice is signaled early and often to all, motivated students heed that advice and do well. Chicago regularly puts 5 percent of its majors into top PhD programs, for a combined total of 140 over the past 15 years.
Journal: The Journal of Economic Education
Pages: 310-316
Issue: 4
Volume: 48
Year: 2017
Month: 10
X-DOI: 10.1080/00220485.2017.1353467
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1353467
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:4:p:310-316




Template-Type: ReDIF-Article 1.0
Author-Name: Abdullah Al-Bahrani
Author-X-Name-First: Abdullah
Author-X-Name-Last: Al-Bahrani
Author-Name: Darshak Patel
Author-X-Name-First: Darshak
Author-X-Name-Last: Patel
Author-Name: Brandon J. Sheridan
Author-X-Name-First: Brandon J.
Author-X-Name-Last: Sheridan
Title: Evaluating Twitter and its impact on student learning in principles of economics courses
Abstract: 
 Ever since Becker and Watts (1996) found that economic educators rely heavily on “chalk and talk” as a primary teaching method, economic educators have been seeking new ways to engage students and improve learning outcomes. Recently, the use of social media as a pedagogical tool in economics has received increasing interest. The authors assess students across three different institutions to see if the use of Twitter improves learning outcomes relative to a traditional Learning Management System. Using an experimental design, they find no evidence that the use of Twitter improves students' learning.
Journal: The Journal of Economic Education
Pages: 243-253
Issue: 4
Volume: 48
Year: 2017
Month: 10
X-DOI: 10.1080/00220485.2017.1353934
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1353934
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:4:p:243-253




Template-Type: ReDIF-Article 1.0
Author-Name: The Editors
Title: Reviewers for Volume 48
Journal: The Journal of Economic Education
Pages: 333-336
Issue: 4
Volume: 48
Year: 2017
Month: 10
X-DOI: 10.1080/00220485.2017.1364596
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1364596
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:4:p:333-336




Template-Type: ReDIF-Article 1.0
Author-Name: The Editors
Title: EOV Editorial Board
Journal: The Journal of Economic Education
Pages: 337-337
Issue: 4
Volume: 48
Year: 2017
Month: 10
X-DOI: 10.1080/00220485.2017.1368278
File-URL: http://hdl.handle.net/10.1080/00220485.2017.1368278
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:48:y:2017:i:4:p:337-337




Template-Type: ReDIF-Article 1.0
Author-Name: Howard Cochran
Author-X-Name-First: Howard
Author-X-Name-Last: Cochran
Author-Name: Brad Childs
Author-X-Name-First: Brad
Author-X-Name-Last: Childs
Author-Name: Lakisha Simmons
Author-X-Name-First: Lakisha
Author-X-Name-Last: Simmons
Author-Name: Marieta Velikova
Author-X-Name-First: Marieta
Author-X-Name-Last: Velikova
Title: Indexing of the JEE online section
Journal: The Journal of Economic Education
Pages: 86-86
Issue: 1
Volume: 50
Year: 2019
Month: 1
X-DOI: 10.1080/00220485.2018.1551094
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1551094
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:1:p:86-86




Template-Type: ReDIF-Article 1.0
Author-Name: Leah H. Palm-Forster
Author-X-Name-First: Leah H.
Author-X-Name-Last: Palm-Forster
Author-Name: Joshua M. Duke
Author-X-Name-First: Joshua M.
Author-X-Name-Last: Duke
Title: An endogenous equilibrium game on traffic congestion externalities
Abstract: 
 Traffic congestion and road tolls are familiar economic concepts for most undergraduates; however, students often have difficulty explaining exactly how theoretical principles like externalities and social welfare are related to their real-world experiences, such as driving. The authors present a classroom exercise to demonstrate how congestion externalities are generated, the effects on private and social welfare, and how appropriately priced tolls can address congestion externalities. Students are asked to evaluate outcomes in five different driving scenarios, with and without congestion or tolls. The authors offer discussion questions to make the activity engaging and informative. They report the results of their efforts to administer the exercise. This 75-minute exercise is appropriate for introductory or intermediate microeconomics, political economy, or environmental economics classes of various sizes.
Journal: The Journal of Economic Education
Pages: 57-69
Issue: 1
Volume: 50
Year: 2019
Month: 1
X-DOI: 10.1080/00220485.2018.1551095
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1551095
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:1:p:57-69




Template-Type: ReDIF-Article 1.0
Author-Name: Eric P. Chiang
Author-X-Name-First: Eric P.
Author-X-Name-Last: Chiang
Author-Name: Albert J. Sumell
Author-X-Name-First: Albert J.
Author-X-Name-Last: Sumell
Title: Are your students absent, not absent, or present? Mindfulness and student performance
Abstract: 
 The concept of mindfulness has received significant attention in recent years as the effects of ubiquitous distractions become more apparent in the workplace and in education. This study examines the relationship between three measures of mindfulness and student performance among a sample of 922 students in introductory economics classes from two large public universities. The authors’ measures of mindfulness include general dispositional mindfulness levels, frequency of mobile device usage during class as a measure of classroom mindfulness, and frequency of test anxiety as a measure of assessment mindfulness. The results show a positive association between all three measures of mindfulness and overall performance. The association between dispositional mindfulness and performance was greater for female students and students with lower grade point averages.
Journal: The Journal of Economic Education
Pages: 1-16
Issue: 1
Volume: 50
Year: 2019
Month: 1
X-DOI: 10.1080/00220485.2018.1551096
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1551096
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:1:p:1-16




Template-Type: ReDIF-Article 1.0
Author-Name: Silvia Secchi
Author-X-Name-First: Silvia
Author-X-Name-Last: Secchi
Author-Name: Simanti Banerjee
Author-X-Name-First: Simanti
Author-X-Name-Last: Banerjee
Title: A dynamic semester-long social dilemma game for economic and interdisciplinary courses
Abstract: 
 The authors present a semester-long game to teach the role of economics in natural resources management. The game is framed within a fisheries context: multiple student fisheries harvest fish to maximize yield/profit, which is measured using a piecewise linear function. There are prizes for both the student and the group with the highest semester-long catch, which brings forth the social dilemma associated with dynamic stock externalities in fisheries. The game can be played in large classes, is robust to student attrition, and requires 5–10 minutes per class period. Given its features, it can be used to teach behavioral economic principles in resource management, incentives versus command-and-control regulations, role of cheap talk, social preferences, punishment, and community management as well as solutions such as aquaculture.
Journal: The Journal of Economic Education
Pages: 70-85
Issue: 1
Volume: 50
Year: 2019
Month: 1
X-DOI: 10.1080/00220485.2018.1551097
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1551097
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:1:p:70-85




Template-Type: ReDIF-Article 1.0
Author-Name: Jadrian J. Wooten
Author-X-Name-First: Jadrian J.
Author-X-Name-Last: Wooten
Author-Name: Kalina Staub
Author-X-Name-First: Kalina
Author-X-Name-Last: Staub
Title: Teaching economics using NBC’s Parks and Recreation
Journal: The Journal of Economic Education
Pages: 87-88
Issue: 1
Volume: 50
Year: 2019
Month: 1
X-DOI: 10.1080/00220485.2018.1551098
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1551098
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:1:p:87-88




Template-Type: ReDIF-Article 1.0
Author-Name: Sara Gundersen
Author-X-Name-First: Sara
Author-X-Name-Last: Gundersen
Author-Name: Allison Shwachman Kaminaga
Author-X-Name-First: Allison
Author-X-Name-Last: Shwachman Kaminaga
Title: One size doesn’t fit all: A project designing small-scale economic development projects
Abstract: 
 The authors describe an innovative active learning strategy for a course on the economics of developing countries—a project designing a small-scale economic development project. Student teams research issues faced by developing countries and identify a specific problem in a specific locale. Students then create a detailed, feasible plan to alleviate the problem. Student plans include five key components: justification, implementation, budget, funding and evaluation. After having implemented this project for six years, the authors believe it has the potential to enhance learning and improve analytical, creative problem-solving and research skills. Results from a spring 2017 survey, where students respond favorably to the project, are discussed.
Journal: The Journal of Economic Education
Pages: 33-43
Issue: 1
Volume: 50
Year: 2019
Month: 1
X-DOI: 10.1080/00220485.2018.1551099
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1551099
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:1:p:33-43




Template-Type: ReDIF-Article 1.0
Author-Name: Emily C. Marshall
Author-X-Name-First: Emily C.
Author-X-Name-Last: Marshall
Author-Name: Anthony Underwood
Author-X-Name-First: Anthony
Author-X-Name-Last: Underwood
Title: Writing in the discipline and reproducible methods: A process-oriented approach to teaching empirical undergraduate economics research
Abstract: 
 The authors of this article describe an empirical research project as a component of an upper-level undergraduate economics writing-in-the-discipline course, thus aiming to reduce the high fixed costs associated with designing an empirical research project assignment and encourage more undergraduate economics research. This project is central to the course structure and has a dual-purpose: to teach students economics writing conventions and reproducible empirical research methods. The authors present a sequenced project design and replication documentation protocol and posit that this promotes student learning and leads to improvements in organization and coherence throughout the entire research and writing process. As an essential element of the course, students learn to do econometrics through effective writing, data management, and empirical analysis.
Journal: The Journal of Economic Education
Pages: 17-32
Issue: 1
Volume: 50
Year: 2019
Month: 1
X-DOI: 10.1080/00220485.2018.1551100
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1551100
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:1:p:17-32




Template-Type: ReDIF-Article 1.0
Author-Name: Chen Feng Ng
Author-X-Name-First: Chen Feng
Author-X-Name-Last: Ng
Title: A video game to supplement a hybrid principles of microeconomics course
Abstract: 
 In this article, the author describes the structure and content of a video game that she developed for a hybrid principles of microeconomics course that consists of two 50-minute lectures and a 50-minute online portion per week. The game comprises seven modules, each of which was assigned to be played during the course of the semester for the online portion of the class. The concepts covered in the game include the circular flow model, demand and supply, externalities, comparative advantage, types of market structure, sunk costs, and game theory, and the article explains in detail how the gameplay was related to these concepts. The game can be downloaded for either Windows or Mac computers, or played online at https://sites.google.com/site/gamesforecon/.
Journal: The Journal of Economic Education
Pages: 44-56
Issue: 1
Volume: 50
Year: 2019
Month: 1
X-DOI: 10.1080/00220485.2018.1551101
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1551101
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:1:p:44-56




Template-Type: ReDIF-Article 1.0
Author-Name: Gerald Eisenkopf
Author-X-Name-First: Gerald
Author-X-Name-Last: Eisenkopf
Author-Name: Pascal A. Sulser
Author-X-Name-First: Pascal A.
Author-X-Name-Last: Sulser
Title: Randomized controlled trial of teaching methods: Do classroom experiments improve economic education in high schools?
Abstract: 
 The authors present results from a comprehensive field experiment at Swiss high schools in which they compare the effectiveness of teaching methods in economics. They randomly assigned classes into an experimental and a conventional teaching group, or a control group that received no specific instruction. Both teaching treatments improve economic understanding considerably, while effect sizes between teaching treatments are almost identical. However, preexisting economic competencies crucially affect learning outcomes as more competent students seem to benefit disproportionately from classroom experiments, while weaker students lose out. Supplemental data indicate that the experimental treatment crowded out time for adequately discussing the subject, which may have limited less competent students to generate a profound understanding.
Journal: The Journal of Economic Education
Pages: 211-225
Issue: 3
Volume: 47
Year: 2016
Month: 7
X-DOI: 10.1080/00220485.2016.1179143
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1179143
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:3:p:211-225




Template-Type: ReDIF-Article 1.0
Author-Name: Robert Rebelein
Author-X-Name-First: Robert
Author-X-Name-Last: Rebelein
Author-Name: Evsen Turkay
Author-X-Name-First: Evsen
Author-X-Name-Last: Turkay
Title: When do first-movers have an advantage? A Stackelberg classroom experiment
Abstract: 
 The timing of moves can dramatically affect firm profits and market outcomes. When firms choose output quantities, there is a first-mover advantage, and when firms choose prices, there is a second-mover advantage. Students often find it difficult to understand the differences between these two situations. This classroom experiment simulates each scenario in a way that makes it easy for students to understand the theoretical reasons for the different possible outcomes. The authors have developed a two-firm classroom experiment where students first play a Stackelberg game in which firms sequentially choose production quantities and then a Stackelberg game in which firms sequentially choose prices. When choosing quantities, it is advantageous to move first, and when choosing prices, it is advantageous to wait.
Journal: The Journal of Economic Education
Pages: 226-240
Issue: 3
Volume: 47
Year: 2016
Month: 7
X-DOI: 10.1080/00220485.2016.1179144
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1179144
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:3:p:226-240




Template-Type: ReDIF-Article 1.0
Author-Name: William L. Skimmyhorn
Author-X-Name-First: William L.
Author-X-Name-Last: Skimmyhorn
Author-Name: Evan R. Davies
Author-X-Name-First: Evan R.
Author-X-Name-Last: Davies
Author-Name: David Mun
Author-X-Name-First: David
Author-X-Name-Last: Mun
Author-Name: Brian Mitchell
Author-X-Name-First: Brian
Author-X-Name-Last: Mitchell
Title: Assessing financial education methods: Principles vs. rules-of-thumb approaches
Abstract: 
 Despite thousands of programs and tremendous public and private interest in improving financial decision-making, little is known about how best to teach financial education. Using an experimental approach, the authors estimated the effects of two different education methodologies (principles-based and rules-of-thumb) on the knowledge, self-assessed knowledge, financial self-efficacy, motivation to learn, willingness to seek advice, risk preferences, and time preferences of high-performing undergraduate students. They found both methods increased cognitive measures of knowledge and noncognitive measures of self-efficacy, motivation to learn, and willingness to take financial risks. They found few differences in the relative effectiveness of each method, although the principles methodology appears to generate larger gains in self-efficacy, while the rules-of-thumb method appears to reduce individuals' willingness to seek advice.
Journal: The Journal of Economic Education
Pages: 193-210
Issue: 3
Volume: 47
Year: 2016
Month: 7
X-DOI: 10.1080/00220485.2016.1179145
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1179145
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:3:p:193-210




Template-Type: ReDIF-Article 1.0
Author-Name: Amy Henderson
Author-X-Name-First: Amy
Author-X-Name-Last: Henderson
Title: Growing by getting their hands dirty: Meaningful research transforms students
Abstract: 
 Despite extensive evidence supporting the benefits of undergraduate research, the economics profession has been slow to incorporate such experiences into the curriculum. Where such experiences have been developed, they are often targeted toward high-achieving students. In this article, the author reports on a transformative capstone experience that effectively involved average undergraduate students in meaningful economic research by utilizing community interaction to motivate deep engagement. The author argues that by making community interaction and concrete economic analysis central elements of the capstone course, the benefits of undergraduate research can be extended to all students (not just the elite) and that doing so is critical to our students’ mastery of higher-order proficiencies.
Journal: The Journal of Economic Education
Pages: 241-257
Issue: 3
Volume: 47
Year: 2016
Month: 7
X-DOI: 10.1080/00220485.2016.1179146
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1179146
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:3:p:241-257




Template-Type: ReDIF-Article 1.0
Author-Name: Matthew C. Rousu
Author-X-Name-First: Matthew C.
Author-X-Name-Last: Rousu
Title: Broadway economics
Journal: The Journal of Economic Education
Pages: 268-268
Issue: 3
Volume: 47
Year: 2016
Month: 7
X-DOI: 10.1080/00220485.2016.1179147
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1179147
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:3:p:268-268




Template-Type: ReDIF-Article 1.0
Author-Name: Martin I. Milkman
Author-X-Name-First: Martin I.
Author-X-Name-Last: Milkman
Author-Name: Riza Marjadi
Author-X-Name-First: Riza
Author-X-Name-Last: Marjadi
Author-Name: James P. McCoy
Author-X-Name-First: James P.
Author-X-Name-Last: McCoy
Title: Are MS in economics programs in departments that also have a PhD program in economics different from their counterparts?
Abstract: 
 This is the first article that compares terminal master's degree programs in economics from universities that have a PhD program in economics with those that do not offer PhD programs in economics. The authors compare these differences based on surveys in 2002 and 2012. They examine differences in general program characteristics, department faculty, admission requirements, student characteristics, financial aid, and graduation and placement rates. They find statistically significant differences in all of these categories and also find that some of the differences and similarities have changed over time.
Journal: The Journal of Economic Education
Pages: 258-267
Issue: 3
Volume: 47
Year: 2016
Month: 7
X-DOI: 10.1080/00220485.2016.1179148
File-URL: http://hdl.handle.net/10.1080/00220485.2016.1179148
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:47:y:2016:i:3:p:258-267




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew Gill
Author-X-Name-First: Andrew
Author-X-Name-Last: Gill
Author-Name: Radha Bhattacharya
Author-X-Name-First: Radha
Author-X-Name-Last: Bhattacharya
Title: The effects of a financial literacy intervention on the financial and economic knowledge of high school students
Abstract: 
 The authors taught financial concepts to students in 12th-grade economics classes, where one treatment was intensive in money management (MM) topics and the other was intensive in financial investment (FI) topics. Two control groups, consisting of 11th-grade students with no exposure to economics and 12th-grade economics students, received no treatment. Both treatment groups showed a 13 percentage point increase in test scores from pretest to posttest, while neither control group showed gains. Neither treatment group outperformed the other in the financial literacy test.
Journal: The Journal of Economic Education
Pages: 215-229
Issue: 3
Volume: 50
Year: 2019
Month: 7
X-DOI: 10.1080/00220485.2019.1618761
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1618761
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:3:p:215-229




Template-Type: ReDIF-Article 1.0
Author-Name: Tamara Lynn Trafton
Author-X-Name-First: Tamara
Author-X-Name-Last: Lynn Trafton
Title: Teaching students to extend economic models using in-class scaffolding assignments
Abstract: 
 The author discusses how to teach students to extend economic models using in-class scaffolding assignments, supported by discussions and workshops. Methods include discussions of a model’s strengths and weaknesses; small group, in-class assignments that provide steps toward model extension; informal presentations of the work resulting from these assignments; and large group, post-presentation discussions in which students critique and build upon each other’s work. Students then draw upon what they have learned to take one final step—to write a paper detailing a model extension. Although student model extensions do not reach a professional level of sophistication, students do extend models beyond what they know of them from textbooks and lectures. In doing so, students begin to create knowledge and to participate in economic discourse.
Journal: The Journal of Economic Education
Pages: 230-241
Issue: 3
Volume: 50
Year: 2019
Month: 7
X-DOI: 10.1080/00220485.2019.1618764
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1618764
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:3:p:230-241




Template-Type: ReDIF-Article 1.0
Author-Name: Tomas Dvorak
Author-X-Name-First: Tomas
Author-X-Name-Last: Dvorak
Author-Name: Simon D. Halliday
Author-X-Name-First: Simon D.
Author-X-Name-Last: Halliday
Author-Name: Michael O’Hara
Author-X-Name-First: Michael
Author-X-Name-Last: O’Hara
Author-Name: Aaron Swoboda
Author-X-Name-First: Aaron
Author-X-Name-Last: Swoboda
Title: Efficient empiricism: Streamlining teaching, research, and learning in empirical courses
Abstract: 
 The increasing importance of empirical analysis in economics highlights the need for efficient ways to bring these skills to the classroom. R Markdown is a new technology that provides a solution by integrating writing, statistical work and computation into a single document. R Markdown benefits students and instructors by streamlining teaching, research, and collaboration. The authors report on their use of R Markdown in undergraduate teaching, including core courses, electives, and senior theses. They discuss the costs and benefits of adoption, and explain the advantages of R Markdown in teaching reproducibility of empirical work, avoiding time-consuming and error-prone “cut and paste,” and facilitating a one-stop solution for importing, cleaning, manipulating, visualizing, and communicating with data.
Journal: The Journal of Economic Education
Pages: 242-257
Issue: 3
Volume: 50
Year: 2019
Month: 7
X-DOI: 10.1080/00220485.2019.1618765
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1618765
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:3:p:242-257




Template-Type: ReDIF-Article 1.0
Author-Name: N. Gregory Mankiw
Author-X-Name-First: N.
Author-X-Name-Last: Gregory Mankiw
Title: Six guidelines for teaching intermediate macroeconomics
Journal: The Journal of Economic Education
Pages: 258-260
Issue: 3
Volume: 50
Year: 2019
Month: 7
X-DOI: 10.1080/00220485.2019.1618768
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1618768
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:3:p:258-260




Template-Type: ReDIF-Article 1.0
Author-Name: Thomas J. Nechyba
Author-X-Name-First: Thomas J.
Author-X-Name-Last: Nechyba
Title: What should students learn in intermediate microeconomics? To think conceptually from the fundamentals of the discipline
Journal: The Journal of Economic Education
Pages: 261-264
Issue: 3
Volume: 50
Year: 2019
Month: 7
X-DOI: 10.1080/00220485.2019.1618769
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1618769
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:3:p:261-264




Template-Type: ReDIF-Article 1.0
Author-Name: Dean Croushore
Author-X-Name-First: Dean
Author-X-Name-Last: Croushore
Title: What should we teach in intermediate macroeconomics?
Journal: The Journal of Economic Education
Pages: 265-268
Issue: 3
Volume: 50
Year: 2019
Month: 7
X-DOI: 10.1080/00220485.2019.1618770
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1618770
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:3:p:265-268




Template-Type: ReDIF-Article 1.0
Author-Name: Austan Goolsbee
Author-X-Name-First: Austan
Author-X-Name-Last: Goolsbee
Title: What should we teach in intermediate microeconomics?
Journal: The Journal of Economic Education
Pages: 269-272
Issue: 3
Volume: 50
Year: 2019
Month: 7
X-DOI: 10.1080/00220485.2019.1618771
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1618771
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:3:p:269-272




Template-Type: ReDIF-Article 1.0
Author-Name: Daniel S. Hamermesh
Author-X-Name-First: Daniel S.
Author-X-Name-Last: Hamermesh
Title: 50 years of teaching introductory economics
Abstract: 
 The author of this article describes his experiences in teaching huge classes of principles of economics over the last half-century. He lays out changes in pedagogy and illustrates various novel devices used to explain economic ideas and hold students’ attention. Additionally, he considers the appropriate sizes of intro classes and weighs the advantages and disadvantages of alternative methods of staffing them.
Journal: The Journal of Economic Education
Pages: 273-283
Issue: 3
Volume: 50
Year: 2019
Month: 7
X-DOI: 10.1080/00220485.2019.1618767
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1618767
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:3:p:273-283




Template-Type: ReDIF-Article 1.0
Author-Name: Simon D. Halliday
Author-X-Name-First: Simon D.
Author-X-Name-Last: Halliday
Title: Data literacy in economic development
Abstract: 
 In economic development and other economics electives, students regularly encounter economic measures of absolute and relative deprivation, from poverty measures like the Foster-Greer-Thorbecke index to measures of distribution like the Gini index. By “doing economics,” students practice applying economic measurement to real-world data and develop more general data literacy. The author proposes a series of exercises starting with stylized 10-household economies, proceeding to nationally representative cross-sectional surveys using MS Excel or Google Spreadsheets, and culminating in students applying their acquired data literacy to a team project. The data sources are easily tailored to alternative household surveys in low- and middle-income countries that include the required variables. Students learn data literacy through recognizing the properties of rectangular data, visualizing data appropriately, and creating aggregate economic measures.
Journal: The Journal of Economic Education
Pages: 284-298
Issue: 3
Volume: 50
Year: 2019
Month: 7
X-DOI: 10.1080/00220485.2019.1618762
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1618762
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:3:p:284-298




Template-Type: ReDIF-Article 1.0
Author-Name: Amanda Bayer
Author-X-Name-First: Amanda
Author-X-Name-Last: Bayer
Author-Name: David W. Wilcox
Author-X-Name-First: David W.
Author-X-Name-Last: Wilcox
Title: The unequal distribution of economic education: A report on the race, ethnicity, and gender of economics majors at U.S. colleges and universities
Abstract: 
 Economic education is distributed unequally. Among U.S. undergraduates, women and underrepresented minority students collectively major in economics at 0.36 the rate that white, non-Hispanic men do. The authors establish a definition of full inclusion in economic education and use that definition to evaluate the status quo and to compare institutions. A companion resource, hosted by the Federal Reserve Bank of New York, provides interactive access to the data to attract and inform the attention of economists, university administrators, and others. The authors explain why the need to improve the distribution of economic education is urgent, including the imperative to support economic policymaking. Lastly, they point the way forward, identifying currently available resources and reasonable next steps for all involved parties to take.
Journal: The Journal of Economic Education
Pages: 299-320
Issue: 3
Volume: 50
Year: 2019
Month: 7
X-DOI: 10.1080/00220485.2019.1618766
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1618766
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:3:p:299-320




Template-Type: ReDIF-Article 1.0
Author-Name: Tisha L. N. Emerson
Author-X-Name-First: Tisha L. N.
Author-X-Name-Last: Emerson
Author-Name: KimMarie McGoldrick
Author-X-Name-First: KimMarie
Author-X-Name-Last: McGoldrick
Title: Switching majors – into and out of economics
Abstract: 
 Using student transcripts from six institutions over a 23-year timespan, the authors investigate the movement of students into and out of the economics major. Considerable movement between majors occurs with 83 percent of economics graduates switching in after their first principles course. These eventual majors come from a variety of sources, but primarily from business, engineering, science and maths. In an absolute sense, weaker students (as measured by cumulative GPA) switch into economics. However, students appear to move to disciplines of relative academic strength (as indicated by relative grades). While females from other majors are less likely to switch into economics, traditionally underrepresented minorities are largely attracted to economics from other disciplines at similar (or higher) rates to which they persist in originally declared majors.
Journal: The Journal of Economic Education
Pages: 321-332
Issue: 3
Volume: 50
Year: 2019
Month: 7
X-DOI: 10.1080/00220485.2019.1618763
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1618763
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:3:p:321-332




