The American Economist has a long and significant history of publishing research in the field of economic education. This article provides a review and synthesis of the 70 economic education articles published by the journal between spring 1990 and spring 2015. The authors discuss The American Economist’s contribution to the field of economic education according to four primary themes: program design, instructional and assessment methodology, instructional materials, and student outcomes.
AhsanS. M. (1991). A geometric method for analyzing many-firm or many-period problems in micro theory. The American Economist, 34(2), 86-89.
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AllgoodS.WalstadW. B.SiegfriedJ. J. (2015). Research on teaching economics to undergraduates. Journal of Economic Literature, 53, 285-325.
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BeckerW. E. (2007). Quit lying and address the controversies: There are no dogmata, laws, rules or standards in the science of economics. The American Economist, 51(1), 3-14.
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BenedictM. E.HoagJ. (2002). Who’s afraid of their economics classes? Why are students apprehensive about introductory economics courses? An empirical investigation. The American Economist, 46(2), 31-44.
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BoatmanK.CourtneyR.LeeW. (2008). “See how they learn”: The impact of faculty and student learning styles on student performance in introductory economics. The American Economist, 52(1), 39-48.
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BosshardtW.ManageN. (2011). Does calculus help in principles of economics courses? Estimates using matching estimators. The American Economist, 56(1), 29-37.
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BrockJ. R.LopusJ. S. (2015). A note on teaching about fair trade. The American Economist, 60(1), 74-78.
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BrueS. L. (1996). Controversy and change in the American economics curriculum. The American Economist, 40(2), 44-51.
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BurrusR. T.Jr.JonesA. T.SackleyB.WalkerM. (2013). It’s the students, stupid: How perceptions of student reporting impact cheating. The American Economist, 58(1), 51-59.
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ButtersR. B.AsartaC. J.FischerT. J. (2011). Human capital in the classroom: The role of teacher knowledge in economic literacy. The American Economist, 56(2), 47-57.
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ChaudhuriA. (2002). A simple algebraic approach to teaching oligopoly models. The American Economist, 46(1), 36-41.
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ChristoffersenS. (2002). An active learning tool for the principles of economics: The allocation exercise. The American Economist, 46(2), 65-68.
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ClarkC.ScafidiB.SwintonJ. R. (2012). Does AP Economics improve student achievement?The American Economist, 57(1), 1-20.
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CohnE.CohnS.BalchD. C.BradleyJ.Jr. (2004). The relation between student attitudes toward graphs and performance in economics. The American Economist, 48(2), 41-52.
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DeLoachS. B.Perry-SizemoreE.BorgM. O. (2012). Creating quality undergraduate research programs in economics: How, when, where (and why). The American Economist, 57(1), 96-110.
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FanL.FanC. (2002). The Mundell-Fleming model revisited. The American Economist, 46(1), 42-49.
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FineganT. A. (2014). Counting economics PhDs: How many new graduates do U.S. universities produce?The American Economist, 59(1), 1-19.
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FineganT. A.SiegfriedJ. J. (1998). Do introductory economics students learn more if their instructor has a Ph.D. The American Economist, 42(2), 34-46.
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FineganT. A.SiegfriedJ. J. (2000). Are student ratings of teaching effectiveness influenced by instructors’ English language proficiency?The American Economist, 44(2), 17-29.
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FuessS. M.Jr.(2001). Globalizing the economics curriculum: A view from Japan. The American Economist, 45(2), 40-50.
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GilletteD. H. (1994). Hyperlecturing and linkages. The American Economist, 38(2), 58-65.
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GilletteD. H. (2001). Extending traditional classroom boundaries. The American Economist, 45(2), 57-68.
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GillisM. T.HallJ. (2010). Using the Simpsons to improve economic instruction through policy analysis. The American Economist, 55(1), 84-92.
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GravesP. E.SextonR. L. (2009). Cross price elasticity and income elasticity of demand: Are your students confused?The American Economist, 54(2), 107-110.
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GregorowiczP.HegjiC. E. (2000). Teaching international trade and finance using computer spreadsheets. The American Economist, 44(2), 46-50.
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GrimesP. W. (1995). Economic education for at-risk students: An evaluation of “choices & changes.”The American Economist, 39(1), 71-83.
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GrimesP. W. (2016). Looking back: A bibliographic history ofThe American Economist. The American Economist, 61(1), 4-20.
