Journal of Economic Education

Papers
(The median citation count of Journal of Economic Education is 1. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-05-01 to 2025-05-01.)
ArticleCitations
Teaching before and during COVID-19: A survey26
The link between financial education and financial literacy: A cross-national analysis24
Is economics STEM? Process of (re)classification, requirements, and quantitative rigor16
Significant learning in introductory macroeconomics: Addressing misconceptions about “others”12
Enhancing critical thinking skill formation: Getting fast thinkers to slow down10
Trends in undergraduate economics degrees, 2001–202010
Teaching an undergraduate elective on the Great Recession (and the COVID-19 recession too)10
“Provide a complete, concise economic analysis of the following article…”: Using outside readings to train students to answer a single question8
Gender gap in university studies of economics-business area: Evidence from Spain8
If you only had five minutes: Best advice for new instructors of economics8
Teaching controversial and contemporary topics in economics using a jigsaw literature review activity8
Ore money ore problems: A resource extraction game7
ClimeHop: An interactive app for teaching cost-effective biodiversity conservation under climate change6
The economics of social entrepreneurship6
Exploring endogenous growth through simulation6
Teaching democracy and capitalism: High engagement and “doing economics”5
The economics behind Jacob Lawrence’s Migration Series5
Teaching fiscal policy to undergraduates: A new paradigm for the 21st century5
Teaching vaccines using internal-to-the-market externalities5
Classroom management and student interaction interventions: Fostering diversity, inclusion, and belonging in the undergraduate economics classroom4
Editorial statistics4
An undergraduate economics course on belief formation and influence4
Teaching development economics from a gender perspective4
The making of an economic gadfly: David Colander and graduate economics education4
Unequal exposure: An inclusive approach to teaching environmental justice4
Economic and financial education for investment and financing decision-making in a graduate degree: Experimental evaluation of the effectiveness of two delivery methods4
Teaching with Superstore4
What does critical thinking mean in teaching economics?4
Helping some and harming others: Homework frequency and tradeoffs in student performance4
Teaching student-driven modules in macroeconomics classes4
Teaching the COVID-19 lockdown using the Keynesian Cross4
Who does (and does not) take introductory economics?3
Cooperative learning exercises in an online asynchronous economics classroom3
A classroom market experiment: Data and reflections3
The study of economics at HBCUs and PWIs3
Alternatives to the scarcity principle3
How to belong: Inclusive pedagogical practices for beginning instructors of economics3
Two models for illustrating the economics of media bias in a policy-oriented course3
Games in the classroom: A symposium3
Online proctored assessment during COVID-19: Has cheating increased?3
Asynchronous learning design—Lessons for the post-pandemic world of higher education3
Requirements of the undergraduate economics major: An update and comparison3
Reproducing the stylized facts that motivate models of international trade with heterogeneous firms3
Challenges and lessons: Design and implementation of a multi-site evaluation of team-based learning3
Student engagement and interaction in the economics classroom: Essentials for the novice economic educator2
Expanding diversity (in) undergraduate classes with advancements in (the) teaching (of) economics: A symposium2
Introduction to JEE symposium on “What should go into the only economics course students will ever take?”2
Lessons from the fields2
The economic way of thinking in a pandemic2
What does critical thinking mean in teaching economics?: The big and the little of it2
COVID-19 as a trigger of persistent innovations: Evidence from an economics elective at Claremont McKenna College2
Explaining heterogeneity in student diversity across economics departments2
Writing-to-learn: Strategies to promote engagement, peer-to-peer learning, and active listening in economics courses2
Teaching public policy analysis: Lessons from the field2
Dynamic macroeconomic models with Excel2
Assessment to promote learning in a literacy-targeted (LT) economics course2
The instructor as ambassador2
Teaching the crisis: Climate change policy and cost curve confusion2
Prepping for a proposal—Using journal articles in a labor economics course1
Economics of artificial intelligence and innovation1
Adverse selection and risk pooling in the health insurance market: A classroom demonstration1
Teaching discrimination in introductory economics: An approach incorporating stratification economics1
TBL Fridays: Using team-based learning to engage in policy debates in an introductory class1
Trends in undergraduate economics degrees, 2001–20221
An alternative approach for introducing instrumental variables based on ordinary least squares omitted variable bias1
The economic knowledge of Czech high school students: Analysis of the Economics Olympiad1
Failure, withdrawals, and retakes in intermediate microeconomics1
Promoting economic literacy: Combining news articles and clicker questions in a large introductory microeconomics course1
International trade with heterogeneous firms: An interactive classroom simulation1
Integrating economics into professional studies: Criminal justice, health, and public policy education1
Designing effective assessments in economics courses: Guiding principles1
Price discrimination: Teaching new results with simple exercises1
Integrating data science into an econometrics course with a Kaggle competition1
A symposium on crisis-related teaching1
Introduction: In Memory of David Colander (November 16, 1947–December 4, 2023)1
Teaching and learning communities of practice in economics1
What do we want students to (know and) be able to do : Learning outcomes, competencies, and content in literacy-targeted principles course1
Critical thinking and economic instruction: One approach and six points of view1
Team-based learning in economics: Promoting group collaboration, diversity and inclusion1
Correction1
Critical thinking on the Samuelsonian Gospel according to John and David1
David Colander: Polite transgressor1
Does supportive feedback on class rank improve scores for intermediate-level microeconomics?1
Let’s close the gap: Updating the textbook treatment of monetary policy1
How LT principles can improve diversity, inclusiveness, and student interest1
Undergraduate journals and conferences: Pathways to understanding the economics profession1
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