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried
Author-X-Name-First: John J.
Author-X-Name-Last: Siegfried
Title: Trends in undergraduate economics degrees, 2001–2018
Abstract: 
 Undergraduate degrees awarded in economics by U.S. colleges and universities were stagnant from 2010 (2009–10) through 2013, increased rapidly (almost 15%) over the two years from 2013 through 2015, but have subsequently leveled off in 2016 through 2018.
Journal: The Journal of Economic Education
Pages: 333-336
Issue: 3
Volume: 50
Year: 2019
Month: 7
X-DOI: 10.1080/00220485.2019.1618772
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1618772
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:3:p:333-336




Template-Type: ReDIF-Article 1.0
Author-Name: Mark A. Melichar
Author-X-Name-First: Mark A.
Author-X-Name-Last: Melichar
Title: Economics gone country
Journal: The Journal of Economic Education
Pages: 363-363
Issue: 4
Volume: 49
Year: 2018
Month: 10
X-DOI: 10.1080/00220485.2018.1500956
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1500956
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:4:p:363-363




Template-Type: ReDIF-Article 1.0
Author-Name: Maia Linask
Author-X-Name-First: Maia
Author-X-Name-Last: Linask
Author-Name: James Monks
Author-X-Name-First: James
Author-X-Name-Last: Monks
Title: Measuring faculty teaching effectiveness using conditional fixed effects
Abstract: 
 Using a dataset of 48 faculty members and 88 courses over 26 semesters, the authors estimate Student Evaluation of Teaching (SET) ratings that are conditional on a multitude of course, faculty, and student attributes. They find that ratings are lower for required courses and those where students report a lower prior level of interest. Controlling for these variables substantially alters the SET ratings for many instructors. The average absolute value of the difference between the faculty ratings controlling just for time effects and fully conditional ratings is nearly one-half of a standard deviation in the students’ rating of how much they learned. This difference produces a change in quartile rank for over half the sample across two summary course evaluation measures.
Journal: The Journal of Economic Education
Pages: 324-339
Issue: 4
Volume: 49
Year: 2018
Month: 10
X-DOI: 10.1080/00220485.2018.1500957
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1500957
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:4:p:324-339




Template-Type: ReDIF-Article 1.0
Author-Name: Giam Pietro Cipriani
Author-X-Name-First: Giam Pietro
Author-X-Name-Last: Cipriani
Title: Gender difference in willingness to guess after a failure
Abstract: 
 A considerable literature in economics and psychology observes substantial gender differences in risk aversion, confidence, and responses to high pressure. In the educational measurement literature, it has been argued that these differences could disadvantage female students when taking multiple-choice tests, especially if there is a penalty for wrong answers. Using a dataset of multiple-choice exams, the author investigates this issue by analyzing the number of unanswered questions. Since most individuals take this exam repeatedly, differences after a failure also can be observed. The results in this article show that there are significant differences between men and women: in the second and third attempts women omit more questions than men. However, this is also the case in the first attempt after excluding the best students.
Journal: The Journal of Economic Education
Pages: 299-306
Issue: 4
Volume: 49
Year: 2018
Month: 10
X-DOI: 10.1080/00220485.2018.1500958
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1500958
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:4:p:299-306




Template-Type: ReDIF-Article 1.0
Author-Name: Ben O. Smith
Author-X-Name-First: Ben O.
Author-X-Name-Last: Smith
Author-Name: Jamie Wagner
Author-X-Name-First: Jamie
Author-X-Name-Last: Wagner
Title: Adjusting for guessing and applying a statistical test to the disaggregation of value-added learning scores
Abstract: 
 In 2016, Walstad and Wagner developed a procedure to split pre-test and post-test responses into four learning types: positive, negative, retained, and zero learning. This disaggregation is not only useful in academic studies; but also provides valuable insight to the practitioner: an instructor would take different mitigating actions in response to zero versus negative learning. However, the original disaggregation is sensitive to student guessing. This article extends the original work by accounting for guessing and provides adjusted estimators using the existing disaggregated values. Further, Monte Carlo simulations of the adjusted learning type estimates are provided. Under certain assumptions, an instructor can determine if a difference in positive (or negative) learning is the result of a true change in learning or “white noise.”
Journal: The Journal of Economic Education
Pages: 307-323
Issue: 4
Volume: 49
Year: 2018
Month: 10
X-DOI: 10.1080/00220485.2018.1500959
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1500959
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:4:p:307-323




Template-Type: ReDIF-Article 1.0
Author-Name: Kelly Grogan
Author-X-Name-First: Kelly
Author-X-Name-Last: Grogan
Title: The great American health care debate: A classroom game to explore risk and insurance
Abstract: 
 Health insurance policy is a current topic of concern for the United States. The classroom game discussed here provides students with a thorough understanding of some of the policy options under debate, in addition to demonstrating the classic problem of adverse selection. Students received probabilities of encountering a variety of medical expenses, based on their randomly assigned fictitious person’s age and health status. In each round, students made insurance decisions and then rolled dice to determine outcomes for each possible medical expense. The experiment considered insurance with an individual mandate, insurance without an individual mandate, insurance where students could purchase à la carte coverage mimicking proposed insurance riders for certain coverage, and insurance where pre-existing conditions were not covered.
Journal: The Journal of Economic Education
Pages: 340-349
Issue: 4
Volume: 49
Year: 2018
Month: 10
X-DOI: 10.1080/00220485.2018.1500960
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1500960
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:4:p:340-349




Template-Type: ReDIF-Article 1.0
Author-Name: R. Scott Harris
Author-X-Name-First: R.
Author-X-Name-Last: Scott Harris
Author-Name: Joshua Hill
Author-X-Name-First: Joshua
Author-X-Name-Last: Hill
Author-Name: Talia Harris
Author-X-Name-First: Talia
Author-X-Name-Last: Harris
Title: Exponential smoothing spreadsheets
Journal: The Journal of Economic Education
Pages: 366-366
Issue: 4
Volume: 49
Year: 2018
Month: 10
X-DOI: 10.1080/00220485.2018.1500961
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1500961
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:4:p:366-366




Template-Type: ReDIF-Article 1.0
Author-Name: Jadrian J. Wooten
Author-X-Name-First: Jadrian J.
Author-X-Name-Last: Wooten
Title: Economics media library
Journal: The Journal of Economic Education
Pages: 364-365
Issue: 4
Volume: 49
Year: 2018
Month: 10
X-DOI: 10.1080/00220485.2018.1500962
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1500962
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:4:p:364-365




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad
Author-X-Name-First: William B.
Author-X-Name-Last: Walstad
Title: Assessment of economic competencies using a matrix puzzle and a document analysis
Abstract: 
 In this article, the author presents two alternative approaches to the assessment of competencies in economics. The first is a concept assessment as a matrix puzzle. The rows of the matrix are the economic changes and the columns are the economic outcomes. To solve the puzzle, students state which change is associated with an outcome and which is not. The second one is a performance assessment as a document analysis that gives students documents and asks them to use them to analyze a realistic economic problem. Students use higher-order thinking in the process of selecting information from the document and in preparing their written answers. The explanation of each assessment type uses tasks related to supply and demand as examples.
Journal: The Journal of Economic Education
Pages: 350-362
Issue: 4
Volume: 49
Year: 2018
Month: 10
X-DOI: 10.1080/00220485.2018.1500963
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1500963
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:4:p:350-362




Template-Type: ReDIF-Article 1.0
Author-Name: The Editors
Title: Reviewers for Volume 49
Journal: The Journal of Economic Education
Pages: 367-369
Issue: 4
Volume: 49
Year: 2018
Month: 10
X-DOI: 10.1080/00220485.2018.1505235
File-URL: http://hdl.handle.net/10.1080/00220485.2018.1505235
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:49:y:2018:i:4:p:367-369




Template-Type: ReDIF-Article 1.0
Author-Name: Gayane Barseghyan
Author-X-Name-First: Gayane
Author-X-Name-Last: Barseghyan
Author-Name: Aram Grigoryan
Author-X-Name-First: Aram
Author-X-Name-Last: Grigoryan
Title: Equilibrium with capacity-constrained firms: A classroom experiment
Abstract: 
 The authors develop a two-stage classroom experiment to illustrate convergence to long-run equilibrium in a market where price-taking firms are capacity-constrained. Once equilibrium in the first stage is established, capacity constraints are introduced by imposing discontinuities in the fixed costs of several firms. The experiment demonstrates that this supply shock yields a higher market price and, under assumed parameterization, several higher-cost firms that otherwise are not able to survive in the long-run equilibrium enter the market and earn positive profits.
Journal: The Journal of Economic Education
Pages: 129-141
Issue: 2
Volume: 50
Year: 2019
Month: 4
X-DOI: 10.1080/00220485.2019.1582382
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1582382
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:2:p:129-141




Template-Type: ReDIF-Article 1.0
Author-Name: Dean Croushore
Author-X-Name-First: Dean
Author-X-Name-Last: Croushore
Author-Name: Hossein S. Kazemi
Author-X-Name-First: Hossein S.
Author-X-Name-Last: Kazemi
Title: Teaching courses in macroeconomics and monetary policy with Bloomberg analytics
Abstract: 
 In this article, the authors illustrate the use of Bloomberg for analyzing topics in macroeconomics and monetary policy in economics and finance courses. The hands-on experience that students gain from such a course has many benefits, including deeper learning and clearer understanding of data. The authors describe goals and learning objectives, then compare Bloomberg with Federal Reserve Economic Data (FRED). In addition, they provide examples of how to use Bloomberg in the classroom, describe how to have students perform sector analysis, show how Bloomberg tools are useful for analyzing monetary policy, discuss how to use Bloomberg to analyze the financial sector, and illustrate the platform’s use in a case study.
Journal: The Journal of Economic Education
Pages: 108-128
Issue: 2
Volume: 50
Year: 2019
Month: 4
X-DOI: 10.1080/00220485.2019.1582383
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1582383
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:2:p:108-128




Template-Type: ReDIF-Article 1.0
Author-Name: Anna Josephson
Author-X-Name-First: Anna
Author-X-Name-Last: Josephson
Author-Name: Larry DeBoer
Author-X-Name-First: Larry
Author-X-Name-Last: DeBoer
Author-Name: Dave Nelson
Author-X-Name-First: Dave
Author-X-Name-Last: Nelson
Author-Name: Angelika Zissimopoulos
Author-X-Name-First: Angelika
Author-X-Name-Last: Zissimopoulos
Title: Learning to do: Facilitating practice in a large introductory macroeconomics class
Abstract: 
 Contemporary pedagogy encourages instructors to move away from memorization to teaching the ability to “do economics.” In such an environment, students are taught to apply knowledge of economic measurement, the economic model, and economic policy to analyze current events and policies. In this article, the authors build on existing literature describing independent activities by sharing a set of class exercises and assignments that comprise an entire course. The course discussed in this article is a large enrollment introductory course and presents a novel approach to active learning, adapted to this often-challenging context. The course emphasizes engaging students by encouraging them to practice using macroeconomic tools.
Journal: The Journal of Economic Education
Pages: 142-156
Issue: 2
Volume: 50
Year: 2019
Month: 4
X-DOI: 10.1080/00220485.2019.1582384
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1582384
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:2:p:142-156




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Erfle
Author-X-Name-First: Stephen
Author-X-Name-Last: Erfle
Title: A geometric approach to multicollinearity
Journal: The Journal of Economic Education
Pages: 213-213
Issue: 2
Volume: 50
Year: 2019
Month: 4
X-DOI: 10.1080/00220485.2019.1582385
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1582385
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:2:p:213-213




Template-Type: ReDIF-Article 1.0
Author-Name: Sam Allgood
Author-X-Name-First: Sam
Author-X-Name-Last: Allgood
Author-Name: KimMarie McGoldrick
Author-X-Name-First: KimMarie
Author-X-Name-Last: McGoldrick
Title: Setting an agenda for the future
Journal: The Journal of Economic Education
Pages: 207-212
Issue: 2
Volume: 50
Year: 2019
Month: 4
X-DOI: 10.1080/00220485.2019.1582386
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1582386
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:2:p:207-212




Template-Type: ReDIF-Article 1.0
Author-Name: William B. Walstad
Author-X-Name-First: William B.
Author-X-Name-Last: Walstad
Title: Continuity and change in the Journal of Economic Education over 50 years
Journal: The Journal of Economic Education
Pages: 157-167
Issue: 2
Volume: 50
Year: 2019
Month: 4
X-DOI: 10.1080/00220485.2019.1582387
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1582387
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:2:p:157-167




Template-Type: ReDIF-Article 1.0
Author-Name: Gail M. Hoyt
Author-X-Name-First: Gail M.
Author-X-Name-Last: Hoyt
Author-Name: KimMarie McGoldrick
Author-X-Name-First: KimMarie
Author-X-Name-Last: McGoldrick
Title: 50 years of economic instruction in the Journal of Economic Education
Journal: The Journal of Economic Education
Pages: 168-195
Issue: 2
Volume: 50
Year: 2019
Month: 4
X-DOI: 10.1080/00220485.2019.1582388
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1582388
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:2:p:168-195




Template-Type: ReDIF-Article 1.0
Author-Name: Sam Allgood
Author-X-Name-First: Sam
Author-X-Name-Last: Allgood
Author-Name: Georg Schaur
Author-X-Name-First: Georg
Author-X-Name-Last: Schaur
Title: 50 years of research in the Journal of Economic Education
Journal: The Journal of Economic Education
Pages: 196-206
Issue: 2
Volume: 50
Year: 2019
Month: 4
X-DOI: 10.1080/00220485.2019.1582389
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1582389
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:2:p:196-206




Template-Type: ReDIF-Article 1.0
Author-Name: John Duffy
Author-X-Name-First: John
Author-X-Name-Last: Duffy
Author-Name: Brian C. Jenkins
Author-X-Name-First: Brian C.
Author-X-Name-Last: Jenkins
Title: A classroom experiment in monetary policy
Abstract: 
 The authors propose a classroom experiment implementing a simple version of a New Keynesian model suitable for courses in intermediate macroeconomics and money and banking. Students play as either the central bank or members of the private sector. The central banker sets interest rates to meet twin objectives for inflation and the output gap or to meet only an inflation target. In both settings, private sector agents are concerned with correctly forecasting the inflation rate. The authors show that an experiment implementing this setup is feasible and yields results that enhance understanding of the New Keynesian model of monetary policy. They propose alternative versions where the central bank is replaced by a policy rule and provide suggestions for discussing the experimental results with students.
Journal: The Journal of Economic Education
Pages: 89-107
Issue: 2
Volume: 50
Year: 2019
Month: 4
X-DOI: 10.1080/00220485.2019.1583148
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1583148
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:50:y:2019:i:2:p:89-107




Template-Type: ReDIF-Article 1.0
Author-Name: Erik Craft
Author-X-Name-First: Erik
Author-X-Name-Last: Craft
Author-Name: Maia Linask
Author-X-Name-First: Maia
Author-X-Name-Last: Linask
Title: Learning effects of the flipped classroom in a principles of microeconomics course
Abstract: 
 The authors of this article estimate the learning effects of the flipped classroom format using data from 16 sections of principles of microeconomics over a 4-year period. The experimental design is unique in that two treatment and two control sections were taught during the fall semester in four consecutive years. Further, the instructor switched the time of day when the treatment and control sections were taught each year. Controlling for gender, ACT score, a normed high school GPA, Pell Grant award, time of day, and initial knowledge of economics, the authors find no evidence of increased learning using end-of-semester measures for students in the flipped classroom in comparison to sections with a moderate amount of active learning.
Journal: The Journal of Economic Education
Pages: 1-18
Issue: 1
Volume: 51
Year: 2020
Month: 1
X-DOI: 10.1080/00220485.2019.1687372
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1687372
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:1:p:1-18




Template-Type: ReDIF-Article 1.0
Author-Name: Paul Johnson
Author-X-Name-First: Paul
Author-X-Name-Last: Johnson
Author-Name: James Staveley-O’Carroll
Author-X-Name-First: James
Author-X-Name-Last: Staveley-O’Carroll
Title: An exchange rate risk experiment with multiple currencies
Abstract: 
 In this article, the authors describe a classroom experiment on exchange rates appropriate for undergraduate courses in macroeconomics, international economics, and money and banking. Student teams compete by managing virtual portfolios of six foreign currencies over a period of several weeks. Trading requires a few minutes in class. Students gain an understanding of currency movements, financial risk, and portfolio management. The experiment allows for a test of the efficient markets hypothesis. A single class spreadsheet is used to record the history of trades and portfolio balances, assist in formulation of team strategy, and provide the raw data for students to analyze their performance in an end-of-semester reflection paper. Sample outcomes from classes in money and banking and international economics are discussed.
Journal: The Journal of Economic Education
Pages: 19-30
Issue: 1
Volume: 51
Year: 2020
Month: 1
X-DOI: 10.1080/00220485.2019.1687375
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1687375
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:1:p:19-30




Template-Type: ReDIF-Article 1.0
Author-Name: Anna Rita Bennato
Author-X-Name-First: Anna Rita
Author-X-Name-Last: Bennato
Author-Name: Adrian Gourlay
Author-X-Name-First: Adrian
Author-X-Name-Last: Gourlay
Author-Name: Chris M. Wilson
Author-X-Name-First: Chris M.
Author-X-Name-Last: Wilson
Title: A classroom experiment on the causes and forms of bounded rationality in individual choice
Abstract: 
 Bounded rationality is a key concept with implications across all areas of economics. To help students better understand the nature, causes and forms of bounded rationality in individual choice, the authors present a flexible classroom experiment. Beyond providing students with some first-hand evidence of bounded rationality, the experiment shows how a range of factors can prompt bounded rationality and illustrates how it can manifest itself in the form of different behaviors. The experiment can be conducted with any number of students and takes approximately 30 minutes to conduct, with a further 10 to 20 minutes to reflect and debrief.
Journal: The Journal of Economic Education
Pages: 31-41
Issue: 1
Volume: 51
Year: 2020
Month: 1
X-DOI: 10.1080/00220485.2019.1687374
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1687374
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:1:p:31-41




Template-Type: ReDIF-Article 1.0
Author-Name: Bei Hong
Author-X-Name-First: Bei
Author-X-Name-Last: Hong
Title: A demand and supply game exploring global supply chains
Abstract: 
 In this article, the author describes a classroom experiment in which participants make decisions to achieve the lowest-cost production. Student volunteers acting as smartphone companies are provided with confidential information representing their own cost of production and are asked to make trade decisions to form a supply chain at the lowest possible cost. This interactive classroom experiment facilitates an understanding and appreciation of the basic demand and supply model. Students also explore the motivations, facilitators, and impediments of global supply chains. Suggestions are made to expand the game by incorporating more sophisticated models of the global supply chain, and also ways in which it can explore aspects of economics such as transportation costs, oligopoly and the narrowing wage gap between Eastern and Western economies.
Journal: The Journal of Economic Education
Pages: 42-51
Issue: 1
Volume: 51
Year: 2020
Month: 1
X-DOI: 10.1080/00220485.2019.1687373
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1687373
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:1:p:42-51




Template-Type: ReDIF-Article 1.0
Author-Name: Stefano Carattini
Author-X-Name-First: Stefano
Author-X-Name-Last: Carattini
Author-Name: Eli P. Fenichel
Author-X-Name-First: Eli P.
Author-X-Name-Last: Fenichel
Author-Name: Alexander Gordan
Author-X-Name-First: Alexander
Author-X-Name-Last: Gordan
Author-Name: Patrick Gourley
Author-X-Name-First: Patrick
Author-X-Name-Last: Gourley
Title: For want of a chair: Teaching price formation using a cap and trade game
Abstract: 
 “Cap and trade” is one of the most innovative policy options developed by environmental economists. By placing a cap on a social bad and allowing firms to buy and sell the right to generate it, policymakers combine government intervention with market-based incentives to improve welfare and internalize the externality. Such programs represent a great opportunity for instructors to show students how economic theory is used in the real world. Students can learn several important tenets of economics by playing an in-class game based on musical chairs, which creates a market for pollution using a mobile app or paper-based interaction. This active learning method engages students and improves comprehension of price formation, gains from trade, voluntary response to incentives, and an important environmental policy.
Journal: The Journal of Economic Education
Pages: 52-66
Issue: 1
Volume: 51
Year: 2020
Month: 1
X-DOI: 10.1080/00220485.2019.1687379
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1687379
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:1:p:52-66




Template-Type: ReDIF-Article 1.0
Author-Name: Sam Allgood
Author-X-Name-First: Sam
Author-X-Name-Last: Allgood
Author-Name: KimMarie McGoldrick
Author-X-Name-First: KimMarie
Author-X-Name-Last: McGoldrick
Title: The Federal Reserve Board and economic education
Journal: The Journal of Economic Education
Pages: 67-67
Issue: 1
Volume: 51
Year: 2020
Month: 1
X-DOI: 10.1080/00220485.2019.1687381
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1687381
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:1:p:67-67




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew T. Hill
Author-X-Name-First: Andrew T.
Author-X-Name-Last: Hill
Author-Name: Scott Wolla
Author-X-Name-First: Scott
Author-X-Name-Last: Wolla
Title: A survey of Federal Reserve economic education programs and resources1
Abstract: 
 The authors survey the economic education programs and resources produced and supported by the Federal Reserve System: from K–16 professional development opportunities for teachers and professors, to free lesson plans, videos, online learning modules, and readings ready for the classroom. They provide the history, goals, context, and reach of the Federal Reserve System’s economic and personal financial education efforts, and summarize the research produced by Reserve Bank staff on economic and personal financial education program effectiveness. They explain how the Dodd-Frank Act has affected the Reserve Banks’ personal financial education programming and provide summary measures of the impact of the Federal Reserve System’s economic and personal financial education efforts on students and teachers nationwide.
Journal: The Journal of Economic Education
Pages: 68-79
Issue: 1
Volume: 51
Year: 2020
Month: 1
X-DOI: 10.1080/00220485.2019.1687380
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1687380
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:1:p:68-79




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen Clayton
Author-X-Name-First: Stephen
Author-X-Name-Last: Clayton
Author-Name: Daniel Nuckols
Author-X-Name-First: Daniel
Author-X-Name-Last: Nuckols
Title: The Economics Scholars Program: Creating a professional economics research conference for undergraduate students
Abstract: 
 Whether pursuing immediate professional careers or preparing for graduate research, for many students the opportunities to conduct original research as undergraduates can be formative, creating a valuable differentiating factor on their resumes. The Economics Scholars Program builds an environment where undergraduate students can conduct economic research and then follow with another facet of the research experience, namely, presenting at a professional conference. Due to a collaborative effort between Austin College and the Federal Reserve Bank of Dallas, the conference helps create research opportunities for undergraduates. The partnership enhances the Federal Reserve Bank of Dallas’s commitment to thoughtful leadership in economics and building relationships. Entering its 14th year, the conference has grown from 23 participants in 2007 to over 300 participants from 36 schools in 2018.
Journal: The Journal of Economic Education
Pages: 80-86
Issue: 1
Volume: 51
Year: 2020
Month: 1
X-DOI: 10.1080/00220485.2019.1687378
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1687378
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:1:p:80-86




Template-Type: ReDIF-Article 1.0
Author-Name: Diego Mendez-Carbajo
Author-X-Name-First: Diego
Author-X-Name-Last: Mendez-Carbajo
Title: Active learning with FRED data
Abstract: 
 In this article, the author describes the practice of active learning with Federal Reserve Economic Data (FRED). First, he outlines the broad intellectual context of learning with and about economic data, summarizing the recent scholarly contributions made to the topic. Next, the author presents several strategies for teaching with FRED in the classroom. Following that, he describes a type of interactive instructional resource called FRED Interactive (FRED-I) modules, accessible through econlowdown.org, the online repository of multimedia teaching and learning resources produced and curated by the Federal Reserve Bank of St. Louis. The author then illustrates the use of these modules in hybrid classrooms through several examples. He concludes by presenting potential lines of research on the topic of active learning with data.
Journal: The Journal of Economic Education
Pages: 87-94
Issue: 1
Volume: 51
Year: 2020
Month: 1
X-DOI: 10.1080/00220485.2019.1687377
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1687377
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:1:p:87-94




Template-Type: ReDIF-Article 1.0
Author-Name: Diego Mendez-Carbajo
Author-X-Name-First: Diego
Author-X-Name-Last: Mendez-Carbajo
Author-Name: Lucy C. Malakar
Author-X-Name-First: Lucy C.
Author-X-Name-Last: Malakar
Title: Flipping the classroom with econlowdown.org
Abstract: 
 In this article, the authors describe two independent efforts at “flipping” introductory economics courses employing econlowodown.org resources from the Federal Reserve Bank of St. Louis. From an instructor’s perspective, it is relatively simple to locate the high-quality free resources available online and assign them to students. Their alignment with national content standards in economics and prescribed State of Ohio learning outcomes are important adoption considerations under performance-based funding constraints. The authors document high rates of assignment completion, suggesting students found the resources easy to access and engaging. Overall, they found the online video podcasts and virtual lectures produced by the economic education specialists and instructional designers at the St. Louis Fed to be valuable instructional assets in different institutional settings and across disparate student populations.
Journal: The Journal of Economic Education
Pages: 95-102
Issue: 1
Volume: 51
Year: 2020
Month: 1
X-DOI: 10.1080/00220485.2019.1687376
File-URL: http://hdl.handle.net/10.1080/00220485.2019.1687376
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:1:p:95-102