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GrimesP. W.NelsonP. S. (1998). The social issues pedagogy vs. the traditional principles of economics: An empirical examination. The American Economist, 42(1), 56-64.
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GrimesP. W.RayM. A. (1993). Economics: Microcomputers in the college classroom—A review of the academic literature. Social Science Computer Review, 11(4), 38-49.
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GrimesP. W.RezekJ. P.CampbellR. C. (2013). Academic success and the transfer of community college credits in the principles of economics. The American Economist, 58(1), 27-40.
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GuntherW. D. (2013). The history of Omicron Delta Epsilon: The international honor society in economics. The American Economist, 58(2), 84-101.
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HadsellL. (2005). Exploring values in the classroom: Three exercises for introductory economics. The American Economist, 49(2), 51-59.
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HillC. D.StegnerT. (2003). Which students benefit from graphs in a principles of economics class?The American Economist, 47(2), 69-77.
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JackstadtS. L.HuskeyL.MarxD. L.HillP. L. (1990). Economics 101 and an economic way of thinking. The American Economist, 34(2), 79-87.
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KuperbergM. (2013). Teaching time-inconsistency consistently. The American Economist, 58(2), 153-159.
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KyerB. L.MaggsG. E. (2005). A note on government budgets. The American Economist, 49(2), 87-89.
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LoM.WongM. C. S.MixonF. G.AsartaC. J. (2015). Ranking economics journals and articles, economics departments, and economists using teaching-focused research productivity: 1991-2011. Perspectives on Economic Education Research, 9(2), 119-133.
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LombardiW. J. (1990). Book review: Managerial economics. The American Economist, 34(2), 94.
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LopusJ. S.GrimesP. W.BeckerW. E.PearsonR. A. (2007a). Effects of human subjects requirements on classroom research: Multidisciplinary evidence. Journal of Empirical Research on Human Research Ethics, 2(3), 69-77.
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LopusJ. S.GrimesP. W.BeckerW. E.PearsonR. A. (2007b). Human subjects requirements and economic education researchers. The American Economist, 51(2), 49-60.
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LopusJ. S.HoffJ. (2009). An empirical analysis of alternative assessment strategies in the high school economics class. The American Economist, 54(2), 38-51.
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LopusJ. S.MaxwellN. L. (1994). Beyond high school: Does the high school economics curriculum make a difference?The American Economist, 38(1), 62-69.
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LoviscekA. L.CloutierN. R. (1997). Supplemental instruction and the enhancement of student performance in economics principles. The American Economist, 41(2), 70-76.
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LuccasenR. A.HammockM.ThomasM. K. (2011). Teaching macroeconomic principles using animated cartoons. The American Economist, 56(1), 38-47.
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MagoS. D. (2014). The multiplier effect: A classroom exercise. The American Economist, 59(2), 182-194.
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MarchandJ. R.RigdonM. L.RoufagalasJ. (2000). Third degree price discrimination: A profitable arbitrage case, a note. The American Economist, 44(2), 92-94.
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MarvastiA. (2007). Foreign-born teaching assistants and student achievement: An ordered probit analysis. The American Economist, 51(2), 61-71.
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McCannonB. C. (2014). Do economists play well with others? Experimental evidence on the relationship between economics education and pro-social behavior. The American Economist, 59(1), 27-33.
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McGoldrickK. (2003). “The game of life”: Using a student developed course project to create a learning community in the classroom. The American Economist, 47(2), 52-68.
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McGoldrickK.BattleA.GallagherS. (2000). Service-learning and the economics course: Theory and practice. The American Economist, 44(1), 43-52.
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MilkmanM.McCoyJ. (2014). Characteristics of exemplary programs in preparing graduate assistants to teach economics. The American Economist, 59(1), 20-26.
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MillerJ. D.FeltonD. (2002). Using Greek mythology to teach game theory. The American Economist, 46(2), 69-79.
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MillerJ. R.NuttingA. W.Baker-EvelethL. (2013). The determinants of electronic textbook use among college students. The American Economist, 58(1), 41-50.
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National Council on Economic Education. (1989). Choices & changes teacher training handbook. New York, NY: Author.
55.
NelsonC. L. (1995). Neglect of economic education in Webster’s Blue-Backed speller. The American Economist, 39(1), 66-70.