Template-Type: ReDIF-Article 1.0
Author-Name: Benjamin Artz
Author-X-Name-First: Benjamin
Author-X-Name-Last: Artz
Author-Name: Marianne Johnson
Author-X-Name-First: Marianne
Author-X-Name-Last: Johnson
Author-Name: Denise Robson
Author-X-Name-First: Denise
Author-X-Name-Last: Robson
Author-Name: Sarinda Taengnoi
Author-X-Name-First: Sarinda
Author-X-Name-Last: Taengnoi
Title: Taking notes in the digital age: Evidence from classroom random control trials
Abstract: 
 Taking good notes is linked to success in college. However, increased use of computers to take notes necessitates reconsideration of the linkages between note-taking and learning. One difficulty is disentangling the latent student characteristics that may correlate with computer use from the actual effect of computer note-taking on information retention. The authors employ a within-subject, random control experiment to distinguish whether the commonly perceived negative correlation between digital note-taking and performance is due to the note-taking process itself, or is instead due to the characteristics of students who choose to use computers. Their findings suggest that digital note-taking does not have a statistically meaningful impact on student performance; rather, the problem likely lies in the students’ choice to use the computer.
Journal: The Journal of Economic Education
Pages: 103-115
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731386
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731386
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:103-115




Template-Type: ReDIF-Article 1.0
Author-Name: Jill Caviglia-Harris
Author-X-Name-First: Jill
Author-X-Name-Last: Caviglia-Harris
Title: Using the process approach to teach writing in economics
Abstract: 
 Economists largely agree that writing is fundamental to understanding and communicating economics and can serve as an effective way to teach students to “think like economists.” However, only a small percentage of programs include writing-intensive courses, a major research paper, or a senior thesis, and even fewer devote class time to the writing process. This article provides a multi-dimensional classification of process-based writing assignments that are categorized according to two criteria: writing skill and economic understanding, and outlines how economists can use these approaches in a range of economic courses that do and do not include a research paper.
Journal: The Journal of Economic Education
Pages: 116-129
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731384
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731384
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:116-129




Template-Type: ReDIF-Article 1.0
Author-Name: Kristen Roche Carioti
Author-X-Name-First: Kristen
Author-X-Name-Last: Roche Carioti
Title: Student loan debt: A problem-based learning activity for introductory economics students
Abstract: 
 Student loan debt and delinquency is a mounting problem among college graduates. To show students the consequences of debt-financing their education in an economic context, the author describes a collaborative problem-based learning activity designed for small, introductory economics courses. The activity has three parts: an introduction to the current statistics and trends on student loan debt, a postmortem analysis of three fictitious borrowers, and a pre-mortem analysis of the student’s education, career plan, and financial goals. The activity applies economic topics including pre- and postmortem analysis, financial literacy, and opportunity cost and tradeoffs. Pre- and post-activity survey results find evidence of students improving their knowledge of their own student loan debt situation, salary outlook, and the repayment plans available to them post-graduation.
Journal: The Journal of Economic Education
Pages: 130-142
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731388
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731388
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:130-142




Template-Type: ReDIF-Article 1.0
Author-Name: Lea Fortmann
Author-X-Name-First: Lea
Author-X-Name-Last: Fortmann
Author-Name: Justin Beaudoin
Author-X-Name-First: Justin
Author-X-Name-Last: Beaudoin
Author-Name: Isha Rajbhandari
Author-X-Name-First: Isha
Author-X-Name-Last: Rajbhandari
Author-Name: Aedin Wright
Author-X-Name-First: Aedin
Author-X-Name-Last: Wright
Author-Name: Steven Neshyba
Author-X-Name-First: Steven
Author-X-Name-Last: Neshyba
Author-Name: Penny Rowe
Author-X-Name-First: Penny
Author-X-Name-Last: Rowe
Title: Teaching modules for estimating climate change impacts in economics courses using computational guided inquiry
Abstract: 
 The authors of this article introduce two teaching modules that aim to increase climate literacy and active learning in undergraduate economics courses through the incorporation of real-world data and modeling. These modules are based on the concept of computational guided inquiry (CGI), which combines a guided inquiry approach within a computational framework, such as Excel. In one module, students estimate and graph expected marginal damages due to regional sea level rise for various polar ice melt scenarios. In the second module, students partially replicate a journal article estimating the total economic value of ecosystem services in the Arctic. These modules have been used in urban, environmental, and climate change economics courses, and are ready to be implemented with minimal upfront cost to instructors.
Journal: The Journal of Economic Education
Pages: 143-158
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731383
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731383
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:143-158




Template-Type: ReDIF-Article 1.0
Author-Name: Michael J. Clark
Author-X-Name-First: Michael J.
Author-X-Name-Last: Clark
Title: The Alchian Maze
Abstract: 
 The Alchian Maze uses active learning for teaching important economic concepts like spontaneous order and the power of profit and loss. While the game is an effective teaching tool, it is also cheap, low tech, and requires little advance preparation. The author of this article provides an overview on how to create and run an Alchian Maze. A number of economic principles that could be taught in conjunction with the game will also be explored. The Alchian Maze was selected for 2019’s Best in Class Award by the National Economics Teaching Association. A video demonstration and overview can be found at https://youtu.be/Q-1w0dgAG80.
Journal: The Journal of Economic Education
Pages: 159-166
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731392
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731392
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:159-166




Template-Type: ReDIF-Article 1.0
Author-Name: Emily C. Marshall
Author-X-Name-First: Emily C.
Author-X-Name-Last: Marshall
Author-Name: Anthony Underwood
Author-X-Name-First: Anthony
Author-X-Name-Last: Underwood
Title: Is economics STEM? Trends in the discipline from 1997 to 2018
Abstract: 
 The authors of this article examine trends in the economics discipline regarding the classification of some undergraduate economics majors, i.e., econometrics and quantitative economics degrees, as STEM. According to the Integrated Postsecondary Education Data System (IPEDS), the number of institutions conferring undergraduate econometrics and quantitative economics (STEM-eligible) degrees rose from 25 in 2012 to 71 in 2018, with total degrees conferred increasing 12-fold. By 2018, STEM-eligible economics degrees comprised 13.2 percent of all undergraduate economics degrees conferred, up from just 1.2 percent in 2012. This brief note outlines trends in undergraduate economics majors regarding STEM and non-STEM degree distinctions and discusses potential motivations for these changes.
Journal: The Journal of Economic Education
Pages: 167-174
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731387
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731387
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:167-174




Template-Type: ReDIF-Article 1.0
Author-Name: Gail M. Hoyt
Author-X-Name-First: Gail M.
Author-X-Name-Last: Hoyt
Title: Admission into economic PhD programs: Results of a recent study and advice from directors of graduate studies at six exemplary U.S. economics PhD programs
Journal: The Journal of Economic Education
Pages: 175-176
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731389
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731389
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:175-176




Template-Type: ReDIF-Article 1.0
Author-Name: Adam Jones
Author-X-Name-First: Adam
Author-X-Name-Last: Jones
Author-Name: Peter Schuhmann
Author-X-Name-First: Peter
Author-X-Name-Last: Schuhmann
Author-Name: Daniel Soques
Author-X-Name-First: Daniel
Author-X-Name-Last: Soques
Author-Name: Allison Witman
Author-X-Name-First: Allison
Author-X-Name-Last: Witman
Title: So you want to go to graduate school? Factors that influence admissions to economics PhD programs
Abstract: 
 The authors survey admissions coordinators about the importance of application components in admissions decisions for economics PhD programs. The survey explores the importance of difficult-to-quantify aspects such as a targeted personal statement, strength of letters of recommendation, extracurricular activities, and related work experience. The most important aspects of an application are GPAs in math and economics, letters of recommendation, and GRE quantitative score. The strength of letters of recommendation carries more weight than the prominence of the letter writer. Top-25 programs place a higher value on undergraduate program rank (for students from both domestic and international universities) and strength of letters of recommendation.
Journal: The Journal of Economic Education
Pages: 177-190
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731385
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731385
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:177-190




Template-Type: ReDIF-Article 1.0
Author-Name: Gautam Gowrisankaran
Author-X-Name-First: Gautam
Author-X-Name-Last: Gowrisankaran
Title: Comments on Jones et al. and advice for the graduate school application process
Journal: The Journal of Economic Education
Pages: 191-193
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731390
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731390
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:191-193




Template-Type: ReDIF-Article 1.0
Author-Name: M. Daniele Paserman
Author-X-Name-First: M. Daniele
Author-X-Name-Last: Paserman
Title: Comments on “So you want to go to graduate school? Factors that influence admissions to economics PhD programs” by Jones et al.
Journal: The Journal of Economic Education
Pages: 194-198
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731391
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731391
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:194-198




Template-Type: ReDIF-Article 1.0
Author-Name: Navin Kartik
Author-X-Name-First: Navin
Author-X-Name-Last: Kartik
Title: Comments for JEE based on ASSA panel discussion “Preparing undergraduates for application to graduate school”
Journal: The Journal of Economic Education
Pages: 199-200
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731394
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731394
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:199-200




Template-Type: ReDIF-Article 1.0
Author-Name: Martin Boileau
Author-X-Name-First: Martin
Author-X-Name-Last: Boileau
Title: Admissions to economics PhD program: Perspectives from a large public university
Journal: The Journal of Economic Education
Pages: 201-202
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731393
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731393
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:201-202




Template-Type: ReDIF-Article 1.0
Author-Name: Wojciech Olszewski
Author-X-Name-First: Wojciech
Author-X-Name-Last: Olszewski
Title: Preparing undergraduates for application to graduate school
Journal: The Journal of Economic Education
Pages: 203-205
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731396
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731396
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:203-205




Template-Type: ReDIF-Article 1.0
Author-Name: Marcus Berliant
Author-X-Name-First: Marcus
Author-X-Name-Last: Berliant
Title: Preparing undergraduates for application to graduate school: Comments on Jones et al (2020)
Journal: The Journal of Economic Education
Pages: 206-208
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731395
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731395
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:206-208




Template-Type: ReDIF-Article 1.0
Author-Name: Kyle Hampton
Author-X-Name-First: Kyle
Author-X-Name-Last: Hampton
Author-Name: Paul Johnson
Author-X-Name-First: Paul
Author-X-Name-Last: Johnson
Title: Kiviq.us: A free double auction Internet classroom experiment that runs on any student device
Journal: The Journal of Economic Education
Pages: 209-209
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731381
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731381
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:209-209




Template-Type: ReDIF-Article 1.0
Author-Name: Jadrian Wooten
Author-X-Name-First: Jadrian
Author-X-Name-Last: Wooten
Author-Name: Kalina Staub
Author-X-Name-First: Kalina
Author-X-Name-Last: Staub
Author-Name: Susan Reilly
Author-X-Name-First: Susan
Author-X-Name-Last: Reilly
Title: Economics within ABC’s Modern Family
Journal: The Journal of Economic Education
Pages: 210-210
Issue: 2
Volume: 51
Year: 2020
Month: 4
X-DOI: 10.1080/00220485.2020.1731382
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1731382
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:210-210




Template-Type: ReDIF-Article 1.0
Author-Name: Lauren Calimeris
Author-X-Name-First: Lauren
Author-X-Name-Last: Calimeris
Author-Name: Edward Kosack
Author-X-Name-First: Edward
Author-X-Name-Last: Kosack
Title: Immediate feedback assessment technique (IF-AT) quizzes and student performance in microeconomic principles courses
Abstract: 
 In this study, the authors investigate the impact of the Immediate Feedback Assessment Technique (IF-AT) on student learning outcomes in principles of microeconomics classes. The IF-AT enables students to receive immediate feedback and to retry questions for partial credit. The authors use a randomized experiment to evaluate the effect of the IF-AT versus a traditional Scantron quiz on student learning as measured by exam performance. The randomization enables a student-fixed effects estimation of the effect of the IF-AT. There is no significant impact of the IF-AT on multiple choice exam questions; however, students scored 2.1 percentage points higher on short answer questions relating to units for which they received an IF-AT quiz relative to other units. Finally, students responded favorably to the IF-AT format.
Journal: The Journal of Economic Education
Pages: 211-226
Issue: 3-4
Volume: 51
Year: 2020
Month: 8
X-DOI: 10.1080/00220485.2020.1804501
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1804501
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:3-4:p:211-226




Template-Type: ReDIF-Article 1.0
Author-Name: Tim Kaiser
Author-X-Name-First: Tim
Author-X-Name-Last: Kaiser
Author-Name: Luis Oberrauch
Author-X-Name-First: Luis
Author-X-Name-Last: Oberrauch
Author-Name: Günther Seeber
Author-X-Name-First: Günther
Author-X-Name-Last: Seeber
Title: Measuring economic competence of secondary school students in Germany
Abstract: 
 The authors introduce a test of economic competence for German-speaking secondary school students and provide evidence from a large-scale assessment with 6,230 students from grades 7 to 10. They present the development and psychometric properties of the scale, along with an investigation of predictors of economic competence. They find evidence of a gender gap favoring male students, lower scores for students with a migration background, and parents’ socioeconomic background being a predictor of test performance. Additionally, the authors document sizeable differences between tracks, as well as gains in economic competence across grades in the order of magnitude of 0.06 to 0.20 standard deviation per year. The article concludes with perspectives on an impact evaluation of a curriculum reform introducing mandatory economic education in secondary school.
Journal: The Journal of Economic Education
Pages: 227-242
Issue: 3-4
Volume: 51
Year: 2020
Month: 8
X-DOI: 10.1080/00220485.2020.1804504
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1804504
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:3-4:p:227-242




Template-Type: ReDIF-Article 1.0
Author-Name: Lei Tang
Author-X-Name-First: Lei
Author-X-Name-Last: Tang
Author-Name: Shanshan Li
Author-X-Name-First: Shanshan
Author-X-Name-Last: Li
Author-Name: Emma Auden
Author-X-Name-First: Emma
Author-X-Name-Last: Auden
Author-Name: Elizabeth Dhuey
Author-X-Name-First: Elizabeth
Author-X-Name-Last: Dhuey
Title: Who benefits from regular class participation?
Abstract: 
 In this study, the authors investigated three questions: whether students’ outcomes were improved by grading participation more intensely; who benefits most from increased participation; and, whether students who would benefit from more intensive grading choose it when they are given the choice. An eight-month field experiment was used to elicit students’ preferences for and randomly assign them to different grading intensities. The authors found that grading students on weekly participation is more effective than biweekly and that students who prefer not to be graded weekly, with lower GPAs and lower self-control scores, benefit most from the weekly participation grading intervention. When students were given a choice, however, those who would benefit the most were no more likely to choose weekly grading than were others.
Journal: The Journal of Economic Education
Pages: 243-256
Issue: 3-4
Volume: 51
Year: 2020
Month: 8
X-DOI: 10.1080/00220485.2020.1804502
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1804502
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:3-4:p:243-256




Template-Type: ReDIF-Article 1.0
Author-Name: Priscilla Cooke St. Clair
Author-X-Name-First: Priscilla Cooke
Author-X-Name-Last: St. Clair
Author-Name: Lynn Hunnicutt
Author-X-Name-First: Lynn
Author-X-Name-Last: Hunnicutt
Author-Name: Karen Travis
Author-X-Name-First: Karen
Author-X-Name-Last: Travis
Title: Assessing the impact of research capstone preparation in the economics curriculum
Abstract: 
 It is challenging for economics major programs to support an undergraduate research capstone where the goal is for all majors to complete a research project that creates new knowledge. Our program has found a way to achieve this for all of our majors in the face of resource constraints and varying student skill levels, and has done this without requiring econometrics or a research methods class or sacrificing quality. Our method includes having assignments that require students to use peer-reviewed economics journal articles in most upper-level economic elective courses. We describe our method and “capstone prep” assignment variants, and, using regression analysis on a data set of undergraduate economics majors from 2007 through 2018, find that particular assignments appear to significantly improve capstone outcomes.
Journal: The Journal of Economic Education
Pages: 257-270
Issue: 3-4
Volume: 51
Year: 2020
Month: 9
X-DOI: 10.1080/00220485.2020.1804506
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1804506
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:3-4:p:257-270




Template-Type: ReDIF-Article 1.0
Author-Name: Aaron J. Staples
Author-X-Name-First: Aaron J.
Author-X-Name-Last: Staples
Author-Name: Hillary M. Sackett-Taylor
Author-X-Name-First: Hillary M.
Author-X-Name-Last: Sackett-Taylor
Author-Name: Jason Forgue
Author-X-Name-First: Jason
Author-X-Name-Last: Forgue
Author-Name: Stephanie B. Brewer
Author-X-Name-First: Stephanie B.
Author-X-Name-Last: Brewer
Author-Name: Supriya Sarnikar
Author-X-Name-First: Supriya
Author-X-Name-Last: Sarnikar
Title: A mixed methods approach to uncover common error patterns in student reasoning of supply and demand
Abstract: 
 Students of introductory economics are often able to predict changes in equilibrium price correctly on standardized assessments, but make consistent errors in predicting changes in equilibrium quantity. To examine the reasons for this pattern, the authors collected open-ended explanations written by students and categorized their reasoning using a rigorous multi-step qualitative method. Integrating the qualitative analysis with quantitative data, they find that students exhibit remarkable consistency in their reasoning errors. Common multiple choice assessments tend to reward some types of reasoning errors and thereby make it harder for students to acquire the correct reasoning method. The authors demonstrate that, with thoughtful consideration to avoid excessive subjectivity, a qualitative study can deepen our contextual understanding of the primarily quantitative assessment metrics utilized in economics education research.
Journal: The Journal of Economic Education
Pages: 271-286
Issue: 3-4
Volume: 51
Year: 2020
Month: 8
X-DOI: 10.1080/00220485.2020.1804500
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1804500
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:3-4:p:271-286




Template-Type: ReDIF-Article 1.0
Author-Name: John T. Dalton
Author-X-Name-First: John T.
Author-X-Name-Last: Dalton
Author-Name: Andrew J. Logan
Author-X-Name-First: Andrew J.
Author-X-Name-Last: Logan
Title: Using the movie Joy to teach innovation and entrepreneurship
Abstract: 
 Film and video clips have been used in the classroom to bring economic concepts to life. The authors use the 2015 film Joy to animate Joseph Schumpeter’s The Theory of Economic Development, a foundational text on the theory of innovation and entrepreneurship that remains relevant for students today. They outline Schumpeter’s theory of innovation and entrepreneurship and connect it to various scenes in Joy that illustrate the key points Schumpeter seeks to make. Beyond its value as a teaching tool for making sense of Schumpeter's often dense prose, the authors argue that teaching Joy also can have a positive effect for undergraduate women in economics through its strong female protagonist.
Journal: The Journal of Economic Education
Pages: 287-296
Issue: 3-4
Volume: 51
Year: 2020
Month: 8
X-DOI: 10.1080/00220485.2020.1804507
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1804507
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:3-4:p:287-296




Template-Type: ReDIF-Article 1.0
Author-Name: Andre R. Neveu
Author-X-Name-First: Andre R.
Author-X-Name-Last: Neveu
Title: Reimagining the introductory material in teaching money creation and monetary policy
Abstract: 
 The money creation and monetary policy chapters in the leading introductory textbooks commonly present an outdated and misleading approach that is now largely irrelevant. A preferable model would help students understand that money and monetary policy are about bank and household motives, the importance of capital, and the role of credit. An updated approach would move beyond the current orthodoxy, which assumes both that the mechanical base-multiplier explains monetary policy and the quantity theory explains inflation. Monetary policy has evolved dramatically in the last 40 years. Therefore, textbook authors and teachers of introductory macroeconomics might consider some of these suggestions to help explain recent events.
Journal: The Journal of Economic Education
Pages: 297-316
Issue: 3-4
Volume: 51
Year: 2020
Month: 8
X-DOI: 10.1080/00220485.2020.1804505
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1804505
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:3-4:p:297-316




Template-Type: ReDIF-Article 1.0
Author-Name: Steven Batt
Author-X-Name-First: Steven
Author-X-Name-Last: Batt
Author-Name: Tara Grealis
Author-X-Name-First: Tara
Author-X-Name-Last: Grealis
Author-Name: Oskar Harmon
Author-X-Name-First: Oskar
Author-X-Name-Last: Harmon
Author-Name: Paul Tomolonis
Author-X-Name-First: Paul
Author-X-Name-Last: Tomolonis
Title: Learning Tableau: A data visualization tool
Abstract: 
 “Doing economics” is an important theme of undergraduate economics programs. Capstone courses increasingly include instruction in “data literacy” and the STEM-related skills of quantitative and empirical methods. Because the professional discipline has moved in this direction and because of greater employer demand for these skills, data visualization is a key component of data literacy. Tableau is a free data visualization software widely used in the data analytics industry. In this article, the authors introduce an exercise that teaches the fundamental Tableau concepts and commands needed to create charts, assemble them in a dashboard, and tell a story of patterns observed in the data. The exercise assumes no prior experience in Tableau and is appropriate for undergraduate upper-level economics courses or an empirical methods course.
Journal: The Journal of Economic Education
Pages: 317-328
Issue: 3-4
Volume: 51
Year: 2020
Month: 8
X-DOI: 10.1080/00220485.2020.1804503
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1804503
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:3-4:p:317-328




Template-Type: ReDIF-Article 1.0
Author-Name: Sam Allgood
Author-X-Name-First: Sam
Author-X-Name-Last: Allgood
Author-Name: KimMarie McGoldrick
Author-X-Name-First: KimMarie
Author-X-Name-Last: McGoldrick
Title: “Tackling the federal debt problem fairly”: Context for the introductory class
Journal: The Journal of Economic Education
Pages: 329-331
Issue: 3-4
Volume: 51
Year: 2020
Month: 8
X-DOI: 10.1080/00220485.2020.1804509
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1804509
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:3-4:p:329-331




Template-Type: ReDIF-Article 1.0
Author-Name: William G. Gale
Author-X-Name-First: William G.
Author-X-Name-Last: Gale
Title: Tackling the federal debt problem fairly
Abstract: 
 Rising federal debt threatens to reduce the growth of the economy, people’s living standards, wages, and the standard of living. A policy solution needs to respect many constraints, most importantly, that it is seen as fair—both within generations and across generations. This article addresses concepts of fairness and their application to resolutions of the federal debt problem. The major conclusions are that policymakers should push only limited amounts of debt to future generations and that they should use the need to reform fiscal policy as a way to expand government investments in a wide range of programs—ranging from early childhood to higher education, from infrastructure to basic research. The resolution of these issues will also require progressive tax reforms.
Journal: The Journal of Economic Education
Pages: 332-358
Issue: 3-4
Volume: 51
Year: 2020
Month: 8
X-DOI: 10.1080/00220485.2020.1804508
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1804508
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:3-4:p:332-358




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried
Author-X-Name-First: John J.
Author-X-Name-Last: Siegfried
Title: Trends in undergraduate economics degrees, 2001–2019
Abstract: 
 Undergraduate degrees awarded in economics by U.S. colleges and universities were stagnant from 2010 (2009–2010) through 2013, increased rapidly (almost 14 percent) over the 2 years from 2013 through 2015, but have subsequently leveled off from 2016 through 2019.
Journal: The Journal of Economic Education
Pages: 359-363
Issue: 3-4
Volume: 51
Year: 2020
Month: 8
X-DOI: 10.1080/00220485.2020.1804510
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1804510
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:3-4:p:359-363




Template-Type: ReDIF-Article 1.0
Author-Name: Amanda Bayer
Author-X-Name-First: Amanda
Author-X-Name-Last: Bayer
Author-Name: Gregory Bruich
Author-X-Name-First: Gregory
Author-X-Name-Last: Bruich
Author-Name: Raj Chetty
Author-X-Name-First: Raj
Author-X-Name-Last: Chetty
Author-Name: Andrew Housiaux
Author-X-Name-First: Andrew
Author-X-Name-Last: Housiaux
Title: Expanding and diversifying the pool of undergraduates who study economics: Insights from a new introductory course at Harvard
Abstract: 
 Economics does not attract as broad or diverse a pool of talent as it could. For example, women comprise less than one-third of economics bachelor’s degree recipients, significantly lower than in math or statistics. The authors present a case study of a new introductory economics course that enrolled 400 students, achieved nearly 50–50 gender balance, and was among the highest-rated courses at Harvard. They summarize the course’s content and pedagogy, illustrate how this approach differs from traditional courses, and identify elements of the approach that appear to underlie its success: personal connection, real-world exposure, scientific inquiry, career value, and social relevance. They conclude by discussing how these ideas for improving economics instruction could be applied in other courses and tested empirically in future research.
Journal: The Journal of Economic Education
Pages: 364-379
Issue: 3-4
Volume: 51
Year: 2020
Month: 9
X-DOI: 10.1080/00220485.2020.1804511
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1804511
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:3-4:p:364-379




Template-Type: ReDIF-Article 1.0
Author-Name: Jadrian J. Wooten
Author-X-Name-First: Jadrian J.
Author-X-Name-Last: Wooten
Author-Name: Charity-Joy Acchiardo
Author-X-Name-First: Charity-Joy
Author-X-Name-Last: Acchiardo
Author-Name: G. Dirk Mateer
Author-X-Name-First: G. Dirk
Author-X-Name-Last: Mateer
Title: Economics is a Kahoot!
Journal: The Journal of Economic Education
Pages: 380-380
Issue: 3-4
Volume: 51
Year: 2020
Month: 8
X-DOI: 10.1080/00220485.2020.1804499
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1804499
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:3-4:p:380-380




Template-Type: ReDIF-Article 1.0
Author-Name: The Editors
Title: Editorial statistics
Journal: The Journal of Economic Education
Pages: 381-381
Issue: 3-4
Volume: 51
Year: 2020
Month: 9
X-DOI: 10.1080/00220485.2020.1808773
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1808773
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:51:y:2020:i:3-4:p:381-381




Template-Type: ReDIF-Article 1.0
Author-Name: Marianne Johnson
Author-X-Name-First: Marianne
Author-X-Name-Last: Johnson
Author-Name: Martin E. Meder
Author-X-Name-First: Martin E.
Author-X-Name-Last: Meder
Title: A meta-analysis of technology: Interventions in collegiate economics classes
Abstract: 
 Technological interventions have been sold as improving student understanding of economics for decades. Yet despite the panoply of ways to incorporate technology, it is not clear which types of interventions consistently result in statistically significant improvements in learning outcomes. Of 145 papers devoted to the technology in collegiate economics courses, less than one third quantitatively assess the impact of technology on student learning outcomes. Of the regressions reported, 60 percent find a positive relationship between a technology intervention and a student-learning outcome; in only 42 percent is the relationship statistically significant. Meta-analysis indicates (a) no technology intervention routinely produces estimates of improved learning outcomes across studies, despite evidence of (b) publication bias that favors papers with statistically significant results.
Journal: The Journal of Economic Education
Pages: 1-16
Issue: 1
Volume: 52
Year: 2021
Month: 1
X-DOI: 10.1080/00220485.2020.1845261
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1845261
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:1:p:1-16




Template-Type: ReDIF-Article 1.0
Author-Name: Stephen L. Chew
Author-X-Name-First: Stephen L.
Author-X-Name-Last: Chew
Author-Name: William J. Cerbin
Author-X-Name-First: William J.
Author-X-Name-Last: Cerbin
Title: The cognitive challenges of effective teaching
Abstract: 
 The authors describe a research-based conceptual framework of how students learn that can guide the design, implementation, and troubleshooting of teaching practice. The framework consists of nine interacting cognitive challenges that teachers need to address to enhance student learning. These challenges include student mental mindset, metacognition and self-regulation, student fear and mistrust, prior knowledge, misconceptions, ineffective learning strategies, transfer of learning, constraints of selective attention, and the constraints of mental effort and working memory. The challenges are described with recommendations on how to address each one. What is effective for one situation may not be effective in others, and no single teaching method will always be optimal for all teachers, students, topics, and educational contexts. The teacher’s task is to manage this complex interaction successfully.
Journal: The Journal of Economic Education
Pages: 17-40
Issue: 1
Volume: 52
Year: 2021
Month: 1
X-DOI: 10.1080/00220485.2020.1845266
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1845266
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:1:p:17-40




Template-Type: ReDIF-Article 1.0
Author-Name: Sam Allgood
Author-X-Name-First: Sam
Author-X-Name-Last: Allgood
Author-Name: KimMarie McGoldrick
Author-X-Name-First: KimMarie
Author-X-Name-Last: McGoldrick
Title: How can economists use the cognitive challenges framework to enhance economic education?
Abstract: 
 Chew and Cerbin (2021) outline nine cognitive challenges to student learning with which economic educators are likely familiar, even if the language used to describe them differs. In this article, the authors refrain from summarizing Chew and Cerbin’s framework and instead focus on providing context for how those conducting research and developing pedagogy in economics might incorporate these challenges into their work. In addition, they provide some thoughts on what these challenges mean for two important related issues: improving diversity and inclusion in the economics profession and the training of teachers in economics.
Journal: The Journal of Economic Education
Pages: 41-52
Issue: 1
Volume: 52
Year: 2020
Month: 12
X-DOI: 10.1080/00220485.2020.1845267
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1845267
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2020:i:1:p:41-52




Template-Type: ReDIF-Article 1.0
Author-Name: Wendy A. Stock
Author-X-Name-First: Wendy A.
Author-X-Name-Last: Stock
Title: Does graduate economics education address the cognitive challenges of effective teaching?
Abstract: 
 What do we know about how well graduate teaching in economics addresses cognitive challenges to learning? In short, very little. There is a dearth of research that investigates how graduate student, program and professor characteristics, and choices impact graduate student learning and other outcomes. Some of the broader literature on graduate education in economics includes findings that can be linked to Chew and Cerbin’s cognitive challenges to provide suggestive evidence, but many open research questions remain. Research is needed to understand whether improvements like clear communication, clear requirements and expectations, better advising, and adopting a learning-driven approach to graduate courses would mitigate cognitive challenges to learning and improve graduate education in economics.
Journal: The Journal of Economic Education
Pages: 53-63
Issue: 1
Volume: 52
Year: 2021
Month: 1
X-DOI: 10.1080/00220485.2020.1845262
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1845262
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:1:p:53-63




Template-Type: ReDIF-Article 1.0
Author-Name: William Bosshardt
Author-X-Name-First: William
Author-X-Name-Last: Bosshardt
Title: Designing and communicating new pedagogy ideas in economics
Abstract: 
  “The Cognitive Challenges of Effective Teaching,” by Chew and Cerbin (2021) outlines a framework of nine cognitive challenges to student learning. The framework can help economic educators better design and describe new ideas for teaching in economics. In this article, the author highlights and expands upon ideas that are particularly useful in this regard.
Journal: The Journal of Economic Education
Pages: 64-72
Issue: 1
Volume: 52
Year: 2021
Month: 1
X-DOI: 10.1080/00220485.2020.1845263
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1845263
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:1:p:64-72




Template-Type: ReDIF-Article 1.0
Author-Name: Gail M. Hoyt
Author-X-Name-First: Gail M.
Author-X-Name-Last: Hoyt
Author-Name: Roisin O’Sullivan
Author-X-Name-First: Roisin
Author-X-Name-Last: O’Sullivan
Title: The cognitive challenges of effective teaching and contribution opportunities to the Features and Information section of the Journal of Economic Education
Abstract: 
 Learning-focused teaching must take into account students’ cognitive processes. Chew and Cerbin (2021) offer a conceptual framework based on nine interacting cognitive challenges faced by students to guide instructors toward teaching practices that provide the best opportunities for students to learn. The goal of this guideline article is to identify fruitful areas for writing and analysis that stem from the work of Chew and Cerbin and are suitable for the Features and Information section of the Journal of Economic Education. We consider these fertile areas by identifying the intersection of nine cognitive challenges and the five main categories of articles appropriate for the F&I section. 
Journal: The Journal of Economic Education
Pages: 73-81
Issue: 1
Volume: 52
Year: 2021
Month: 1
X-DOI: 10.1080/00220485.2020.1845265
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1845265
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:1:p:73-81




Template-Type: ReDIF-Article 1.0
Author-Name: William L. Goffe
Author-X-Name-First: William L.
Author-X-Name-Last: Goffe
Title: Online implementation of portions of “the cognitive challenges of effective teaching”
Abstract: 
 Chew and Cerbin (2021) offer a fruitful way of thinking deeply about teaching economics. In this article, the author offers several ideas on how to offload parts of three of the cognitive challenges they identify to an online module that any instructor could assign to their students. Ideally, this module would be described in an economics education publication.
Journal: The Journal of Economic Education
Pages: 82-88
Issue: 1
Volume: 52
Year: 2021
Month: 1
X-DOI: 10.1080/00220485.2020.1845264
File-URL: http://hdl.handle.net/10.1080/00220485.2020.1845264
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:1:p:82-88




Template-Type: ReDIF-Article 1.0
Author-Name: Julien Picault
Author-X-Name-First: Julien
Author-X-Name-Last: Picault
Title: Don’t just read the news, write the news! — A course about writing economics for the media
Abstract: 
 The author of this article describes an upper-level economics course where students learn to write economic news articles, which improves communication and audience-targeting skills. The course was created in partnership with a media outlet and designed around authentic assessments to provide students with a genuine experience based on academic and journalistic standards. The interactive nature of the course allows students to benefit from workshops, one-on-one discussions, and peer-learning. Articles target a general audience and must convincingly address a piece of economic news. Students must apply the theoretical knowledge accumulated in preceding economics courses to analyze and explain real-world situations. If students can meet the media partner’s standards, they are offered the opportunity to publish their articles.
Journal: The Journal of Economic Education
Pages: 114-127
Issue: 2
Volume: 52
Year: 2021
Month: 3
X-DOI: 10.1080/00220485.2021.1887030
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1887030
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:2:p:114-127




Template-Type: ReDIF-Article 1.0
Author-Name: Andrew McKenzie
Author-X-Name-First: Andrew
Author-X-Name-Last: McKenzie
Author-Name: Billy Ellis
Author-X-Name-First: Billy
Author-X-Name-Last: Ellis
Author-Name: James Smartt
Author-X-Name-First: James
Author-X-Name-Last: Smartt
Author-Name: Wei Yang
Author-X-Name-First: Wei
Author-X-Name-Last: Yang
Title: Options strategies
Journal: The Journal of Economic Education
Pages: 173-173
Issue: 2
Volume: 52
Year: 2021
Month: 3
X-DOI: 10.1080/00220485.2021.1887028
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1887028
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:2:p:173-173




Template-Type: ReDIF-Article 1.0
Author-Name: Julia Paxton
Author-X-Name-First: Julia
Author-X-Name-Last: Paxton
Title: Learning by Giving in an introductory economics of altruism course
Abstract: 
 Supported by the Learning by Giving Foundation or other philanthropic sources, many college courses are allowing students to give away charitable grants to nonprofit organizations. In this article, the author shares the experience of a Learning by Giving Economics of Altruism class taught at an introductory level. The class is taught using best practices from service-learning, and its course design, curricular content, challenges, and outcomes are discussed. The class provides the unique opportunity to teach microeconomic principles to a diverse population of students while making a positive impact on the community. Data show that student learning and overall experience with the service-learning exceed their initial expectations.Increasingly, universities are offering classes that allow students to give away real philanthropic dollars. Classes incorporating philanthropic grant-giving are found in a number of disciplines ranging from public policy and business to social work and philosophy. Just like their counterpart courses in economics and finance that enable students to invest real money to maximize profit, these classes focus on effective investments that maximize social impact. An introductory course on the Economics of Altruism lends itself to this approach because the process of giving away money brings up many economic concepts, including utility maximization, allocation of resources, behavioral economics, social welfare, game theory, and measures of effective philanthropy. These topics appeal to today’s Generation Z (post-Millennial) college students who are characterized by a community-centered, social-change mindset (Grace and Seemiller 2016; Uche 2018). In the course, students actively engage with community organizations as they consider how to allocate a $10,000 grant from the Learning by Giving Foundation. While such a course can easily be targeted to higher-level students, the following details how the Learning by Giving model has been incorporated into an introductory course on the Economics of Altruism. I offer a practical discussion of the course design, challenges, and outcomes of the course based on five years of experience. The class relies heavily on best practices in service-learning in order to impact learning outcomes.
Journal: The Journal of Economic Education
Pages: 128-140
Issue: 2
Volume: 52
Year: 2021
Month: 3
X-DOI: 10.1080/00220485.2021.1887026
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1887026
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:2:p:128-140




Template-Type: ReDIF-Article 1.0
Author-Name: Julien Picault
Author-X-Name-First: Julien
Author-X-Name-Last: Picault
Title: Looking for innovative pedagogy? An online economics instructor’s toolbox
Journal: The Journal of Economic Education
Pages: 174-174
Issue: 2
Volume: 52
Year: 2021
Month: 3
X-DOI: 10.1080/00220485.2021.1887024
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1887024
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:2:p:174-174




Template-Type: ReDIF-Article 1.0
Author-Name: Evgeniya Duzhak
Author-X-Name-First: Evgeniya
Author-X-Name-Last: Duzhak
Author-Name: K. Jody Hoff
Author-X-Name-First: K. Jody
Author-X-Name-Last: Hoff
Author-Name: Jane S. Lopus
Author-X-Name-First: Jane S.
Author-X-Name-Last: Lopus
Title: Chair the Fed: Insights from game usage data
Abstract: 
 Chair the Fed is an award-winning online educational game developed by the Federal Reserve Bank of San Francisco to help players learn about monetary policy. Players assume the role of Fed Chair and adjust the federal funds rate to try to achieve low inflation and low unemployment. If successful, they are reappointed to another term. By investigating anonymous user data from a three-month period in 2019, we find that about 20 percent of games completed result in reappointment. Chances of reappointment improve with game experience; however, players exhibit more skill in addressing some situations than others. Given the widespread interest in the game, reflected by over 80,000 games initiated per month, the implications of the game for improving economic literacy are important.
Journal: The Journal of Economic Education
Pages: 89-101
Issue: 2
Volume: 52
Year: 2021
Month: 3
X-DOI: 10.1080/00220485.2021.1887025
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1887025
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:2:p:89-101




Template-Type: ReDIF-Article 1.0
Author-Name: Gail M. Hoyt
Author-X-Name-First: Gail M.
Author-X-Name-Last: Hoyt
Title: Learning by Giving applied in an upper-level course on the Economics of Altruism, Philanthropy, and Nonprofit Organizations
Abstract: 
 The author of this article describes a form of service learning called “learning by giving,” as applied in a course on the Economics of Altruism, Philanthropy and Nonprofit Organizations. The motivation for employing such a model is described, and a detailed description of the course and how to use the Learning by Giving model in a semester-long project is offered. Along with identifying important logistical considerations for successful implementation, the author includes insights on the broader implications of this type of service learning applied to economic instruction, considering the value to the student, instructor, nonprofit partner, and the profession.
Journal: The Journal of Economic Education
Pages: 141-155
Issue: 2
Volume: 52
Year: 2021
Month: 3
X-DOI: 10.1080/00220485.2021.1887031
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1887031
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:2:p:141-155




Template-Type: ReDIF-Article 1.0
Author-Name: Joseph C. Morreale
Author-X-Name-First: Joseph C.
Author-X-Name-Last: Morreale
Author-Name: Anna Shostya
Author-X-Name-First: Anna
Author-X-Name-Last: Shostya
Title: Teaching an economics capstone course with a policy focus
Abstract: 
 This article’s authors offer an organizational framework for an economics capstone course focused on analyzing current public economic policy issues. In this course, thesis topics often include public issues such as city planning, health care, transportation, education, law, the environment, and monetary and fiscal policies. The authors provide practical guidance on the development and organization of such a policy course, discuss course assignments and assessment tools, and offer advice on how to deal with potential challenges. They argue that a properly designed policy-oriented capstone course is well-suited for facilitating students’ achievement of most of the highest Hansen’s proficiencies in economics. It also may help students to gain a head start in a career in the related fields of public policy and public administration.
Journal: The Journal of Economic Education
Pages: 102-113
Issue: 2
Volume: 52
Year: 2021
Month: 3
X-DOI: 10.1080/00220485.2021.1887029
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1887029
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:2:p:102-113




Template-Type: ReDIF-Article 1.0
Author-Name: Jose M. Fernandez
Author-X-Name-First: Jose M.
Author-X-Name-Last: Fernandez
Author-Name: Erin A. Yetter
Author-X-Name-First: Erin A.
Author-X-Name-Last: Yetter
Author-Name: Kim Holder
Author-X-Name-First: Kim
Author-X-Name-Last: Holder
Title: What do economic education scholars study? Insights from machine learning
Abstract: 
 The authors of this article use text mining techniques to uncover hidden or latent topics in economic education. The common use of JEL codes only identifies the academic setting for each paper but does not identify the underlying economic concept the paper addresses. An unsupervised machine learning algorithm called Latent Dirichlet Allocation is utilized to identify 15 hidden topics in economic education scholarly work. The text mining model identifies economic education topics by finding correlations in word usage across different documents. The authors show that these newly identified research topics explain more variation in citation counts than the commonly adopted JEL codes. Moreover, specific journals display preferences for certain topics within economic education research.
Journal: The Journal of Economic Education
Pages: 156-172
Issue: 2
Volume: 52
Year: 2021
Month: 3
X-DOI: 10.1080/00220485.2021.1887027
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1887027
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:2:p:156-172




Template-Type: ReDIF-Article 1.0
Author-Name: Alan Green
Author-X-Name-First: Alan
Author-X-Name-Last: Green
Title: TBL Fridays: Using team-based learning to engage in policy debates in an introductory class
Abstract: 
 Team-based Learning (TBL) has sound conceptual and empirical backing and is seeing growing partial and full adoption in economics. However, perceived implementation costs and risk remain high for many instructors wary of fully implementing TBL. Additionally, common economics problems are often ill-suited for TBL application exercise criteria. The author of this article describes partial implementation (one day per week) of TBL in an introductory class. Application exercises are built around policy questions that align with TBL question criteria while still working effectively in the economics classroom. The partial implementation and readily available resources offer instructors a low-cost way to experiment with TBL.
Journal: The Journal of Economic Education
Pages: 257-263
Issue: 3
Volume: 52
Year: 2021
Month: 5
X-DOI: 10.1080/00220485.2021.1925186
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1925186
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:3:p:257-263




Template-Type: ReDIF-Article 1.0
Author-Name: Sahan T. M. Dissanayake
Author-X-Name-First: Sahan T. M.
Author-X-Name-Last: Dissanayake
Author-Name: Sarah A. Jacobson
Author-X-Name-First: Sarah A.
Author-X-Name-Last: Jacobson
Title: Money growing on trees: A classroom game about payments for ecosystem services and tropical deforestation
Abstract: 
 Payments for ecosystem services (PES) programs use an incentive-based approach to pursue environmental goals. While they are common policy tools, key concepts determining their efficacy are nuanced and hard to grasp. This article presents a new interactive game that explores the functioning and implications of PES programs. Participants play the role of rural households in a developing country, deciding individually or as groups whether to enter into contracts to refrain from reducing local forests in exchange for payment from a forest-based PES initiative. The game explores topics that include PES programs, climate change, tropical deforestation, cost-effectiveness, additionality, illegal harvest and enforcement, and community resource management. Customizable materials, a detailed reading list, and discussion prompts are provided.
Journal: The Journal of Economic Education
Pages: 192-217
Issue: 3
Volume: 52
Year: 2021
Month: 5
X-DOI: 10.1080/00220485.2021.1925183
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1925183
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:3:p:192-217




Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried
Author-X-Name-First: John J.
Author-X-Name-Last: Siegfried
Title: Trends in undergraduate economics degrees, 2001–2020
Abstract: 
 Undergraduate economics degrees awarded by U.S. colleges and universities were stagnant from 2010 (2009–10) through 2013, increased almost 14 percent from 2013 through 2015, and have subsequently stabilized at just above one percent annual growth.
Journal: The Journal of Economic Education
Pages: 264-267
Issue: 3
Volume: 52
Year: 2021
Month: 5
X-DOI: 10.1080/00220485.2021.1925191
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1925191
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:3:p:264-267




Template-Type: ReDIF-Article 1.0
Author-Name: Scott P. Simkins
Author-X-Name-First: Scott P.
Author-X-Name-Last: Simkins
Author-Name: Mark H. Maier
Author-X-Name-First: Mark H.
Author-X-Name-Last: Maier
Author-Name: Phil Ruder
Author-X-Name-First: Phil
Author-X-Name-Last: Ruder
Title: Team-based learning (TBL): Putting learning sciences research to work in the economics classroom
Abstract: 
 In this article, the authors describe how Team-Based Learning (TBL) intentionally promotes learning strategies that learning sciences research has identified as highly effective to create powerful learning environments for students. The article illustrates how learning sciences principles and research findings inform and support the TBL framework, focusing on six evidence-based learning science strategies: (1) effortful retrieval practice; (2) spaced/distributed retrieval practice; (3) self-elaboration; (4) use of activities employing concrete examples; (5) appropriate sequencing of direct instruction and student exploration; and, (6) repeated use of highly-structured group-based activities throughout a course. The systematic and intentional integration of these strategies in TBL classes creates the potential for powerful learning relative to courses that fail to intentionally take into account learning sciences research in their design and pedagogy.
Journal: The Journal of Economic Education
Pages: 231-240
Issue: 3
Volume: 52
Year: 2021
Month: 5
X-DOI: 10.1080/00220485.2021.1925188
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1925188
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:3:p:231-240




Template-Type: ReDIF-Article 1.0
Author-Name: Marcelo Clerici-Arias
Author-X-Name-First: Marcelo
Author-X-Name-Last: Clerici-Arias
Title: Transitioning to a team-based learning principles course
Abstract: 
 Team-based learning is a powerful collaborative learning technique that can be used effectively in a principles of economics course, although its implementation can be costly for instructors and students alike. The author suggests a series of strategies that can result in a much smoother transition to a fully collaborative classroom. The author also highlights some unexpected benefits of team-based learning.
Journal: The Journal of Economic Education
Pages: 249-256
Issue: 3
Volume: 52
Year: 2021
Month: 5
X-DOI: 10.1080/00220485.2021.1925184
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1925184
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:3:p:249-256




Template-Type: ReDIF-Article 1.0
Author-Name: Ann L. Owen
Author-X-Name-First: Ann L.
Author-X-Name-Last: Owen
Author-Name: Paul Hagstrom
Author-X-Name-First: Paul
Author-X-Name-Last: Hagstrom
Title: Broadening perceptions of economics in a new introductory economics sequence
Abstract: 
 The article’s authors report on a comprehensive curricular reform aimed at communicating the broad range of social issues that economists study while engaging students in active learning strategies. The reform increased interest in taking additional economics courses and majoring in economics, broadened students’ views of what economists do, and imparted more content to students. Female students earn higher grades under the revised curriculum, but no differential impact on interest in majoring in economics for female students, students of color, or first generation college students is found. Engaging students with empirical work on important social issues appeals to all students, resulting in more majors from both under- and overrepresented groups, but generates little impact on the percentage of students majoring in economics from underrepresented groups.
Journal: The Journal of Economic Education
Pages: 175-191
Issue: 3
Volume: 52
Year: 2021
Month: 5
X-DOI: 10.1080/00220485.2021.1925189
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1925189
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:3:p:175-191




Template-Type: ReDIF-Article 1.0
Author-Name: Phil Ruder
Author-X-Name-First: Phil
Author-X-Name-Last: Ruder
Author-Name: Mark H. Maier
Author-X-Name-First: Mark H.
Author-X-Name-Last: Maier
Author-Name: Scott P. Simkins
Author-X-Name-First: Scott P.
Author-X-Name-Last: Simkins
Title: Getting started with team-based learning (TBL): An introduction
Abstract: 
 Instructors of active-learning classes in economics face the challenges of motivating students to prepare before class and engaging fully in class activities. Team-based learning (TBL) pedagogy meets these challenges by (1) placing students in fixed, instructor-created teams that develop the ability to work productively together, (2) holding students accountable to the instructor and their teammates both for their efforts to prepare before class and for their ability to interact constructively with teammates, and (3) presenting learning activities in a highly-structured course format that provides students multiple opportunities to express their understanding and receive feedback from peers. The authors of this article describe how the elements of TBL courses work in concert to motivate student out-of-class preparation and in-class engagement to increase student learning of economics.
Journal: The Journal of Economic Education
Pages: 220-230
Issue: 3
Volume: 52
Year: 2021
Month: 5
X-DOI: 10.1080/00220485.2021.1925187
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1925187
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:3:p:220-230




Template-Type: ReDIF-Article 1.0
Author-Name: Katherine Silz Carson
Author-X-Name-First: Katherine Silz
Author-X-Name-Last: Carson
Author-Name: Hiuko Adams
Author-X-Name-First: Hiuko
Author-X-Name-Last: Adams
Author-Name: Jimena Gonzalez-Ramirez
Author-X-Name-First: Jimena
Author-X-Name-Last: Gonzalez-Ramirez
Author-Name: Craig Heinicke
Author-X-Name-First: Craig
Author-X-Name-Last: Heinicke
Author-Name: James Michael Latham
Author-X-Name-First: James Michael
Author-X-Name-Last: Latham
Author-Name: Mark Maier
Author-X-Name-First: Mark
Author-X-Name-Last: Maier
Author-Name: C. Lucy Malakar
Author-X-Name-First: C. Lucy
Author-X-Name-Last: Malakar
Author-Name: Phil Ruder
Author-X-Name-First: Phil
Author-X-Name-Last: Ruder
Author-Name: Scott P. Simkins
Author-X-Name-First: Scott P.
Author-X-Name-Last: Simkins
Title: Challenges and lessons: Design and implementation of a multi-site evaluation of team-based learning
Abstract: 
 The authors of this article describe the design and implementation of a multi-site randomized controlled trial of team-based learning (TBL) application exercises (AE) in introductory economics courses that use TBL. For each of the four study modules that are common across sites, a site is assigned to either the treatment or control version of the module. This design enables the use of a fixed effects model to estimate the effect of treatment on student learning and control for student characteristics. The methodology demonstrates how to extract the benefits of multi-site randomized controlled designs using a minimum of resources. The authors also discuss the challenges and the lessons learned in this study.
Journal: The Journal of Economic Education
Pages: 241-248
Issue: 3
Volume: 52
Year: 2021
Month: 5
X-DOI: 10.1080/00220485.2021.1925185
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1925185
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:3:p:241-248