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NorthropE. (2000). Normative foundations of introductory economics. The American Economist, 44(1), 53-61.
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O’NeillP. B. (2001). Essay versus multiple choice exams: An experiment in the principles of macroeconomics course. The American Economist, 45(1), 62-70.
58.
PerkinsW. C. (2010). An introduction to the economic method. The American Economist, 55(1), 73-83.
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PoastP. D. (2001). The short-run mirror-image teaching model: Exploring the relationship between the Phillips Curve and the AD-AS model. The American Economist, 45(2), 75-84.
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QuddusM.Bussing-BurksM. (1997). Learning techniques in economics at the principles level. The American Economist, 41(2), 54-61.
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RayM. A. (1992). Economic education, experimental methods and the structure-conduct-performance paradigm. The American Economist, 36(2), 66-71.
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ReyesJ. W. (2010). Teaching the art of economic research in a senior seminar. The American Economist, 55(2), 111-123.
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RieberW. J. (2010). A note on the teaching of dumping in international economics textbooks. The American Economist, 55(2), 170-172.
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SaundersP. (1991). Test of understanding in college economics: Examiner’s manual (3rd ed.). New York, NY: National Council on Economic Education.
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SchuhmannP. W.McGoldrickK.BurrusR. T. (2005). Student quantitative literacy: Importance, measurement, and correlation with economic literacy. The American Economist, 49(1), 49-65.
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ScottJ. (2002). Transitivity is not necessary to show that indifference curves cannot intersect, a note. The American Economist, 46(2), 88.
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SiegfriedJ. J.WalstadW. B. (2014). Undergraduate coursework in economics: A survey perspective. The Journal of Economic Education, 45, 147-158.
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SkoorkaB. M.CondonC. M. (2002). Factors underlying trends in economics majors: A cause for concern?The American Economist, 46(2), 54-64.
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SoperJ. C.WalstadW. B. (1983). On measuring economic attitudes. The Journal of Economic Education, 14(4), 4-17.
70.
ThomasM. K.CampbellR. C. (2006). Teacher training and market attitudes in transitioning economies. The American Economist, 50(2), 32-41.
71.
VenkateswarluT. (1997). Law and economics course readings: A survey of North American universities. The American Economist, 41(1), 89-93.
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VenkateswarluT. (1999). Regulatory economics: Survey of reading materials in universities in Canada and the United States of America. The American Economist, 43(1), 91-97.
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VenkateswarluT. (2002). Economic development: Survey of course outlines in North American universities. The American Economist, 46(1), 71-77.
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WagnerJ. E.NewmanD. H. (2013). The Simon-Ehrlich bet: Teaching relative vs. absolute scarcity. The American Economist, 58(1), 16-26.
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WalstadW. B.RebeckK. (2001). Test of economic literacy: Examiner’s manual (3rd ed.). New York, NY: National Council on Economic Education.
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WalstadW. B.WattsM. W.RebeckK. (2007). Test of understanding in college economics: Examiner’s manual (4th ed.). New York, NY: National Council on Economic Education.
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WangX. H.YangB. Z. (2003). Classification of 2 × 2 games and strategic business behavior. The American Economist, 47(2), 78-85.
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WattsM.BeckerW. E. (2008). A little more than chalk and talk: Results from a third national survey of teaching methods in undergraduate economics courses. The Journal of Economic Education, 39, 273-286.
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WebsterN. (1857). The elementary spelling book: Being an improvement on “the American spelling book.”New York, NY: D. Appleton.
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WeismanD. L. (2012). An essay on the art and science of teaching. The American Economist, 57(1), 111-125.
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WunderT.ElliottD. R.EnglandS. (2013). Is distance learning really a substitute for on-site learning? Perceptions of faculty who teach undergraduate economics using both formats. International Review of Economic Education, 14, 4-15.
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ZetlandD.RussoC.YavapolkulN. (2010). Teaching economic principles: Algebra, graph or both?The American Economist, 55(1), 123-131.
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ZhouZ. (2013). Impact of economics learning on risk preferences and rationality: An empirical investigation. The American Economist, 58(1), 4-15.
84.
ZweigM.DawesW. (2000). Qualitative and quantitative methods: A new design for introductory economics. The American Economist, 44(2), 30-35.