Template-Type: ReDIF-Article 1.0
Author-Name: Sam Allgood
Author-X-Name-First: Sam
Author-X-Name-Last: Allgood
Author-Name: KimMarie McGoldrick
Author-X-Name-First: KimMarie
Author-X-Name-Last: McGoldrick
Title: Team-based learning in economics: A symposium
Journal: The Journal of Economic Education
Pages: 218-219
Issue: 3
Volume: 52
Year: 2021
Month: 4
X-DOI: 10.1080/00220485.2021.1925190
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1925190
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:3:p:218-219




Template-Type: ReDIF-Article 1.0
Author-Name: Thomas P. Andrews
Author-X-Name-First: Thomas P.
Author-X-Name-Last: Andrews
Title: “Provide a complete, concise economic analysis of the following article…”: Using outside readings to train students to answer a single question
Abstract: 
 The author of this article discusses the extensive use and analysis of real-world situations as the core construct on which to build a course in principles of microeconomics. Building on the literature that focuses on current event readings, the goal here is to train students to be able to “do economics.” The author details course content and assignments based on outside readings. Major assignments require students to provide a complete, concise economic analysis of outside readings covering real-world events. Strategies for instruction as well as assessment are included.
Journal: The Journal of Economic Education
Pages: 316-325
Issue: 4
Volume: 52
Year: 2021
Month: 10
X-DOI: 10.1080/00220485.2021.1963367
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1963367
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:4:p:316-325




Template-Type: ReDIF-Article 1.0
Author-Name: Emily A. Beam
Author-X-Name-First: Emily A.
Author-X-Name-Last: Beam
Title: Leveraging outside readings and low-stakes writing assignments to promote student engagement in an economic development course
Abstract: 
 The author of this article describes an intermediate economics course structured around outside readings, which include academic journal papers, policy briefs, and news articles. Students complete low-stakes, high-frequency writing assignments that promote accountability and encourage critical thinking about the readings. This pairing of outside readings and writing assignments leads to increased student engagement, high rates of self-reported reading, and high satisfaction with the course without imposing an unreasonable grading workload on the instructor. This model may be especially useful to instructors in intermediate and advanced courses who seek to increase students’ exposure to recent developments in their field and strengthen their ability to engage critically with economic theory and ideas.
Journal: The Journal of Economic Education
Pages: 274-285
Issue: 4
Volume: 52
Year: 2021
Month: 10
X-DOI: 10.1080/00220485.2021.1963369
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1963369
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:4:p:274-285




Template-Type: ReDIF-Article 1.0
Author-Name: Sam Allgood
Author-X-Name-First: Sam
Author-X-Name-Last: Allgood
Author-Name: KimMarie McGoldrick
Author-X-Name-First: KimMarie
Author-X-Name-Last: McGoldrick
Title: Using readings beyond the textbook: A survey
Abstract: 
 Incorporating readings beyond the textbook is one way to broaden economic content across all courses. While previous studies document the extent to which narrowly defined categories (press readings, scholarly articles) are used, none to date provide details as to how such readings are incorporated. This study was intended to document use in greater detail than previously published and identify example uses that were innovative.
Journal: The Journal of Economic Education
Pages: 269-273
Issue: 4
Volume: 52
Year: 2021
Month: 10
X-DOI: 10.1080/00220485.2021.1963375
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1963375
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:4:p:269-273




Template-Type: ReDIF-Article 1.0
Author-Name: Laurie A. Miller
Author-X-Name-First: Laurie A.
Author-X-Name-Last: Miller
Title: Prepping for a proposal—Using journal articles in a labor economics course
Abstract: 
 The author of this article provides a framework for using readings outside of the textbook to increase engagement with topics in labor economics, to aid in the development of research skills, and prepare students to create a scholarly research proposal. The outside readings used in this course are academic journal articles. The students are assigned five articles to read, summarize, and discuss over the semester. Following a scaffolding approach, the repeated activity and feedback from the structured reflections and presentations will provide students a basis to generate a question they are interested in researching.
Journal: The Journal of Economic Education
Pages: 296-307
Issue: 4
Volume: 52
Year: 2021
Month: 10
X-DOI: 10.1080/00220485.2021.1963370
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1963370
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:4:p:296-307




Template-Type: ReDIF-Article 1.0
Author-Name: Rebecca L. Moryl
Author-X-Name-First: Rebecca L.
Author-X-Name-Last: Moryl
Title: Economics ripped from the headlines: The Economist ascourse text
Abstract: 
 The author of this article presents an innovative economics course based on current events and news, using The Economist as the primary course text. The course constructs shared learning around news in real time to inspire and excite students’ ability to see economics in their world. The course supports Allgood and Bayer’s competencies, including the application of the scientific process to economic phenomena, the ability to analyze and evaluate behavior and outcomes using economic concepts and models, critical thinking about economic methods and their applications, and communicating economic ideas in diverse collaborations. The author provides sample assignments that can be scaffolded by the instructor for implementation of this teaching strategy, as well as advice for replicating this course or adopting some of its techniques.
Journal: The Journal of Economic Education
Pages: 343-352
Issue: 4
Volume: 52
Year: 2021
Month: 10
X-DOI: 10.1080/00220485.2021.1963366
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1963366
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:4:p:343-352




Template-Type: ReDIF-Article 1.0
Author-Name: Laura J. Ahlstrom
Author-X-Name-First: Laura J.
Author-X-Name-Last: Ahlstrom
Title: Promoting economic literacy: Combining news articles and clicker questions in a large introductory microeconomics course
Abstract: 
 The author of this article presents a brief introduction to the use of current events news articles in an introductory microeconomics course for business students. Popular press articles are integrated with small-group peer instruction, and student understanding is assessed using student response system, or clicker, questions. Examples of lesson learning objectives are presented, along with a discussion of how news articles and clicker questions are combined to promote student interest and engagement. Sample clicker questions are also provided.
Journal: The Journal of Economic Education
Pages: 334-342
Issue: 4
Volume: 52
Year: 2021
Month: 10
X-DOI: 10.1080/00220485.2021.1963372
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1963372
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:4:p:334-342




Template-Type: ReDIF-Article 1.0
Author-Name: Patricia Higino Schneider
Author-X-Name-First: Patricia Higino
Author-X-Name-Last: Schneider
Title: Using outside readings to help students understand what economists do
Abstract: 
 How does one learn how to think like an economist without understanding what economists do? Using outside readings can be an effective and straightforward pedagogical tool to teach economic concepts and to expose students to the wide range of topics and methods economists use in their research. Improving students’ understanding of what economists do is particularly important for increasing diversity in the field. The author of this article describes a formal approach to incorporate news articles in an introductory microeconomics course with two basic goals: to help students learn economics by applying economic concepts to the world they live in and to increase diversity in economics by exposing students to a broader set of topics studied by economists that better reflect their interests.
Journal: The Journal of Economic Education
Pages: 363-371
Issue: 4
Volume: 52
Year: 2021
Month: 10
X-DOI: 10.1080/00220485.2021.1963376
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1963376
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:4:p:363-371




Template-Type: ReDIF-Article 1.0
Author-Name: George Orlov
Author-X-Name-First: George
Author-X-Name-Last: Orlov
Title: Teaching students to read journal articles critically
Abstract: 
 In this article, the author describes the use of primary literature readings in an upper-division undergraduate field course. One of the two main learning goals of the course was to teach students how to read academic articles in economics with a critical eye. This was accomplished by providing students with a structured framework for summarizing the main methods and results of each paper and feedback provided on short written reports and during in-class discussion activities. Based on his experiences in this course, the author offers observations and suggestions to instructors wishing to integrate non-textbook academic readings in their teaching.
Journal: The Journal of Economic Education
Pages: 308-315
Issue: 4
Volume: 52
Year: 2021
Month: 10
X-DOI: 10.1080/00220485.2021.1963368
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1963368
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:4:p:308-315




Template-Type: ReDIF-Article 1.0
Author-Name: Phil Ruder
Author-X-Name-First: Phil
Author-X-Name-Last: Ruder
Title: Laying the groundwork for in-class groupwork with readings beyond the textbook
Abstract: 
 The author of this article describes individual pre-class and group in-class assignments based on current news articles. Guided student pre-class readings of periodical articles can form the basis for engaging in-class group assignments. Many economics instructors seek to develop student skills at applying the concepts under study to analyze current events, but news articles can be difficult for novices because the economic content is often misconstrued by journalists and is presented along with many extraneous details. Assigning short-essay questions with the readings can help students identify the economic content while holding them accountable for the assignment. The complexity of event analysis based on news article readings makes these readings excellent material for engaging students in in-class group assignments that build on the individual student preparation.
Journal: The Journal of Economic Education
Pages: 326-333
Issue: 4
Volume: 52
Year: 2021
Month: 10
X-DOI: 10.1080/00220485.2021.1963371
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1963371
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:4:p:326-333




Template-Type: ReDIF-Article 1.0
Author-Name: Suchandra Basu
Author-X-Name-First: Suchandra
Author-X-Name-Last: Basu
Title: Teaching economics of climate change and sustainability as an introductory interdisciplinary elective using critical reading of supplementary sources
Abstract: 
 Critical thinking skills are widely considered to be important transferable skills gained from taking college-level economics courses that are also highly valued by employers. Yet, the literature on intentionally teaching critical thinking skills in undergraduate economics classes is still relatively sparse. The author of this article outlines an innovative approach to teaching critical thinking skills through class participation activities designed to promote critical reading of outside sources in an interdisciplinary climate economics course. The course goal is to equip students with the skills to articulate how economists contribute to the thinking on climate change and apply basic economics tools to explain and evaluate climate policy.
Journal: The Journal of Economic Education
Pages: 353-362
Issue: 4
Volume: 52
Year: 2021
Month: 10
X-DOI: 10.1080/00220485.2021.1963374
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1963374
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:4:p:353-362




Template-Type: ReDIF-Article 1.0
Author-Name: The Editors
Title: Editorial statistics
Journal: The Journal of Economic Education
Pages: 373-373
Issue: 4
Volume: 52
Year: 2021
Month: 10
X-DOI: 10.1080/00220485.2021.1978738
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1978738
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:4:p:373-373




Template-Type: ReDIF-Article 1.0
Author-Name: Anelí Bongers
Author-X-Name-First: Anelí
Author-X-Name-Last: Bongers
Author-Name: Trinidad Gómez
Author-X-Name-First: Trinidad
Author-X-Name-Last: Gómez
Author-Name: José L. Torres
Author-X-Name-First: José L.
Author-X-Name-Last: Torres
Title: Dynamic macroeconomic models with Excel
Journal: The Journal of Economic Education
Pages: 372-372
Issue: 4
Volume: 52
Year: 2021
Month: 10
X-DOI: 10.1080/00220485.2021.1963365
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1963365
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:4:p:372-372




Template-Type: ReDIF-Article 1.0
Author-Name: Patrick Button
Author-X-Name-First: Patrick
Author-X-Name-Last: Button
Author-Name: LaPorchia A. Collins
Author-X-Name-First: LaPorchia A.
Author-X-Name-Last: Collins
Author-Name: Augustine Denteh
Author-X-Name-First: Augustine
Author-X-Name-Last: Denteh
Author-Name: Mónica García-Pérez
Author-X-Name-First: Mónica
Author-X-Name-Last: García-Pérez
Author-Name: Ben Harrell
Author-X-Name-First: Ben
Author-X-Name-Last: Harrell
Author-Name: Elliott Isaac
Author-X-Name-First: Elliott
Author-X-Name-Last: Isaac
Author-Name: Engy Ziedan
Author-X-Name-First: Engy
Author-X-Name-Last: Ziedan
Title: Teaching controversial and contemporary topics in economics using a jigsaw literature review activity
Abstract: 
 Most courses are taught almost exclusively using lecture and, despite gaps in textbook coverage of empirical economics, do not incorporate academic readings. The authors of this article present a “jigsaw literature review” cooperative learning activity to address these shortfalls. The jigsaw guides students through formulating a position by synthesizing key ideas from readings with diverse perspectives on a common topic. The authors provide detailed guidance on conducting the activity in upper-level economics courses, based on their experiences while teaching labor economics, public economics, urban economics, health economics, and econometrics. They argue that their activity provides a meaningful way to integrate recent research, policy topics, and diversity issues while promoting student-student interactions. Sample course materials and additional resources are provided for ease of implementation.Supplemental data for this article is available online at  https://doi.org/10.1080/00220485.2021.1963373
Journal: The Journal of Economic Education
Pages: 286-295
Issue: 4
Volume: 52
Year: 2021
Month: 10
X-DOI: 10.1080/00220485.2021.1963373
File-URL: http://hdl.handle.net/10.1080/00220485.2021.1963373
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:52:y:2021:i:4:p:286-295




Template-Type: ReDIF-Article 1.0
Author-Name: Melissa S. Kearney
Author-X-Name-First: Melissa S.
Author-X-Name-Last: Kearney
Title: What does critical thinking mean in teaching economics?
Journal: The Journal of Economic Education
Pages: 85-87
Issue: 1
Volume: 53
Year: 2022
Month: 1
X-DOI: 10.1080/00220485.2021.2004283
File-URL: http://hdl.handle.net/10.1080/00220485.2021.2004283
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:1:p:85-87




Template-Type: ReDIF-Article 1.0
Author-Name: Stefan Humer
Author-X-Name-First: Stefan
Author-X-Name-Last: Humer
Author-Name: Matthias Schnetzer
Author-X-Name-First: Matthias
Author-X-Name-Last: Schnetzer
Title: Wikipedagogy: Enhancing student motivation and collaboration in an economics class with Wikipedia
Abstract: 
 Wikipedia is not only a source of knowledge and a medium for communicating research but also opens new avenues for teaching in academia. In this article, the authors provide theoretical considerations and practical guidance for setting up a postgraduate economics course where students disseminate research on income inequality in Europe to a greater audience on Wikipedia. Publishing in the well-known and widely-used online encyclopedia has been shown to have a lasting impact on student motivation. Moreover, the authors assess the benefits of reciprocal feedback options and collaborative editing, and also the costs that accompany Wikipedia.
Journal: The Journal of Economic Education
Pages: 43-51
Issue: 1
Volume: 53
Year: 2022
Month: 1
X-DOI: 10.1080/00220485.2021.2004273
File-URL: http://hdl.handle.net/10.1080/00220485.2021.2004273
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:1:p:43-51




Template-Type: ReDIF-Article 1.0
Author-Name: Betsey Stevenson
Author-X-Name-First: Betsey
Author-X-Name-Last: Stevenson
Title: Sparking Student Curiosity
Journal: The Journal of Economic Education
Pages: 95-99
Issue: 1
Volume: 53
Year: 2022
Month: 1
X-DOI: 10.1080/00220485.2022.2004755
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2004755
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:1:p:95-99




Template-Type: ReDIF-Article 1.0
Author-Name: N. Gregory Mankiw
Author-X-Name-First: N. Gregory
Author-X-Name-Last: Mankiw
Title: The instructor as ambassador
Journal: The Journal of Economic Education
Pages: 88-90
Issue: 1
Volume: 53
Year: 2022
Month: 1
X-DOI: 10.1080/00220485.2021.2004279
File-URL: http://hdl.handle.net/10.1080/00220485.2021.2004279
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:1:p:88-90




Template-Type: ReDIF-Article 1.0
Author-Name: Melissa H. Mahoney
Author-X-Name-First: Melissa H.
Author-X-Name-Last: Mahoney
Author-Name: Leah G. Mathews
Author-X-Name-First: Leah G.
Author-X-Name-Last: Mathews
Author-Name: Audrey E. Thomas
Author-X-Name-First: Audrey E.
Author-X-Name-Last: Thomas
Title: Springsteen-omics: contemplative pedagogy and Springsteen in undergraduate economics courses
Abstract: 
 The authors of this article describe a unique approach to economics education in which contemplative deep listening practices were applied to Bruce Springsteen’s music in order to introduce basic economic concepts to incoming university students. The course Springsteen-omics: Economics through the Songs of Bruce Springsteen shifted the mechanisms by which college students interacted with introductory economic themes, providing them with a positive perception of economics and deepening the way they think about the economy. Using a qualitative analysis of responses to several learning reflection exercises, the authors also explore the impact of this pedagogy on student learning. Their findings indicate that students gained an appreciation for Springsteen’s music and deepened their ability to identify and describe the lyrical intent and economic themes in his songs.
Journal: The Journal of Economic Education
Pages: 52-68
Issue: 1
Volume: 53
Year: 2022
Month: 1
X-DOI: 10.1080/00220485.2021.2004274
File-URL: http://hdl.handle.net/10.1080/00220485.2021.2004274
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:1:p:52-68




Template-Type: ReDIF-Article 1.0
Author-Name: Molly Espey
Author-X-Name-First: Molly
Author-X-Name-Last: Espey
Title: Gender and peer evaluations
Abstract: 
 Peer evaluations for nearly 1,650 students in three different team-based learning economics courses are analyzed for evidence of gender differences in ratings given and received. The analysis controls for general academic skills and economics-specific skills as well as other individual and team characteristics. Females earn higher evaluations than males in introductory and intermediate-level microeconomic theory courses even when conditioning on achievement, but there is no statistically significant difference in a more advanced course. Finally, there is little evidence of gender bias in evaluations given; both males and females rate female teammates higher than male teammates.
Journal: The Journal of Economic Education
Pages: 1-10
Issue: 1
Volume: 53
Year: 2022
Month: 1
X-DOI: 10.1080/00220485.2021.2004277
File-URL: http://hdl.handle.net/10.1080/00220485.2021.2004277
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:1:p:1-10




Template-Type: ReDIF-Article 1.0
Author-Name: Nathaniel P. S. Cook
Author-X-Name-First: Nathaniel P. S.
Author-X-Name-Last: Cook
Author-Name: Angie Pantuosco
Author-X-Name-First: Angie
Author-X-Name-Last: Pantuosco
Title: International trade with heterogeneous firms: An interactive classroom simulation
Abstract: 
 In this article, the authors describe an interactive classroom simulation that helps students learn some of the most important ideas from models of international trade with heterogeneous firms. Students make entry/exit decisions for individual firms with different marginal costs of production. The simulation consists of five rounds, beginning with autarky and progressively liberalizing trade. In each round, students interactively determine each firm’s equilibrium entry/exit decision by responding in real time to how their individual firm’s profit is affected by the decisions of all of the other firms. Empirical evidence from a pre–post assessment of students who participated in the simulation in the fall of 2019 demonstrates a significant increase in student understanding of international trade with heterogeneous firms after participating in the simulation.
Journal: The Journal of Economic Education
Pages: 31-42
Issue: 1
Volume: 53
Year: 2022
Month: 1
X-DOI: 10.1080/00220485.2021.2004275
File-URL: http://hdl.handle.net/10.1080/00220485.2021.2004275
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:1:p:31-42




Template-Type: ReDIF-Article 1.0
Author-Name: Gabriella Cagliesi
Author-X-Name-First: Gabriella
Author-X-Name-Last: Cagliesi
Author-Name: Mahkameh Ghanei
Author-X-Name-First: Mahkameh
Author-X-Name-Last: Ghanei
Title: Team-based learning in economics: Promoting group collaboration, diversity and inclusion
Abstract: 
 Millennial students, shaped by the rapid change in technology and connectivity, pose a challenge in devising new teaching and learning pedagogies. The team-based learning (TBL) approach has been used in several disciplines and is indicated as an effective way to use active learning techniques to help students improve their academic performance. The authors applied the TBL pedagogy to deliver the second term of a final-year core module of an economics undergraduate degree. The TBL intervention aimed to enrich students’ experience in learning, contextualizing, and applying economics to different issues and policies. The empirical analysis suggests that the authors achieved their aims. Their findings indicate that TBL improved students’ academic performance, reduced several achievement gaps, and enriched the students’ learning experience, making it more enjoyable.
Journal: The Journal of Economic Education
Pages: 11-30
Issue: 1
Volume: 53
Year: 2022
Month: 1
X-DOI: 10.1080/00220485.2021.2004276
File-URL: http://hdl.handle.net/10.1080/00220485.2021.2004276
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:1:p:11-30




Template-Type: ReDIF-Article 1.0
Author-Name: John A. List
Author-X-Name-First: John A.
Author-X-Name-Last: List
Title: Enhancing critical thinking skill formation: Getting fast thinkers to slow down
Journal: The Journal of Economic Education
Pages: 100-108
Issue: 1
Volume: 53
Year: 2022
Month: 1
X-DOI: 10.1080/00220485.2021.2004282
File-URL: http://hdl.handle.net/10.1080/00220485.2021.2004282
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:1:p:100-108




Template-Type: ReDIF-Article 1.0
Author-Name: John Siegfried
Author-X-Name-First: John
Author-X-Name-Last: Siegfried
Author-Name: David Colander
Author-X-Name-First: David
Author-X-Name-Last: Colander
Title: What does critical thinking mean in teaching economics?: The big and the little of it
Abstract: 
 Teaching students to use critical thinking skills is a popular goal of many economics courses. But what does “critical thinking” really mean, and how is it implemented? This article considers various interpretations of “critical thinking” and distinguishes “big-think” from “little-think” critical thinking, arguing that both are necessary. Teaching little-think critical thought involves teaching the tools, models, and methods that economists use in understanding some aspect of economics, while teaching big-think critical thought involves teaching textbook economic models’ applicability to the real world and how value judgments are integrated with scientific evidence to reach supportable policy positions. The authors argue that, while there is no one right way to teach principles, instructors should consider the tradeoffs and include both dimensions of critical thinking in their courses.
Journal: The Journal of Economic Education
Pages: 71-84
Issue: 1
Volume: 53
Year: 2022
Month: 1
X-DOI: 10.1080/00220485.2021.2004278
File-URL: http://hdl.handle.net/10.1080/00220485.2021.2004278
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:1:p:71-84




Template-Type: ReDIF-Article 1.0
Author-Name: Gail M. Hoyt
Author-X-Name-First: Gail M.
Author-X-Name-Last: Hoyt
Title: Critical thinking and economic instruction: One approach and six points of view
Journal: The Journal of Economic Education
Pages: 69-70
Issue: 1
Volume: 53
Year: 2022
Month: 1
X-DOI: 10.1080/00220485.2021.2004281
File-URL: http://hdl.handle.net/10.1080/00220485.2021.2004281
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:1:p:69-70




Template-Type: ReDIF-Article 1.0
Author-Name: Deirdre Nansen McCloskey
Author-X-Name-First: Deirdre Nansen
Author-X-Name-Last: McCloskey
Title: Critical thinking on the Samuelsonian Gospel according to John and David
Journal: The Journal of Economic Education
Pages: 91-94
Issue: 1
Volume: 53
Year: 2022
Month: 1
X-DOI: 10.1080/00220485.2021.2004280
File-URL: http://hdl.handle.net/10.1080/00220485.2021.2004280
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:1:p:91-94





Template-Type: ReDIF-Article 1.0
Author-Name: Allen C. Goodman
Author-X-Name-First: Allen C.
Author-X-Name-Last: Goodman
Title: Lessons from the fields
Abstract: 
 A set of four articles prepared for the session “Lessons from the Fields” at the 2021 ASSA meetings, organized through the AEA Committee on Economic Education, is introduced in this article. The authors emphasize the potentials of their field-specific teaching methods to those in all economics fields. In addition to the general request to write about teaching in their fields, the scholars were asked to address how they treated diversity and inclusion in their courses and programs.
Journal: The Journal of Economic Education
Pages: 141-142
Issue: 2
Volume: 53
Year: 2022
Month: 3
X-DOI: 10.1080/00220485.2022.2038326
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2038326
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:2:p:141-142



Template-Type: ReDIF-Article 1.0
Author-Name: Daniel F. Stone
Author-X-Name-First: Daniel F.
Author-X-Name-Last: Stone
Title: An undergraduate economics course on belief formation and influence
Abstract: 
 The author of this article describes a game-theory-based economics class on how people should, and do, form beliefs, communicate, and make decisions under uncertainty. Topics include Bayesian and non-Bayesian belief updating, the value of information, communication games, advertising, political media, and social learning. The only prerequisite is introductory microeconomics. The course also seeks to convey both the value of thinking in probabilities and awareness of mechanisms of strategic influence in students’ everyday lives.
Journal: The Journal of Economic Education
Pages: 181-187
Issue: 2
Volume: 53
Year: 2022
Month: 3
X-DOI: 10.1080/00220485.2022.2038330
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2038330
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:2:p:181-187



Template-Type: ReDIF-Article 1.0
Author-Name: Michael A. Leeds
Author-X-Name-First: Michael A.
Author-X-Name-Last: Leeds
Title: Teaching the economics of sports
Abstract: 
 A course on the economics of sports provides a unique opportunity to the economics department but confronts the instructor with unique challenges. Students in such a class are likely to be more heterogeneous and more likely to enter the class with inappropriate expectations than is the case for a typical upper-level economics elective. The author of this article discusses the problems an instructor in an economics of sports course will encounter and how s/he might overcome them. Particular emphasis is placed on the use of technology in the classroom and on how an economics of sports class might enable the instructor to raise issues of inclusion/exclusion in a nonthreatening manner. A course on the economics of sports provides a unique opportunity to economics departments. Because of the outsized interest of the American public in sports, an undergraduate course in the economics of sports can be a magnet that attracts students who otherwise might shy away from an upper-level economics course. It is far more likely to attract non-majors than our traditional offerings in labor economics or monetary theory.
Journal: The Journal of Economic Education
Pages: 150-158
Issue: 2
Volume: 53
Year: 2022
Month: 3
X-DOI: 10.1080/00220485.2022.2038324
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2038324
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:2:p:150-158



Template-Type: ReDIF-Article 1.0
Author-Name: Wendy A. Stock
Author-X-Name-First: Wendy A.
Author-X-Name-Last: Stock
Title: Introduction to symposium on teaching innovative classes in economics
Journal: The Journal of Economic Education
Pages: 174-175
Issue: 2
Volume: 53
Year: 2022
Month: 3
X-DOI: 10.1080/00220485.2022.2038332
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2038332
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:2:p:174-175



Template-Type: ReDIF-Article 1.0
Author-Name: Jadrian Wooten
Author-X-Name-First: Jadrian
Author-X-Name-Last: Wooten
Author-Name: Brian Lynch
Author-X-Name-First: Brian
Author-X-Name-Last: Lynch
Title: Teaching with Superstore
Journal: The Journal of Economic Education
Pages: 196-196
Issue: 2
Volume: 53
Year: 2022
Month: 3
X-DOI: 10.1080/00220485.2022.2038323
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2038323
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:2:p:196-196



Template-Type: ReDIF-Article 1.0
Author-Name: Christine Piette Durrance
Author-X-Name-First: Christine Piette
Author-X-Name-Last: Durrance
Title: Teaching public policy analysis: Lessons from the field
Abstract: 
 Understanding how to make the world a better place requires interdisciplinary knowledge. Public policy analysis helps policymakers arrive at informed policy decisions. The policy analysis process involves public problem definition and data collection, stakeholder identification, a rationale for government involvement, evaluation criteria, identification and analysis of policy alternatives, and a recommendation. Economics informs not only the identification of market failures but also how we think about public problems, evaluate relevant research, identify policy alternatives, weigh objective criteria (costs, benefits, equity), and select optimal solutions. Students of policy analysis gain experience through in-class examples of contemporary topics and an iterative policy paper, where each student selects a public problem, conducts research, and writes an analysis. Students become effective consumers and beginning producers of policy analysis.
Journal: The Journal of Economic Education
Pages: 143-149
Issue: 2
Volume: 53
Year: 2022
Month: 3
X-DOI: 10.1080/00220485.2022.2038327
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2038327
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:2:p:143-149



Template-Type: ReDIF-Article 1.0
Author-Name: Juliette Roddy
Author-X-Name-First: Juliette
Author-X-Name-Last: Roddy
Title: Integrating economics into professional studies: Criminal justice, health, and public policy education
Abstract: 
 The theories and practices of economics are important in teaching students and practitioners in the fields of criminal justice, health, and public policy. Criminal justice and health professionals face increased scrutiny due to cost growth and inequities. Practitioners and policymakers can be challenged in their understanding of quantifiable benefits and the costs of interventions. It becomes imperative that professionals have an understanding of cost structure and behaviors, benefit-cost analysis, and cost effectiveness to justify efficient systems. Teaching challenges include the integration of economic principles in courses where students have had no exposure to economics teaching methods and theories. Programs that emphasize the efficient practice of health and criminal justice interventions might consider integrating economic principles into their curriculum.
Journal: The Journal of Economic Education
Pages: 159-164
Issue: 2
Volume: 53
Year: 2022
Month: 3
X-DOI: 10.1080/00220485.2022.2038325
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2038325
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:2:p:159-164



Template-Type: ReDIF-Article 1.0
Author-Name: Matthew Rousu
Author-X-Name-First: Matthew
Author-X-Name-Last: Rousu
Author-Name: Ben Smith
Author-X-Name-First: Ben
Author-X-Name-Last: Smith
Author-Name: Bailey Hackenberry
Author-X-Name-First: Bailey
Author-X-Name-Last: Hackenberry
Title: Economics of Star Wars
Journal: The Journal of Economic Education
Pages: 192-193
Issue: 2
Volume: 53
Year: 2022
Month: 3
X-DOI: 10.1080/00220485.2022.2038747
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2038747
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:2:p:192-193



Template-Type: ReDIF-Article 1.0
Author-Name: Andrew A. Samwick
Author-X-Name-First: Andrew A.
Author-X-Name-Last: Samwick
Title: The economics of social entrepreneurship
Abstract: 
 The emerging field of social entrepreneurship seeks to address social challenges in environments where traditional public sector institutions are weak or absent. With its explicit focus on solving problems, social entrepreneurship is inherently interdisciplinary. A well-designed undergraduate course in social entrepreneurship can enhance traditional economics course offerings by integrating frameworks and pedagogies from both public policy and human-centered design. 
Journal: The Journal of Economic Education
Pages: 176-180
Issue: 2
Volume: 53
Year: 2022
Month: 3
X-DOI: 10.1080/00220485.2022.2038329
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2038329
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:2:p:176-180



Template-Type: ReDIF-Article 1.0
Author-Name: Brian C. Jenkins
Author-X-Name-First: Brian C.
Author-X-Name-Last: Jenkins
Title: A Python-based undergraduate course in computational macroeconomics
Abstract: 
 The author of this article describes a new undergraduate course where students use Python programming for macroeconomic data analysis and modeling. Students develop basic familiarity with dynamic optimization and simulating linear dynamic models, basic stochastic processes, real business cycle models, and New Keynesian business cycle models. Students also gain familiarity with the popular Python libraries NumPy, Matplotlib, and pandas and make extensive use of the Jupyter Notebook. For many students in the course, this is their first experience with computer programming in any language. Feedback from students suggests that, regardless of prior programming experience, they find the course to be valuable, interesting, and enjoyable.
Journal: The Journal of Economic Education
Pages: 126-140
Issue: 2
Volume: 53
Year: 2022
Month: 3
X-DOI: 10.1080/00220485.2022.2038322
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2038322
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:2:p:126-140



Template-Type: ReDIF-Article 1.0
Author-Name: Ben O. Smith
Author-X-Name-First: Ben O.
Author-X-Name-Last: Smith
Title: Assessment disaggregation: A new tool to calculate learning types from nearly any exam platform, including online systems
Journal: The Journal of Economic Education
Pages: 194-195
Issue: 2
Volume: 53
Year: 2022
Month: 3
X-DOI: 10.1080/00220485.2022.2038321
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2038321
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:2:p:194-195



Template-Type: ReDIF-Article 1.0
Author-Name: Panu Kalmi
Author-X-Name-First: Panu
Author-X-Name-Last: Kalmi
Author-Name: Jaana Rahko
Author-X-Name-First: Jaana
Author-X-Name-Last: Rahko
Title: The effects of game-based financial education: New survey evidence from lower-secondary school students in Finland
Abstract: 
 The authors of this article studied the effects of game-based financial education approaches using a sample of lower-secondary school students in Finland. The sample consisted of 640 students from 42 schools in different areas of the country. The authors focused on three different game-based interventions using a pre- and post-intervention survey design. They compared the effects of the interventions (and their combinations) to a control group that received only traditional teaching. They found robust effects with respect to knowledge gained from game-based approaches. However, the effects on self-reported financial behaviors were weak.
Journal: The Journal of Economic Education
Pages: 109-125
Issue: 2
Volume: 53
Year: 2022
Month: 3
X-DOI: 10.1080/00220485.2022.2038320
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2038320
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:2:p:109-125



Template-Type: ReDIF-Article 1.0
Author-Name: Evangelia Chalioti
Author-X-Name-First: Evangelia
Author-X-Name-Last: Chalioti
Title: Economics of artificial intelligence and innovation
Abstract: 
 The author of this article describes the content of her course titled “Economics of Artificial Intelligence and Innovation.”  The course is offered by the Department of Economics of Yale University at a senior undergraduate level. The author also teaches this course at the MBA program of the Yale School of Management in another format.
Journal: The Journal of Economic Education
Pages: 188-191
Issue: 2
Volume: 53
Year: 2022
Month: 3
X-DOI: 10.1080/00220485.2022.2038331
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2038331
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:2:p:188-191



Template-Type: ReDIF-Article 1.0
Author-Name: Price Fishback
Author-X-Name-First: Price
Author-X-Name-Last: Fishback
Author-Name: Michael Haupert
Author-X-Name-First: Michael
Author-X-Name-Last: Haupert
Title: The rich palette of the economic history curriculum
Abstract: 
 Teaching economic history requires the study of how to combine the economists’ modeling and statistical methods with the methods used by historians and the other social sciences. It often involves learning how to search for quantitative data from a variety of sources and then building panel datasets that match the data found with existing datasets. Economic historians also must work with narrative sources to develop an understanding of the historical context and the political, social, and economic institutions that influence the research questions. In some settings, the analysis focuses fully on narrative evidence because it is the only material available. While modern studies are restricted because the future is unknown, economic history can examine issues in the short, intermediate, and long run. Economic history provides a rich palette for educating undergraduate students in economics and the social sciences. The field is even more interdisciplinary than the wedding of history and economics. In 1978, Nobel Laureate Douglass North described its task as the study of the performance and structure of economies through time. North’s research agenda over the rest of his career combined politics, religion, perceptions, ideologies, the sociology of knowledge, and a variety of topics studied by scholars throughout the social sciences.
Journal: The Journal of Economic Education
Pages: 165-173
Issue: 2
Volume: 53
Year: 2022
Month: 3
X-DOI: 10.1080/00220485.2022.2038328
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2038328
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:2:p:165-173

Template-Type: ReDIF-Article 1.0
Author-Name: Emily C. Marshall
Author-X-Name-First: Emily C.
Author-X-Name-Last: Marshall
Author-Name: Anthony Underwood
Author-X-Name-First: Anthony
Author-X-Name-Last: Underwood
Title: Is economics STEM? Process of (re)classification, requirements, and quantitative rigor
Abstract: 
 From 2012 to 2019, the proportion of undergraduate economics degrees denoted as “Econometrics and Quantitative Economics” (STEM-eligible) conferred annually increased from 1 percent to 22 percent. The authors present results from a survey of the 73 institutions conferring at least one STEM-eligible economics degree in 2017 or 2018. They find that most institutions (59%) offer both traditional and STEM-eligible degrees and report needing departmental, college/university committee, and provost/dean approval to (re-)classify. The main motivation for this change is maintaining consistency with an increasingly quantitative discipline (73%). The significant differences in requirements between STEM-eligible and traditional economics degrees are the proportion requiring single variable calculus (91% vs. 69%), multivariable calculus (70% vs. 31%), linear algebra (48% vs. 21%), basic econometrics (96% vs. 77%), and advanced econometrics (48% vs. 8%).
Journal: The Journal of Economic Education
Pages: 250-258
Issue: 3
Volume: 53
Year: 2022
Month: 6
X-DOI: 10.1080/00220485.2022.2075508
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2075508
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:3:p:250-258



Template-Type: ReDIF-Article 1.0
Author-Name: John J. Siegfried
Author-X-Name-First: John J.
Author-X-Name-Last: Siegfried
Title: Trends in undergraduate economics degrees, 2001–2021
Abstract: 
 Undergraduate economics degrees awarded by U.S. colleges and universities were stagnant from 2010 (2009–2010) to 2013, increased almost 14% from 2013 to 2015, and have subsequently stabilized at a little above the 2015 level.
Journal: The Journal of Economic Education
Pages: 273-276
Issue: 3
Volume: 53
Year: 2022
Month: 6
X-DOI: 10.1080/00220485.2022.2075511
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2075511
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:3:p:273-276



Template-Type: ReDIF-Article 1.0
Author-Name: Andrew Hook
Author-X-Name-First: Andrew
Author-X-Name-Last: Hook
Title: Examining modern money creation: An institution-centered explanation and visualization of the “credit theory” of money and some reflections on its significance
Abstract: 
 Despite recent clarifications by central banks that it is indeed commercial banks that are the main creators of the money supply, money creation processes remain as confusing and opaque as ever to many. This article develops a simplified macro-visual diagram of today’s money system based on the increasingly accepted “credit theory” of money creation. It aims to explain not only how money is created and which institutions have the authority to create it; it also aims to discuss the implications of this understanding of money creation for wider issues, such as political sovereignty, inequality, and socio-economic development. Ultimately, it aims to provide a pedagogical resource upon which both technical and normative discussions about our current money system among academics, activists, and students can be based.
Journal: The Journal of Economic Education
Pages: 210-231
Issue: 3
Volume: 53
Year: 2022
Month: 6
X-DOI: 10.1080/00220485.2022.2075510
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2075510
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:3:p:210-231



Template-Type: ReDIF-Article 1.0
Author-Name: Abdullah Al-Bahrani
Author-X-Name-First: Abdullah
Author-X-Name-Last: Al-Bahrani
Title: Classroom management and student interaction interventions: Fostering diversity, inclusion, and belonging in the undergraduate economics classroom
Abstract: 
 The economics profession lacks diversity and, as a result, interventions have been introduced at the graduate and professional levels to minimize the effect of the “leaky pipeline.” In addition, economic educators lack training in classroom management and student interaction, which may lead to underinvestment in fostering diversity, inclusion, and a belonging environment in the classroom. The author of this article presents low-cost interventions to increase diversity and inclusion by developing a sense of belonging at the principles level. The focus of these interventions is on faculty behavior and pertains to classroom management and student interactions.
Journal: The Journal of Economic Education
Pages: 259-272
Issue: 3
Volume: 53
Year: 2022
Month: 6
X-DOI: 10.1080/00220485.2022.2075507
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2075507
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:3:p:259-272



Template-Type: ReDIF-Article 1.0
Author-Name: Jane Ihrig
Author-X-Name-First: Jane
Author-X-Name-Last: Ihrig
Author-Name: Scott Wolla
Author-X-Name-First: Scott
Author-X-Name-Last: Wolla
Title: Let’s close the gap: Updating the textbook treatment of monetary policy
Abstract: 
 The topic of the Federal Reserve’s (the Fed’s) implementation of monetary policy has a significant presence in economics textbooks. Unfortunately, as the Fed purposefully shifted the way it implements monetary policy to an environment with ample reserves in the banking system, many textbooks have not kept up. The authors walk through the key policy tools the Fed uses to implement policy in the ample-reserves regime. Next, they contrast the current framework with the pre-2009 regime to highlight that there are substantial differences in the policy tools and concepts that should be taught in the classroom. Finally, they review six, 2020 or 2021 edition, principles of economics textbooks and quantify how well they cover the key concepts associated with the way the Fed implements policy.
Journal: The Journal of Economic Education
Pages: 232-249
Issue: 3
Volume: 53
Year: 2022
Month: 6
X-DOI: 10.1080/00220485.2022.2075509
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2075509
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:3:p:232-249



Template-Type: ReDIF-Article 1.0
Author-Name: Abdullah Al-Bahrani
Author-X-Name-First: Abdullah
Author-X-Name-Last: Al-Bahrani
Author-Name: Maria Apostolova-Mihaylova
Author-X-Name-First: Maria
Author-X-Name-Last: Apostolova-Mihaylova
Author-Name: Emily C. Marshall
Author-X-Name-First: Emily C.
Author-X-Name-Last: Marshall
Title: Helping some and harming others: Homework frequency and tradeoffs in student performance
Abstract: 
 The authors of this article examine the potential for increased student learning and retention through more frequent assignments. They conduct a field experiment that investigates whether student knowledge retention can be improved by increasing the frequency of homework assignments, motivating students to have more exposure to the material, and reducing the incentives for students to procrastinate. They find that the impact of the treatment on student performance varies based on the student’s past academic performance. Students on the lower end of the academic performance distribution benefit from the structure imposed by more frequent assignments and perform better. However, students with high prior academic performance are harmed by the intervention. The final exam scores of high-performing students are lower in courses with higher assignment frequency.
Journal: The Journal of Economic Education
Pages: 197-209
Issue: 3
Volume: 53
Year: 2022
Month: 6
X-DOI: 10.1080/00220485.2022.2075506
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2075506
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:3:p:197-209

Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2111382_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Árpád Ábrahám
Author-X-Name-First: Árpád
Author-X-Name-Last: Ábrahám
Author-Name: Benedikt Dengler
Author-X-Name-First: Benedikt
Author-X-Name-Last: Dengler
Author-Name: Vinzenz Ziesemer
Author-X-Name-First: Vinzenz
Author-X-Name-Last: Ziesemer
Title: Economics PhD programs in Europe: Completion times and job placement
Abstract: 
 Stock, Finegan, and Siegfried establish that completion times in U.S. economics PhD programs have been on the rise, with the median steadily approaching six years. Do European programs experience the same trend? The authors of this article present new hand-collected data on job market candidates from the top European PhD programs in economics. In the past five years, completion times have been rising steadily, and the median is now approaching six years. Empirical evidence suggests that a shorter PhD duration is statistically associated with less prestigious placements. The authors further investigate how PhD duration and placement prestige vary with personal researcher characteristics such as gender or field of undergraduate studies.
Journal: The Journal of Economic Education
Pages: 325-339
Issue: 4
Volume: 53
Year: 2022
Month: 10
X-DOI: 10.1080/00220485.2022.2111382
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2111382
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:4:p:325-339



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2111384_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Ivo J. M. Arnold
Author-X-Name-First: Ivo J. M.
Author-X-Name-Last: Arnold
Title: Online proctored assessment during COVID-19: Has cheating increased?
Abstract: 
 The author of this article uses two empirical approaches to compare online to face-to-face proctored assessment. Using data from a Dutch economics program, he shows that the relationship between grades and human capital variables remains highly significant for courses with online proctored examinations. Additionally, a search for suspicious grade patterns does not indicate an increase in cheating. Overall, the findings do not provide convincing evidence that online proctored assessment is more conducive to cheating than assessment using face-to-face proctoring. In view of the increasing evidence that unproctored online assessment may suffer from high levels of cheating, this suggests that educational institutions can reduce the risk of cheating by using online proctoring.
Journal: The Journal of Economic Education
Pages: 277-295
Issue: 4
Volume: 53
Year: 2022
Month: 10
X-DOI: 10.1080/00220485.2022.2111384
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2111384
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:4:p:277-295



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2111383_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: John Jerrim
Author-X-Name-First: John
Author-X-Name-Last: Jerrim
Author-Name: Luis Alejandro Lopez-Agudo
Author-X-Name-First: Luis Alejandro
Author-X-Name-Last: Lopez-Agudo
Author-Name: Oscar David Marcenaro-Gutierrez
Author-X-Name-First: Oscar David
Author-X-Name-Last: Marcenaro-Gutierrez
Title: The link between financial education and financial literacy: A cross-national analysis
Abstract: 
 Financial literacy is a competence that extends to many aspects of everyday life. The Great Recession has recently highlighted its relevance and the importance of financial literacy training in the school curricula. The authors use PISA 2015 data to investigate the link between financial education and young people’s financial literacy across 15 countries using a student fixed-effects approach. Their results illustrate how financial education is still in its infancy within many countries and does not seem to improve young people’s ability to apply financial skills in real-world situations.
Journal: The Journal of Economic Education
Pages: 307-324
Issue: 4
Volume: 53
Year: 2022
Month: 10
X-DOI: 10.1080/00220485.2022.2111383
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2111383
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:4:p:307-324



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2111385_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Leila E. Davis
Author-X-Name-First: Leila E.
Author-X-Name-Last: Davis
Author-Name: Leopoldo Gómez-Ramírez
Author-X-Name-First: Leopoldo
Author-X-Name-Last: Gómez-Ramírez
Title: Teaching post-intermediate macroeconomics with a dynamic 3-equation model
Abstract: 
 The 3-equation model by Carlin and Soskice (2014) introduces the current consensus in modern monetary macroeconomics to undergraduates through a static framework in which adjustment occurs via the monetary policy rule of an inflation-targeting central bank. In this article, the authors present a dynamic extension of this model and an Excel-based simulation tool for upper-level undergraduate and master’s-level macroeconomics courses. This dynamic framework allows instructors and students to tackle conceptual issues (e.g., understanding a world with output growth and steady inflation) and contemporary applications (e.g., hysteresis and secular stagnation) that are difficult to interpret in static models. Depending on the goals of the course, instructors can either cover the full presentation of the model or instead use the simulation tool to compare scenarios.
Journal: The Journal of Economic Education
Pages: 348-367
Issue: 4
Volume: 53
Year: 2022
Month: 10
X-DOI: 10.1080/00220485.2022.2111385
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2111385
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:4:p:348-367



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2111386_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Jack Leggett
Author-X-Name-First: Jack
Author-X-Name-Last: Leggett
Author-Name: Bryan Morgan
Author-X-Name-First: Bryan
Author-X-Name-Last: Morgan
Author-Name: Kam Ki Tang
Author-X-Name-First: Kam Ki
Author-X-Name-Last: Tang
Title: Repeated quizzing of basic mathematics concepts to improve grades in economics classes
Abstract: 
 Modern economics courses require high mathematical proficiency, and low proficiency may reduce grades or cause students to avoid economics courses. The article’s authors sought to improve students’ mathematical skills and grades with a simple intervention based on repeated quizzing of building-block concepts. They analyzed data from four semesters of a first-year course. During the first two semesters, there were five online quizzes, and each concept appeared on only one quiz. During the latter two semesters, important basic concepts appeared repeatedly across quizzes. Performance with repeated concepts improved across quizzes, and repeated quizzing was associated with slightly higher final exam scores. Mid-semester exam scores, which preceded most quizzes, were not consistently associated with the quizzing approach, helping to rule out cohort effects and other alternative explanations.
Journal: The Journal of Economic Education
Pages: 296-306
Issue: 4
Volume: 53
Year: 2022
Month: 10
X-DOI: 10.1080/00220485.2022.2111386
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2111386
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:4:p:296-306



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2111387_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: William Darity
Author-X-Name-First: William
Author-X-Name-Last: Darity
Title: Alternatives to the scarcity principle
Abstract: 
 Dominion of the scarcity principle as the basis for economic analysis is virtually absolute in teaching the introductory course in economics. This supremacy is neither valid nor desirable. Two compelling alternative foundational concepts for economics are uncertainty and inequality. These alternatives lead to vastly different implications for the development of economic analysis than scarcity and vastly different implications for the teaching of economics.
Journal: The Journal of Economic Education
Pages: 340-347
Issue: 4
Volume: 53
Year: 2022
Month: 10
X-DOI: 10.1080/00220485.2022.2111387
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2111387
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:4:p:340-347



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2111831_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: The Editors
Title: Editorial statistics
Journal: The Journal of Economic Education
Pages: 368-368
Issue: 4
Volume: 53
Year: 2022
Month: 10
X-DOI: 10.1080/00220485.2022.2111831
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2111831
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:53:y:2022:i:4:p:368-368

Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2144571_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Günseli Berik
Author-X-Name-First: Günseli
Author-X-Name-Last: Berik
Author-Name: Yana van der Meulen Rodgers
Author-X-Name-First: Yana van der Meulen
Author-X-Name-Last: Rodgers
Title: Teaching development economics from a gender perspective
Abstract: 
 An undergraduate course in development economics presents an ideal opportunity to introduce students to the importance of gender differences in economic outcomes. The authors of this article argue that a systematic integration of gender into development economics courses based on standard textbooks is feasible and desirable. They provide a gendered narrative of how to engender a development economics course in the Global North using as examples topics that are commonly taught and show how gender-aware scholarly articles, classroom activities, and assignments can complement a course based on a standard textbook or set of articles. They engender three main sections of a prototype development economics course: meanings and measures of economic development; strategies for economic development; and salient issues in development; and they add a forward-looking section on creating equitable development.
Journal: The Journal of Economic Education
Pages: 60-75
Issue: 1
Volume: 54
Year: 2023
Month: 1
X-DOI: 10.1080/00220485.2022.2144571
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2144571
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:1:p:60-75



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2144570_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Florian Sniekers
Author-X-Name-First: Florian
Author-X-Name-Last: Sniekers
Title: Teaching the COVID-19 lockdown using the Keynesian Cross
Abstract: 
 I present a framework to teach the macroeconomic effects of COVID-19 using the Keynesian Cross. I show that the rest of the economy suffers from a decline in demand once one sector of the economy is shut down and that the government spending and tax multipliers are smaller than usual. Fully insuring workers in the sector that is shut down cannot prevent a recession, but for the same aggregate transfers, such targeted income transfers do more to restore aggregate output than unconditional transfers. An extension to the IS curve shows that a lockdown results in deflation. These insights can be taught in an introductory or intermediate macroeconomics course.
Journal: The Journal of Economic Education
Pages: 38-59
Issue: 1
Volume: 54
Year: 2023
Month: 1
X-DOI: 10.1080/00220485.2022.2144570
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2144570
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:1:p:38-59



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2144573_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: William B. Walstad
Author-X-Name-First: William B.
Author-X-Name-Last: Walstad
Author-Name: Jamie Wagner
Author-X-Name-First: Jamie
Author-X-Name-Last: Wagner
Title: Required or voluntary financial education and saving behaviors
Abstract: 
 The authors of this study investigate the likely influence of required or voluntary financial education on the saving behaviors of U.S. adults. They compare the results for three groups defined by different life experiences with financial education (required, voluntary, and none). Probit models estimate the effects of financial education on four saving behaviors: having a savings account; having an emergency fund; saving for investing; and saving for retirement. The results show similar positive outcomes for required and voluntary financial education on each saving behavior. No difference based on self-selection into financial education is evident. The findings also indicate that multiple exposures to financial education in different venues (high school, college, or employment) increase the apparent effects on saving behaviors compared with a single exposure.
Journal: The Journal of Economic Education
Pages: 17-37
Issue: 1
Volume: 54
Year: 2023
Month: 1
X-DOI: 10.1080/00220485.2022.2144573
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2144573
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:1:p:17-37



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2144572_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Neal H. Olitsky
Author-X-Name-First: Neal H.
Author-X-Name-Last: Olitsky
Author-Name: Sarah B. Cosgrove
Author-X-Name-First: Sarah B.
Author-X-Name-Last: Cosgrove
Title: Cutting our losses: The effects of a loss-aversion strategy on student learning gains
Abstract: 
 In this randomized controlled trial with controls for student characteristics, the authors used a loss-aversion strategy to test whether students achieve greater learning gains from combining research-based instructional strategies with loss aversion. Students in the control group began the class with no grades and built their course average by completing assignments and exams. The treatment group began with a score of 100 percent on each assignment and viewed the deductions on scores from errors and missed work. The results indicated that students in the treatment group experienced gains in learning that were, on average, 5 to 13 percentage points larger than those of the control group. These learning gains were concentrated among students with low SAT math scores.
Journal: The Journal of Economic Education
Pages: 1-16
Issue: 1
Volume: 54
Year: 2023
Month: 1
X-DOI: 10.1080/00220485.2022.2144572
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2144572
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:1:p:1-16



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2144576_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Quinn A. W. Keefer
Author-X-Name-First: Quinn A. W.
Author-X-Name-Last: Keefer
Title: An alternative approach for introducing instrumental variables based on ordinary least squares omitted variable bias
Abstract: 
 An alternative approach for introducing instrumental variables in econometrics courses is presented in this article. The method is based on the ordinary least squares omitted variable bias formula. The intuition for the approach capitalizes on students’ understanding and intuition of omitted variables. Thus, if students understand omitted variable bias, they can understand instrumental variables. Furthermore, using omitted variable bias to derive the instrumental variables estimator clearly highlights the critical assumptions of instrumental variables. The author illustrates the proposed method mathematically and discusses the intuition in both simple and multiple regression cases.
Journal: The Journal of Economic Education
Pages: 94-101
Issue: 1
Volume: 54
Year: 2023
Month: 1
X-DOI: 10.1080/00220485.2022.2144576
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2144576
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:1:p:94-101



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2144575_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949
Author-Name: Emily C. Marshall
Author-X-Name-First: Emily C.
Author-X-Name-Last: Marshall
Author-Name: Paul Shea
Author-X-Name-First: Paul
Author-X-Name-Last: Shea
Title: Teaching an undergraduate elective on the Great Recession (and the COVID-19 recession too)
Abstract: 
 The authors describe an undergraduate economics elective focused on the Great Recession and the recession resulting from the COVID-19 pandemic. They have taught the course with great success at both liberal arts colleges and research universities and at all levels of the curriculum ranging from a first-year seminar to an upper-level elective. They present a roadmap for instructors interested in offering the class. Although intermediate macroeconomics is assumed as a prerequisite, the authors discuss how they have adapted the class for students with different backgrounds. The course is divided into seven units: the housing bubble and asset pricing, housing policy and history, propagation and panic, monetary policy, fiscal policy, aftermath and international perspectives, and the macroeconomics of COVID-19. Sample assignments and readings are both provided.
Journal: The Journal of Economic Education
Pages: 76-93
Issue: 1
Volume: 54
Year: 2023
Month: 1
X-DOI: 10.1080/00220485.2022.2144575
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2144575
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:1:p:76-93

Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2174233_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Parama Chaudhury
Author-X-Name-First: Parama
Author-X-Name-Last: Chaudhury
Title: Asynchronous learning design—Lessons for the post-pandemic world of higher education
Abstract: 
 In this article, the author describes the use of a storytelling approach in a learning design with significant asynchronous elements. This approach was introduced in an upper-level international trade course with close to 200 students in response to the COVID-19 pandemic. As most live “lectures” took place online and were subject to disruption due to Internet issues, the bulk of the content delivery was asynchronous, with the storytelling approach using “Sways” to address some of the common issues about engagement with asynchronous learning elements. The grade distribution and student feedback indicated that this approach was effective in achieving the stated learning goals. Finally, the author discusses how to adapt this approach to courses at other levels.
Journal: The Journal of Economic Education
Pages: 214-223
Issue: 2
Volume: 54
Year: 2023
Month: 4
X-DOI: 10.1080/00220485.2023.2174233
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2174233
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:2:p:214-223



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2165995_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Darwin Cortés
Author-X-Name-First: Darwin
Author-X-Name-Last: Cortés
Author-Name: César Mantilla
Author-X-Name-First: César
Author-X-Name-Last: Mantilla
Author-Name: Laura Prada
Author-X-Name-First: Laura
Author-X-Name-Last: Prada
Title: Renewable resource dynamics: A Web-based classroom experiment
Abstract: 
 The authors adapted a lab-in-the-field experiment emulating the dynamic extraction of a fishery to create a Web-based classroom experiment. The game includes a multi-player version analogous to an open-access problem and a single-player version analogous to the social planner problem. This game is helpful in introductory microeconomics courses to teach about dominant strategies and the consequences of resource rivalry. In elective courses, the game helps teach bio-economics concepts, including logistic growth functions and optimal extraction paths. Instructions for game deployment and creating the sessions are provided. Conducting the game takes about 20 minutes, and because the game is Web-based, students can access it from their laptops, tablets, or smartphones.
Journal: The Journal of Economic Education
Pages: 145-157
Issue: 2
Volume: 54
Year: 2023
Month: 4
X-DOI: 10.1080/00220485.2023.2165995
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2165995
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:2:p:145-157



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2176388_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Juana Castro Santa
Author-X-Name-First: Juana
Author-X-Name-Last: Castro Santa
Title: Climate change mitigation under uncertainty and inequality: A classroom experiment
Abstract: 
 A novel game that captures the central dimensions of climate change mitigation as a social dilemma is presented. Students play the role of countries sharing a global atmosphere. In each round, carbon emissions are released and accumulated in the atmosphere, making climate change consequences more severe and difficult to mitigate over time. Without mitigation, CO2 accumulations will cause losses to all countries. During each round, countries decide on how to invest their endowments between economic development and mitigation to slow down carbon emissions causing climate change. Central to the game and the subsequent classroom discussions are implications emanating from introducing uncertainty and inequality in the game. The game is suitable for courses related to environmental economics and climate policy at undergraduate and graduate levels.
Journal: The Journal of Economic Education
Pages: 128-144
Issue: 2
Volume: 54
Year: 2023
Month: 4
X-DOI: 10.1080/00220485.2023.2176388
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2176388
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:2:p:128-144



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2160398_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: M. Femi Ayadi
Author-X-Name-First: M. Femi
Author-X-Name-Last: Ayadi
Author-Name: Grace Onodipe
Author-X-Name-First: Grace
Author-X-Name-Last: Onodipe
Title: Writing-to-learn: Strategies to promote engagement, peer-to-peer learning, and active listening in economics courses
Abstract: 
 Incorporating writing into an economics course is a beneficial goal of economic educators. The potential benefits of using writing to enhance learning among economics students have been emphasized in the literature. Writing to Learn (WTL) is an act of using writing activities to help students think through key concepts presented in a course. The authors’ objective in this article is to describe WTL activities that promote engagement, peer-to-peer learning, and active listening. This WTL strategy was born out of a desire to help students focus and learn in an online format during a particularly stressful time of the COVID-19 global pandemic. However, this strategy can be applied in all teaching formats: face-to-face, online or hybrid, and to both graduate and undergraduate students.
Journal: The Journal of Economic Education
Pages: 198-204
Issue: 2
Volume: 54
Year: 2023
Month: 4
X-DOI: 10.1080/00220485.2022.2160398
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2160398
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:2:p:198-204



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2168813_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Allison Oldham Luedtke
Author-X-Name-First: Allison Oldham
Author-X-Name-Last: Luedtke
Title: Teaching Nash equilibrium with Python
Abstract: 
 The author describes an assignment in an undergraduate game theory course in which students work together in class to develop a computer algorithm to identify Nash equilibria. This assignment builds basic computer science skills while applying game theory knowledge to real-world situations. Students work as a team to delineate the steps and write a program to identify all of the pure-strategy Nash equilibria of the game. They then test this program by creating and solving their own game. This assignment represents an efficient way for undergraduate economics students to gain valuable computer science skills without assuming any pre-existing computer science knowledge, without having to take classes outside of the economics major, and without economics faculty having to restructure entire courses or curricula.
Journal: The Journal of Economic Education
Pages: 177-183
Issue: 2
Volume: 54
Year: 2023
Month: 4
X-DOI: 10.1080/00220485.2023.2168813
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2168813
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:2:p:177-183



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2160397_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Sarah Jacobson
Author-X-Name-First: Sarah
Author-X-Name-Last: Jacobson
Author-Name: Allison Oldham Luedtke
Author-X-Name-First: Allison Oldham
Author-X-Name-Last: Luedtke
Title: Games in the classroom: A symposium
Journal: The Journal of Economic Education
Pages: 126-127
Issue: 2
Volume: 54
Year: 2023
Month: 4
X-DOI: 10.1080/00220485.2022.2160397
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2160397
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:2:p:126-127



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2165996_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Darren Filson
Author-X-Name-First: Darren
Author-X-Name-Last: Filson
Title: COVID-19 as a trigger of persistent innovations: Evidence from an economics elective at Claremont McKenna College
Abstract: 
 The COVID-19 pandemic made it necessary for instructors to innovate, and some of the innovations will persist and be refined post-pandemic. An economics elective at Claremont McKenna College provides examples. Innovations likely to persist include replacing in-class exams with context-rich assignments and conducting a set of student presentations and an initial Q&A using recordings posted online. Both innovations advance the learning objectives, and they also free up class time, which permits additional innovations.
Journal: The Journal of Economic Education
Pages: 191-197
Issue: 2
Volume: 54
Year: 2023
Month: 4
X-DOI: 10.1080/00220485.2023.2165996
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2165996
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:2:p:191-197



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2177220_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Atle Haugen
Author-X-Name-First: Atle
Author-X-Name-Last: Haugen
Author-Name: Steffen Juranek
Author-X-Name-First: Steffen
Author-X-Name-Last: Juranek
Title: Classroom experiments on technology licensing: Royalty stacking, cross-licensing, and patent pools
Abstract: 
 The authors present two classroom experiments on technology licensing. The first classroom experiment introduces the concept of royalty stacking. Students learn that noncooperative pricing of royalties for complementary intellectual property rights leads to a double-marginalization effect. Cooperation solves the problem and is welfare-improving. The second classroom experiment introduces students to cross-licensing. It shows that reciprocal royalty payments dampen competition. The classroom experiments stimulate discussions of technology licensing, intellectual property rights, different royalty structures, patent pools, and technology standards. The authors present the experimental procedures and suggest routes for the discussion.
Journal: The Journal of Economic Education
Pages: 113-125
Issue: 2
Volume: 54
Year: 2023
Month: 4
X-DOI: 10.1080/00220485.2023.2177220
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2177220
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:2:p:113-125



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2155746_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Sam Allgood
Author-X-Name-First: Sam
Author-X-Name-Last: Allgood
Author-Name: KimMarie McGoldrick
Author-X-Name-First: KimMarie
Author-X-Name-Last: McGoldrick
Title: Teaching before and during COVID-19: A survey
Abstract: 
 Past survey evidence shows little change in how economists teach, but the pandemic forced change upon faculty. This survey investigates what that change looked like, whether faculty feel that the changes were for the better or worse for themselves and their students, and what changes faculty will continue post-pandemic.
Journal: The Journal of Economic Education
Pages: 184-190
Issue: 2
Volume: 54
Year: 2023
Month: 4
X-DOI: 10.1080/00220485.2022.2155746
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2155746
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:2:p:184-190



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2168814_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Syon Bhanot
Author-X-Name-First: Syon
Author-X-Name-Last: Bhanot
Title: Reshaping a course for COVID along 5 dimensions: Lessons from “behavioral economics” at Swarthmore College
Abstract: 
 The COVID-19 pandemic has disrupted the status quo across higher education, including in the domain of pedagogy. The author of this article provides a case study of the changes made to one course, “Behavioral Economics,” at Swarthmore College, in response to a set of unique, pandemic-related challenges. He begins by providing details on the context and the nature of the changes made in the course before turning to reflections on what did and did not work well. Overall, the author argues that while many of the pedagogical modifications made during the pandemic need not remain in a post-pandemic world, there are many valuable lessons to be learned from the pandemic that can positively inform the evolution of economics pedagogy.
Journal: The Journal of Economic Education
Pages: 205-213
Issue: 2
Volume: 54
Year: 2023
Month: 4
X-DOI: 10.1080/00220485.2023.2168814
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2168814
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:2:p:205-213



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2177221_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Joaquín Coleff
Author-X-Name-First: Joaquín
Author-X-Name-Last: Coleff
Author-Name: Camilo Rubbini
Author-X-Name-First: Camilo
Author-X-Name-Last: Rubbini
Title: Price discrimination: Teaching new results with simple exercises
Abstract: 
 The authors of this article propose a simple exercise of monopoly pricing to illustrate complex theoretical results on the welfare effects of group pricing. By exposing students to this exercise, they aim to bridge a gap between the standard textbook analysis of group pricing and more general results in the literature and clarify some students’ misconceptions. They gear the exercise toward undergraduate students in principles and intermediate-level economics, microeconomics, and industrial organization courses.
Journal: The Journal of Economic Education
Pages: 103-112
Issue: 2
Volume: 54
Year: 2023
Month: 4
X-DOI: 10.1080/00220485.2023.2177221
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2177221
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:2:p:103-112



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2171521_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Sarah Jacobson
Author-X-Name-First: Sarah
Author-X-Name-Last: Jacobson
Title: Ore money ore problems: A resource extraction game
Abstract: 
 The economic theory of natural resource exploitation predicts that scarcity crises will not arise because forward-looking resource owners will smooth their extraction over time to maximize their profits. The model providing this result can seem opaque and technical to students, but its intuition can be learned from experience. The author shares a game that provides that experience. Participants play the role of mine owners who must decide how much to extract in each of two periods. In addition to showing how price signals through markets can prevent sudden increases in scarcity, the game also provides lessons about intertemporal choice, market power, information, and property rights. The author provides all materials needed to play the game as is or to customize it for alternative learning outcomes.
Journal: The Journal of Economic Education
Pages: 158-176
Issue: 2
Volume: 54
Year: 2023
Month: 4
X-DOI: 10.1080/00220485.2023.2171521
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2171521
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:2:p:158-176

Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2208578_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Mariam Majd
Author-X-Name-First: Mariam
Author-X-Name-Last: Majd
Author-Name: Amanda Page-Hoongrajok
Author-X-Name-First: Amanda
Author-X-Name-Last: Page-Hoongrajok
Title: Rating sovereign credit risk: A simulation for advanced economics and finance students
Abstract: 
 The authors of this article propose a classroom simulation designed for advanced economics or finance courses whereby student teams role-play Moody’s sovereign credit risk analysts. Despite the importance of sovereign credit risk ratings in affecting the funding liquidity of countries, the process generating ratings is a black box. The authors use active and experiential learning techniques to guide student teams in mimicking the process used by Moody’s analysts to assign a sovereign credit risk rating to one of 12 diverse countries. An accompanying YouTube video guides students in navigating three Web sites to retrieve macroeconomic data informing sovereign credit risk ratings. The simulation may be utilized in face-to-face and synchronous online environments.
Journal: The Journal of Economic Education
Pages: 327-341
Issue: 3
Volume: 54
Year: 2023
Month: 7
X-DOI: 10.1080/00220485.2023.2208578
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2208578
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:3:p:327-341



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2075505_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Kripa Freitas
Author-X-Name-First: Kripa
Author-X-Name-Last: Freitas
Title: Low-stakes writing in an active-learning classroom needs focus and feedback to be effective
Abstract: 
 Evidence suggests that active engagement with material as it is being taught improves learning. In-class multiple choice questions are a common way to introduce active learning. Low-stakes writing is another. The author of this article provides evidence that using a content-based low-stakes writing prompt with immediate group feedback during the lecture improves test performance relative to a multiple choice question covering the same content. Students with low CGPAs performed better on the midterm with the intervention, while higher-CGPA students performed better on writing assignments. Adding a traditional unfocused one-minute exit ticket to a class already using in-class problem-solving had a small but negative effect on student learning. This suggests that content-focused low-stakes writing with immediate feedback complements problem-solving in an active classroom.
Journal: The Journal of Economic Education
Pages: 243-255
Issue: 3
Volume: 54
Year: 2023
Month: 7
X-DOI: 10.1080/00220485.2022.2075505
File-URL: http://hdl.handle.net/10.1080/00220485.2022.2075505
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:3:p:243-255



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2210549_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: John J. Siegfried
Author-X-Name-First: John J.
Author-X-Name-Last: Siegfried
Title: Trends in undergraduate economics degrees, 2001–2022
Abstract: 
 Undergraduate economics degrees awarded by U.S. colleges and universities increased almost 12 percent from 2013 to 2015, then stabilized at a little above the 2015 level until 2018, after which they began an accelerating decline over the past 4 years to end back at 2015 levels.
Journal: The Journal of Economic Education
Pages: 342-346
Issue: 3
Volume: 54
Year: 2023
Month: 7
X-DOI: 10.1080/00220485.2023.2210549
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2210549
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:3:p:342-346



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2183918_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Michael P. Cameron
Author-X-Name-First: Michael P.
Author-X-Name-Last: Cameron
Title: Two models for illustrating the economics of media bias in a policy-oriented course
Abstract: 
 Media bias is an important and underexplored feature of the economics of information. In this article, the author outlines two models that can be used to illustrate media bias in a policy-oriented undergraduate economics or public policy course. The models rely on relatively simple and intuitive underlying assumptions and draw on related empirical research. They do not require extensive mathematical derivations, although the models can easily be extended for more mathematically-inclined students. The models are useful in linking economic theory and empirical research in a context that undergraduate students can relate to and in which they often have direct experience. The models also can be used to motivate a range of discussions on media and competition policy.
Journal: The Journal of Economic Education
Pages: 281-288
Issue: 3
Volume: 54
Year: 2023
Month: 7
X-DOI: 10.1080/00220485.2023.2183918
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2183918
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:3:p:281-288



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2204851_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Joab Corey
Author-X-Name-First: Joab
Author-X-Name-Last: Corey
Title: The regulation dice game: Teaching the effects of entry barriers on wealth creation using an interactive class activity
Abstract: 
 There is a well-known connection between the barriers to entry created by an overburdensome regulatory climate and lower levels of productivity that create less economic growth. Many economics students are under the impression that regulations are designed to protect the workers and consumers as well as improve product quality, so they are often uninformed about the adverse effects of regulations and are sometimes reluctant to accept the idea that regulations such as occupational licensing can work to the detriment of those in that occupation and the economy as a whole. The author of this article presents an interactive class activity, providing the instructions and worksheets needed to employ it in the classroom, and which illustrate the costs and benefits of various regulatory environments.
Journal: The Journal of Economic Education
Pages: 301-326
Issue: 3
Volume: 54
Year: 2023
Month: 7
X-DOI: 10.1080/00220485.2023.2204851
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2204851
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:3:p:301-326



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2183919_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: James Staveley-O’Carroll
Author-X-Name-First: James
Author-X-Name-Last: Staveley-O’Carroll
Author-Name: Yunwei Gai
Author-X-Name-First: Yunwei
Author-X-Name-Last: Gai
Title: Adverse selection and risk pooling in the health insurance market: A classroom demonstration
Abstract: 
 The authors describe an asymmetric information demonstration that assigns students different probabilities of incurring healthcare expenses. In each round, students choose whether to purchase insurance; then, the instructor randomly determines who gets “sick.” After computing insurer profits, students help determine a new insurance price to maximize future profit. Within three rounds, students recognize that the provider always incurs losses from adverse selection, opening a discussion of market failures pertaining to health insurance and asymmetric information. The experiment features idiosyncratic, but not systematic, risk as such; the same number of students get “sick” every round. Therefore, the instructor can straightforwardly demonstrate the benefits of risk pooling. The experiment is applicable to economic principles as well as intermediate courses in healthcare economics and microeconomic theory.
Journal: The Journal of Economic Education
Pages: 256-266
Issue: 3
Volume: 54
Year: 2023
Month: 7
X-DOI: 10.1080/00220485.2023.2183919
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2183919
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:3:p:256-266



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2191597_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Ziyue Chen
Author-X-Name-First: Ziyue
Author-X-Name-Last: Chen
Author-Name: Fatima Djalalova
Author-X-Name-First: Fatima
Author-X-Name-Last: Djalalova
Author-Name: Casey Rothschild
Author-X-Name-First: Casey
Author-X-Name-Last: Rothschild
Author-Name: Annette Hofmann
Author-X-Name-First: Annette
Author-X-Name-Last: Hofmann
Title: Teaching vaccines using internal-to-the-market externalities
Abstract: 
 Textbook models of externalities tacitly assume that those externalities fall upon individuals “outside” of the market. In many contexts—including common undergraduate examples—externalities fall “inside” the market instead. Positive externalities associated with vaccination, for instance, accrue to other individuals who would potentially demand vaccines and affect their willingness to pay. The authors describe an undergraduate-accessible alternative diagrammatic approach to such internal-to-the-market externalities, using vaccines as their through-running example. They illustrate their approach by applying it in a study of binding mandates for 100-percent-effective vaccines and show how it can be used to depict a striking (known) result that, compared to laissez-faire, such a mandate will always lower social welfare. They also discuss important real-world caveats to this result.
Journal: The Journal of Economic Education
Pages: 289-300
Issue: 3
Volume: 54
Year: 2023
Month: 7
X-DOI: 10.1080/00220485.2023.2191597
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2191597
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:3:p:289-300



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2200409_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: EeCheng Ong
Author-X-Name-First: EeCheng
Author-X-Name-Last: Ong
Author-Name: Timothy Wong
Author-X-Name-First: Timothy
Author-X-Name-Last: Wong
Title: Bringing the classroom to the real world: Field trips to marginalized neighborhoods
Abstract: 
 The authors incorporate experiential learning into three courses: Urban Economics, Labor Economics, and the Economics of Inequality. Students visit neighborhoods that, while geographically proximate, remain outside most students’ day-to-day experiences, such as a legal red-light district that is also home to low-wage immigrant workers and a public rental housing estate whose residents were recently relocated. These location-oriented field trips raise a confluence of themes, such as poverty and crime, that relate to and beyond the authors’ courses. Students’ written reflections provide evidence that they are able to: (i) identify economic concepts within the lived realities of communities; (ii) recognize the assumptions and validity of economic models; and (iii) contextualize and reevaluate the costs and benefits to the economic agents whom they model in the classroom.
Journal: The Journal of Economic Education
Pages: 267-280
Issue: 3
Volume: 54
Year: 2023
Month: 7
X-DOI: 10.1080/00220485.2023.2200409
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2200409
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:3:p:267-280



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2205402_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Jadrian Wooten
Author-X-Name-First: Jadrian
Author-X-Name-Last: Wooten
Author-Name: Wayne Geerling
Author-X-Name-First: Wayne
Author-X-Name-Last: Geerling
Title: Economics of Squid Game
Journal: The Journal of Economic Education
Pages: 347-348
Issue: 3
Volume: 54
Year: 2023
Month: 7
X-DOI: 10.1080/00220485.2023.2205402
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2205402
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:3:p:347-348



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2191594_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Manuel Salas-Velasco
Author-X-Name-First: Manuel
Author-X-Name-Last: Salas-Velasco
Title: Economic and financial education for investment and financing decision-making in a graduate degree: Experimental evaluation of the effectiveness of two delivery methods
Abstract: 
 The author of this study offers new evidence on the effectiveness of chatbots as an instructional mode via a randomized controlled experiment in which college seniors were given online training on the convenience of pursuing a master’s degree and the suitability of taking out a graduate student loan. Two educational formats, a YouTube video and a Facebook chatbot, were used for delivering that training to the experimental subjects. Economic education improved the economic knowledge needed to calculate a master’s degree’s viability. The effectiveness of financial education in improving student loan debt literacy was also verified. The effectiveness of the chatbot-based learning was greater than that of the video format for providing economic education. Only the chatbot delivery method was effective in providing financial education.
Journal: The Journal of Economic Education
Pages: 225-242
Issue: 3
Volume: 54
Year: 2023
Month: 7
X-DOI: 10.1080/00220485.2023.2191594
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2191594
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:3:p:225-242

Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2230220_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Lisa Giddings
Author-X-Name-First: Lisa
Author-X-Name-Last: Giddings
Author-Name: Stephan Lefebvre
Author-X-Name-First: Stephan
Author-X-Name-Last: Lefebvre
Title: Significant learning in principles of economics: A module on the minimum wage
Abstract: 
 The authors of this article make a case for using Fink’s (2013) taxonomy of significant learning in the economics classroom to improve standard-based economics education and to continue transforming the discipline to reduce social inequality along multiple dimensions, including gender, race, and class. Fink’s framework is defined by student engagement with six distinct kinds of learning. Changes in student attitudes, changes in what students know about themselves and others, and learning how to learn in different settings are learning outcomes that are incorporated explicitly alongside acquiring new discipline-specific knowledge and skills. The authors apply Fink’s taxonomy to a module on the minimum wage for principles of economics. They discuss potential activities and reflect on the benefits and challenges associated with using Fink’s taxonomy.
Journal: The Journal of Economic Education
Pages: 418-428
Issue: 4
Volume: 54
Year: 2023
Month: 10
X-DOI: 10.1080/00220485.2023.2230220
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2230220
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:4:p:418-428



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2214542_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Seth Neumuller
Author-X-Name-First: Seth
Author-X-Name-Last: Neumuller
Title: Teaching quantitative macroeconomics to undergraduate students using the Solow model: An application to post–WWII Japan
Abstract: 
 The author of this article demonstrates how the unified approach to answering economic questions employed in modern quantitative macroeconomics research can be taught to undergraduate students using the Solow model. Through an application to post–WWII Japan, students get hands-on experience with (1) documenting empirical facts, (2) developing a model, (3) comparing the quantitative predictions of a model to the data, and (4) using a model as a laboratory to run counterfactual “experiments.”  This application thus offers instructors a low-cost way to “bridge the gap” between the content typically covered at the intermediate undergraduate level and the tools and methods commonly used by macroeconomists in their everyday research.
Journal: The Journal of Economic Education
Pages: 349-363
Issue: 4
Volume: 54
Year: 2023
Month: 10
X-DOI: 10.1080/00220485.2023.2214542
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2214542
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:4:p:349-363



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2234900_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Eylem Ersal Kiziler
Author-X-Name-First: Eylem
Author-X-Name-Last: Ersal Kiziler
Title: Significant learning in introductory macroeconomics: Addressing misconceptions about “others”
Abstract: 
 Misconceptions hinder optimal student learning. They need to be addressed explicitly and formally to achieve effective teaching of economics. The author of this article outlines an activity that is designed to address misconceptions about “others” using a backward course design framework. Fink’s significant learning categories, specifically human dimension, and caring, are used to create learning outcomes that target misconceptions. The Predict-Observe-Explain teaching strategy is used to translate these learning outcomes into learning activities.
Journal: The Journal of Economic Education
Pages: 391-397
Issue: 4
Volume: 54
Year: 2023
Month: 10
X-DOI: 10.1080/00220485.2023.2234900
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2234900
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:4:p:391-397



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2236606_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Jacqueline Strenio
Author-X-Name-First: Jacqueline
Author-X-Name-Last: Strenio
Title: Cooperative learning exercises in an online asynchronous economics classroom
Abstract: 
 Cooperative learning is associated with a variety of potential benefits to students, including better comprehension and retention, improved perceptions and attitudes, and increased openness to diversity. Yet, there is limited evidence or instruction on cooperative learning activities in asynchronous online classrooms, an increasingly common course delivery format. The author describes an innovative way to incorporate cooperative learning into an asynchronous online principles-level economics classroom. After a brief discussion of cooperative learning, sample structure, assignments, and student instructions are provided. Additionally, the author includes a reflection, including anecdotal evidence of student perceptions and learning, and addresses several implementation challenges.
Journal: The Journal of Economic Education
Pages: 429-439
Issue: 4
Volume: 54
Year: 2023
Month: 10
X-DOI: 10.1080/00220485.2023.2236606
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2236606
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:4:p:429-439



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2226662_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Basak Horowitz
Author-X-Name-First: Basak
Author-X-Name-Last: Horowitz
Title: One nation under stress: A cooperative learning exercise to promote diversity and inclusion in introductory macroeconomics
Abstract: 
 The author of this article discusses a cooperative learning exercise designed for introductory macroeconomics that was completed by 44 groups of three or four students during the spring 2021, fall 2021, and spring 2022 semesters at a private U.S. liberal arts college. The exercise aims to foster an active learning community where students collaborate with people of diverse backgrounds and discuss economic issues with sensitivity and open-mindedness to promote mutual understanding. It provides students an opportunity to apply the concepts they learned in class to a real-world example and to integrate economic insights with those from other disciplines. The article details the exercise’s design and implementation process so that its structure can be adapted to a different content or course.
Journal: The Journal of Economic Education
Pages: 398-406
Issue: 4
Volume: 54
Year: 2023
Month: 10
X-DOI: 10.1080/00220485.2023.2226662
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2226662
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:4:p:398-406



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2213221_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Sam Allgood
Author-X-Name-First: Sam
Author-X-Name-Last: Allgood
Author-Name: KimMarie McGoldrick
Author-X-Name-First: KimMarie
Author-X-Name-Last: McGoldrick
Title: Expanding diversity (in) undergraduate classes with advancements in (the) teaching (of) economics: A symposium
Journal: The Journal of Economic Education
Pages: 379-381
Issue: 4
Volume: 54
Year: 2023
Month: 10
X-DOI: 10.1080/00220485.2023.2213221
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2213221
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:4:p:379-381



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2220695_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Masanori Kuroki
Author-X-Name-First: Masanori
Author-X-Name-Last: Kuroki
Title: Integrating data science into an econometrics course with a Kaggle competition
Abstract: 
 As vast amounts of data have become available in business in recent years, the demand for data scientists has been rising. The author of this article provides a tutorial on how one entry-level machine learning competition from Kaggle, an online community for data scientists, can be integrated into an undergraduate econometrics course as an engaging activity using only linear regression. Other techniques in this tutorial include log-linear and quadratic models and interactions of explanatory variables, which are common functional forms in econometrics. The competition allows students to use real-world data, build a predictive model, submit their model online to be evaluated instantaneously based on accuracy, and keep improving their model. R and Python codes are provided to make it possible for readers to replicate.
Journal: The Journal of Economic Education
Pages: 364-378
Issue: 4
Volume: 54
Year: 2023
Month: 10
X-DOI: 10.1080/00220485.2023.2220695
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2220695
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:4:p:364-378



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2243910_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Janine L. F. Wilson
Author-X-Name-First: Janine L. F.
Author-X-Name-Last: Wilson
Title: Using backward design to create a more diverse, equitable, and inclusive principles course
Abstract: 
 The economics profession has been working to become more open, inclusive, and welcoming. The introductory principles of economics courses provide a unique opportunity to teach students of the wider university the value of the field of economics. It is in this setting that instructors’ interactions with students show them a welcoming and diverse profession or confirm that economics provides a toolbox useful only to some. Using a careful backward course design and attention to creating a diverse, equitable, and inclusive environment, the following article’s author presents a principles of microeconomics course with the potential to illustrate to undergraduate students the value of a degree in economics for all students.
Journal: The Journal of Economic Education
Pages: 440-452
Issue: 4
Volume: 54
Year: 2023
Month: 10
X-DOI: 10.1080/00220485.2023.2243910
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2243910
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:4:p:440-452



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2223538_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Alicia Atwood
Author-X-Name-First: Alicia
Author-X-Name-Last: Atwood
Author-Name: Tisha L. N. Emerson
Author-X-Name-First: Tisha L. N.
Author-X-Name-Last: Emerson
Author-Name: Melissa A. Knox
Author-X-Name-First: Melissa A.
Author-X-Name-Last: Knox
Author-Name: Mahjuja M. Taznin
Author-X-Name-First: Mahjuja M.
Author-X-Name-Last: Taznin
Title: Online platforms for classroom experiments: A primer for new adoptees
Abstract: 
 The use of experiments in the undergraduate economics classroom has been shown to have pedagogical value in increasing student learning and engagement, but the startup costs of adopting classroom experiments can be high for instructors. This article serves as a guide to adoption for the first-time user of computerized (online) classroom experiments. It covers the three major online classroom experiment platforms: MobLab, classEx, and VeconLab, and compares the use of online platforms to manual implementation of experiments. It also includes a discussion of which characteristics of online platforms determine their suitability for different classroom contexts and learning modalities and compares the three major platforms along these dimensions.
Journal: The Journal of Economic Education
Pages: 382-390
Issue: 4
Volume: 54
Year: 2023
Month: 10
X-DOI: 10.1080/00220485.2023.2223538
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2223538
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:4:p:382-390



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2242338_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: Anna A. Klis
Author-X-Name-First: Anna A.
Author-X-Name-Last: Klis
Title: Inequality and Superfund sites: Using backward design, cooperative learning, and data integration in introductory environmental economics
Abstract: 
 Environmental justice is an important topic that can be better understood by using the tools of economics. The author of this article describes a data integration exercise that connects data available through government portals: the Environmental Protection Agency’s “Superfund Sites Where You Live” interactive map, data on Net Present Values from Superfund Records of Decisions (ROD), and FRED. Created with the principles of backward design, the exercise uses cooperative learning by having students take ownership of sites chosen for investigation, as well as build and test hypotheses regarding the relationship between per capita GDP and site location/cleanup cost.
Journal: The Journal of Economic Education
Pages: 407-417
Issue: 4
Volume: 54
Year: 2023
Month: 10
X-DOI: 10.1080/00220485.2023.2242338
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2242338
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:4:p:407-417



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2246238_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20
Author-Name: KimMarie McGoldrick
Author-X-Name-First: KimMarie
Author-X-Name-Last: McGoldrick
Author-Name: Sam Allgood
Author-X-Name-First: Sam
Author-X-Name-Last: Allgood
Title: Editorial statistics
Journal: The Journal of Economic Education
Pages: 453-453
Issue: 4
Volume: 54
Year: 2023
Month: 10
X-DOI: 10.1080/00220485.2023.2246238
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2246238
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:54:y:2023:i:4:p:453-453

Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2279634_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: Jenny Bourne
Author-X-Name-First: Jenny
Author-X-Name-Last: Bourne
Author-Name: Nathan D. Grawe
Author-X-Name-First: Nathan D.
Author-X-Name-Last: Grawe
Author-Name: Michael Hemesath
Author-X-Name-First: Michael
Author-X-Name-Last: Hemesath
Author-Name: Maya Jensen
Author-X-Name-First: Maya
Author-X-Name-Last: Jensen
Title: Scholarly activity among economists at liberal arts colleges: A life cycle analysis
Abstract: 
 The authors of this article introduce a database of scholarship among liberal arts college (LAC) economists. Capturing publications across the life cycle, the data speak to questions unexplored in existing work and point to answers often contrary to popular wisdom. First, limited evidence of a rising tenure bar is found. Moreover, while some claim that LAC macroeconomists face particular publication hurdles, the authors observe similar levels of scholarship across the micro/macro divide. Finally, authors of publications outside ECONLIT are not interdisciplinary specialists. Rather, LAC economists who produce the greatest amount of work in indexed venues also make the largest contributions outside the discipline’s traditional boundaries.
Journal: The Journal of Economic Education
Pages: 85-103
Issue: 1
Volume: 55
Year: 2024
Month: 1
X-DOI: 10.1080/00220485.2023.2279634
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2279634
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:1:p:85-103



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2274026_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: William L. Goffe
Author-X-Name-First: William L.
Author-X-Name-Last: Goffe
Title: Educational technology for teaching economics–Where to start and how to grow?
Abstract: 
 New economics instructors face numerous challenges when selecting technology for their courses. Because economists teach at a variety of institutions with diverse student bodies and since technology continues to evolve, this article focuses on general principles that novice instructors should consider when selecting technology for their courses. One principle is that technology should support “deliberate practice,” which encompasses many types of active learning. Instructors should be aware of the various constraints they face, including the numerous cognitive challenges to effective teaching, limitations to their own “working memory,” and potentially limited resources of their students and institutions. The “Substitution, Augmentation, Modification, Redefinition” (SAMR) framework is introduced to explain how technology might influence instruction. Finally, instructors should learn how to optimally use the technology they select.
Journal: The Journal of Economic Education
Pages: 77-84
Issue: 1
Volume: 55
Year: 2024
Month: 1
X-DOI: 10.1080/00220485.2023.2274026
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2274026
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:1:p:77-84



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2258876_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: Mary Lopez
Author-X-Name-First: Mary
Author-X-Name-Last: Lopez
Author-Name: Kirsten Wandschneider
Author-X-Name-First: Kirsten
Author-X-Name-Last: Wandschneider
Title: How to belong: Inclusive pedagogical practices for beginning instructors of economics
Abstract: 
 The authors of this article demonstrate best practices for creating belonging in economics, which allows diverse students to feel respected and accepted within the discipline. Opportunities to connect with economics allow students to understand and be empowered by the value they add to the classroom. The suggested practices thus include providing students with ample opportunities to apply their economics knowledge to their own personal experiences and giving them the support that sustains interest in and a connection with economics. Introductory classroom practices that are most useful for new instructors of economics (Level I activities) are presented, followed by a discussion of the various ways that new instructors can build out these practices in future iterations of their courses (Level II activities).
Journal: The Journal of Economic Education
Pages: 41-53
Issue: 1
Volume: 55
Year: 2024
Month: 1
X-DOI: 10.1080/00220485.2023.2258876
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2258876
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:1:p:41-53



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2249871_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: Gail M. Hoyt
Author-X-Name-First: Gail M.
Author-X-Name-Last: Hoyt
Author-Name: Roisin O’Sullivan
Author-X-Name-First: Roisin
Author-X-Name-Last: O’Sullivan
Author-Name: Darshak Patel
Author-X-Name-First: Darshak
Author-X-Name-Last: Patel
Title: If you only had five minutes: Best advice for new instructors of economics
Abstract: 
 Teaching a course in economics for the first time can be a daunting task, whether the instructor is a graduate student or a new faculty member in their first post-PhD years. In gauging what advice is considered most vital from among the plethora of potential sources, the authors surveyed seasoned economics instructors, asking respondents to distill their advice into what they could provide within a five-minute time constraint. Their responses were then processed with a mix of human perception and machine-based natural language processing. In this manner, they gained an understanding of what seems to matter the most when starting out in the economics classroom and thus provide usable insights for economic educators on both the giving and receiving end of the guidance process.
Journal: The Journal of Economic Education
Pages: 19-33
Issue: 1
Volume: 55
Year: 2024
Month: 1
X-DOI: 10.1080/00220485.2023.2249871
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2249871
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:1:p:19-33



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2249886_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: Gail M. Hoyt
Author-X-Name-First: Gail M.
Author-X-Name-Last: Hoyt
Author-Name: Roisin O’Sullivan
Author-X-Name-First: Roisin
Author-X-Name-Last: O’Sullivan
Title: If you only had two hours: Best advice for new instructors of economics
Journal: The Journal of Economic Education
Pages: 16-18
Issue: 1
Volume: 55
Year: 2024
Month: 1
X-DOI: 10.1080/00220485.2023.2249886
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2249886
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:1:p:16-18



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2269142_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: Carlos J. Asarta
Author-X-Name-First: Carlos J.
Author-X-Name-Last: Asarta
Title: Student engagement and interaction in the economics classroom: Essentials for the novice economic educator
Abstract: 
 Faculty often report limited student engagement in their economics courses. This deficiency makes it challenging for educators to excite students about our field, a situation that could have ripple effects in terms of the number of students who graduate as economics majors. For students, the lack of classroom engagement makes it unappealing to attend lectures and may hamper their learning outcomes. This article offers essential ideas, tools, activities, and resources that have been carefully filtered, curated, and annotated to lower the startup costs for new economic educators to maximize student engagement and interactions in their economics classrooms. Additionally, the resources presented in this article can be leveraged by more seasoned educators looking for ways to take their teaching to the next level.
Journal: The Journal of Economic Education
Pages: 54-62
Issue: 1
Volume: 55
Year: 2024
Month: 1
X-DOI: 10.1080/00220485.2023.2269142
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2269142
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:1:p:54-62



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2254756_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: Jennifer Imazeki
Author-X-Name-First: Jennifer
Author-X-Name-Last: Imazeki
Title: New instructor identity: Knowing yourself and knowing your audience
Abstract: 
 Effective communication is at the heart of good teaching, and one of the central tenets of effective communication is to know your audience. What often gets less attention is the need for good teachers to know themselves and consider how they are the same, or different from, their students. To build supportive relationships with students, instructors must be aware of the beliefs and assumptions they carry into the classroom because those beliefs inevitably influence virtually every pedagogical choice that instructors make. The author of this article provides advice and resources for new instructors to interrogate the beliefs they hold about their students, about teaching, and about their own identity as an economics instructor, and includes discussion of how these beliefs may manifest in pedagogical choices.
Journal: The Journal of Economic Education
Pages: 34-40
Issue: 1
Volume: 55
Year: 2024
Month: 1
X-DOI: 10.1080/00220485.2023.2254756
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2254756
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:1:p:34-40



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2265941_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: Gina C. Pieters
Author-X-Name-First: Gina C.
Author-X-Name-Last: Pieters
Title: Designing effective assessments in economics courses: Guiding principles
Abstract: 
 Used correctly, assessments play a vital role in the success of a course: they provide valuable feedback to students regarding their knowledge gaps, encourage deeper understanding of the material, help students to develop critical thinking, and guide students to accomplish a course’s learning goals. They also provide a signal to future employers, graduate programs, or future course instructors about the quality of a student’s understanding of the material. Used incorrectly, assessments likely achieve none of these. To avoid the latter outcome, this article’s author helps new instructors by (1) summarizing pedagogical theory of sound assessment design, (2) applying it to assessment design in economics courses, and (3) assembling examples of assessments from the economics literature for instructors who may wish to experiment with different assignments.
Journal: The Journal of Economic Education
Pages: 63-76
Issue: 1
Volume: 55
Year: 2024
Month: 1
X-DOI: 10.1080/00220485.2023.2265941
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2265941
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:1:p:63-76



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2261926_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857
Author-Name: Tisha L. N. Emerson
Author-X-Name-First: Tisha L. N.
Author-X-Name-Last: Emerson
Author-Name: KimMarie McGoldrick
Author-X-Name-First: KimMarie
Author-X-Name-Last: McGoldrick
Author-Name: Scott P. Simkins
Author-X-Name-First: Scott P.
Author-X-Name-Last: Simkins
Title: The study of economics at HBCUs and PWIs
Abstract: 
 This article’s authors use student transcript data to identify differences in the study of economics among Black students at HBCUs and PWIs. The data show that a higher fraction of Black students at HBCUs initially intend to study economics, relative to those at PWIs (4.0% vs. 1.3% of micro principles enrollees) and persist in the major (9.4% vs. 3.8%). Logit analysis suggests that (1) academically stronger Black students are less likely to persist to an economics degree at both institution types and (2) Black female students at HBCUs are as equally likely to persist to a degree in economics as their male counterparts while those at PWIs are less likely to persist. Additional research is needed to determine the causal factors responsible for these outcomes.
Journal: The Journal of Economic Education
Pages: 1-15
Issue: 1
Volume: 55
Year: 2024
Month: 1
X-DOI: 10.1080/00220485.2023.2261926
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2261926
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:1:p:1-15

Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2295284_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: William L. Goffe
Author-X-Name-First: William L.
Author-X-Name-Last: Goffe
Author-Name: Scott A. Wolla
Author-X-Name-First: Scott A.
Author-X-Name-Last: Wolla
Title: Cognitive science teaching strategies and literacy-targeted economics complementarities
Abstract: 
 This article’s authors describe both the advantages of a literacy-targeted introductory course and how it might be taught by employing evidence-based teaching practices developed by cognitive scientists to maximize learning. This pairing of literacy-focused content with evidence-based pedagogy is intended to enhance student learning while focusing on economic literacy rather than mastery of an encyclopedia of models. The literacy-targeted approach reduces the number of models and concepts introduced, therefore leaving more time for teaching strategies that increase comprehension and retention. The authors propose using two foundational economic models that can be utilized to illuminate a variety of economic concepts. These two models are illustrative of this approach, and others might be used. Frequent and varied use of these models deepens student understanding and lengthens retention.
Journal: The Journal of Economic Education
Pages: 156-165
Issue: 2
Volume: 55
Year: 2024
Month: 4
X-DOI: 10.1080/00220485.2023.2295284
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2295284
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:2:p:156-165



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2277768_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Wendy A. Stock
Author-X-Name-First: Wendy A.
Author-X-Name-Last: Stock
Title: Who does (and does not) take introductory economics?
Abstract: 
 The author of this article summarizes which, when, where, and how students take introductory economics. Among students who began college in 2012, 74 percent never took economics, up from 62 percent in 2004. Fifteen percent of beginning college students in 2012 took some economics, and 12 percent were one-and-done students. About half of introductory economics students never took another economics class, and only about 2 percent majored in economics. The characteristics of one-and-done and some economics students are generally similar and closer to one another than to students with no economics. The implication is that efforts to diversify the profession should focus at least in part on attracting students who would otherwise not take introductory economics.
Journal: The Journal of Economic Education
Pages: 110-127
Issue: 2
Volume: 55
Year: 2024
Month: 4
X-DOI: 10.1080/00220485.2023.2277768
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2277768
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:2:p:110-127



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2289969_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Avi J. Cohen
Author-X-Name-First: Avi J.
Author-X-Name-Last: Cohen
Author-Name: Wendy Stock
Author-X-Name-First: Wendy
Author-X-Name-Last: Stock
Author-Name: Scott Wolla
Author-X-Name-First: Scott
Author-X-Name-Last: Wolla
Title: Introduction to JEE symposium on “What should go into the only economics course students will ever take?”
Journal: The Journal of Economic Education
Pages: 107-109
Issue: 2
Volume: 55
Year: 2024
Month: 4
X-DOI: 10.1080/00220485.2023.2289969
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2289969
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:2:p:107-109



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2285451_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Mark Maier
Author-X-Name-First: Mark
Author-X-Name-Last: Maier
Author-Name: Phil Ruder
Author-X-Name-First: Phil
Author-X-Name-Last: Ruder
Title: Assessment to promote learning in a literacy-targeted (LT) economics course
Abstract: 
 The literacy-targeted (LT) introductory economics course seeks to reduce the quantity of economic concepts under study and increase students’ ability to apply those concepts to improve their own decisions and to make sense of economic news. The assessment strategy of the course must target students’ ability to transfer their conceptual knowledge to new situations. Assessments can include authentic and ill-structured problems. Frequent formative assessment with feedback gives students sufficient practice to develop deep understanding. Social learning pedagogy makes possible many more practice opportunities with immediate feedback than are possible in instructor-centered pedagogy. Regular writing assignments further develop students’ ability to apply economic concepts to real-world problems. Strategies from the writing across the curriculum (WAC) movement can limit the resulting increase in instructor workload.
Journal: The Journal of Economic Education
Pages: 146-155
Issue: 2
Volume: 55
Year: 2024
Month: 4
X-DOI: 10.1080/00220485.2023.2285451
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2285451
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:2:p:146-155



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2282016_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Avi J. Cohen
Author-X-Name-First: Avi J.
Author-X-Name-Last: Cohen
Title: What do we want students to (know and) be able to do: Learning outcomes, competencies, and content in literacy-targeted principles courses
Abstract: 
 Using the backward design model, the author of this article surveys and connects the economic competencies literature evolving from Hansen with the literature on literacy-targeted principles courses. He makes the case why departments should offer LT principles courses—which focus on higher-level mastery of a shorter list of concepts that students can apply throughout their lives—explains what students should be able to do after taking LT courses, and differentiates LT principles from existing “intro for non-majors” or “survey” courses. The author intends the article as a starting point for anyone interested in exploring or assessing the LT approach and suggests options for departments thinking about integrating LT principles into their course offerings.
Journal: The Journal of Economic Education
Pages: 128-145
Issue: 2
Volume: 55
Year: 2024
Month: 4
X-DOI: 10.1080/00220485.2023.2282016
File-URL: http://hdl.handle.net/10.1080/00220485.2023.2282016
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:2:p:128-145



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2311569_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: The Editors
Title: Correction
Journal: The Journal of Economic Education
Pages: 189-189
Issue: 2
Volume: 55
Year: 2024
Month: 4
X-DOI: 10.1080/00220485.2024.2311569
File-URL: http://hdl.handle.net/10.1080/00220485.2024.2311569
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:2:p:189-189



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2309369_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Gary A. Hoover
Author-X-Name-First: Gary A.
Author-X-Name-Last: Hoover
Author-Name: Ebonya Washington
Author-X-Name-First: Ebonya
Author-X-Name-Last: Washington
Title: How LT principles can improve diversity, inclusiveness, and student interest
Abstract: 
 Economics has a well-documented problem with diversity. Literacy-targeted (LT) courses designed for a broader spectrum of students have the potential to help address the underrepresentation of women and racial/ethnic minorities in the discipline. The authors of this article explore how, by using the LT approach, introductory economics instructors can employ discussion, data, media reports, experiments, and other activities to broaden the applications of classroom content, including addressing issues of racism and discrimination.
Journal: The Journal of Economic Education
Pages: 178-188
Issue: 2
Volume: 55
Year: 2024
Month: 4
X-DOI: 10.1080/00220485.2024.2309369
File-URL: http://hdl.handle.net/10.1080/00220485.2024.2309369
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:2:p:178-188



Template-Type: ReDIF-Article 1.0
# input file: VECE_A_2304896_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a
Author-Name: Jane Ihrig
Author-X-Name-First: Jane
Author-X-Name-Last: Ihrig
Author-Name: Mary Clare Peate
Author-X-Name-First: Mary Clare
Author-X-Name-Last: Peate
Author-Name: Scott Wolla
Author-X-Name-First: Scott
Author-X-Name-Last: Wolla
Title: Curriculum lag challenges and strategies for LT principles: Lessons from closing the monetary policy curriculum gap
Abstract: 
 The authors of this article address the challenges faced in implementing a literacy-targeted (LT) approach in economic education. Despite research demonstrating the benefits of the LT approach, there is resistance to its adoption in classrooms and the publication of supporting textbooks and materials. They identify four key input areas that serve as obstacles to moving the LT approach from academia to classroom adoption—standards and assessments, classroom materials, textbooks, and instructor knowledge—and suggest strategies for addressing each obstacle within three distinct economic education markets. Drawing from a case study on updating monetary policy instruction, the authors propose that a simultaneous, active, and systematic approach is essential to drive change and promote the adoption of the LT approach in economic education.
Journal: The Journal of Economic Education
Pages: 166-177
Issue: 2
Volume: 55
Year: 2024
Month: 4
X-DOI: 10.1080/00220485.2024.2304896
File-URL: http://hdl.handle.net/10.1080/00220485.2024.2304896
File-Format: text/html
File-Restriction: Access to full text is restricted to subscribers.
Handle: RePEc:taf:jeduce:v:55:y:2024:i:2:p:166-177