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Inflation has, in modern history, two and only two causes: first, the federal government spending more than it collects in taxes; second, full central bank accommodation of the spending in [...]

The role of fathers in elementary education has shifted drastically in recent years. In particular, stay-at-home dads (SAHDs) have become more relevant in the lives of children. Despite these changes, there remains a paucity of research on SAHDs' experiences with their children's schools. This qualitative study examined SAHDs' perceptions of and experiences with their children's schools. The research identified three themes: (a) involvement, (b) interactions, and (c) communication. The researchers discuss implications for elementary school counseling practice as well as future areas of research.

This study used a strengths-based approach to examine the distribution of perceived parent involvement factors during high school from the perspective of academically successful Black male college students. Black males enrolled in an undergraduate degree program at a university in the southern region of the United States completed Yan and Lin's "Parent Involvement During High School" survey, adapted from the National Education Longitudinal Study of 1988. Results revealed that among the distribution of the three factors (family obligation, parent information network, and family norms), Family norms was perceived as the most prevalent parent involvement subscale factor during high school for this particular population. The family norms factor subscale's parent--teenager relationship emerged as the most dominant variable followed by educational expectations. We delineate implications for school counselors and research.

This article is for practicing or aspiring school administrators. The demand for excellence in public education has lead to an emphasis on standardized test scores. This article explores the development of a professional enhancement program designed to prepare teachers to teach higher order thinking skills. Higher order thinking is the primary focus of many state and national tests that are mandated. Teachers play a crucial role in preparing students to be thinkers. Institutions of higher learning must evaluate their instructional practices to ensure that teachers are prepared to meet the new challenges of standardized testing. Additionally, principals, as instructional leaders, need to understand higher order thinking skills and how to assist teachers in their development of this teaching practice. The Gallagher Aschner model of questioning students is explored as a preliminary means to begin the development of higher order thinking skills. Suggestions for professional development around the use of this method are presented.

Community colleges continue to experience growth in online courses. This growth reflects the need to increase the numbers of students who complete certificates or degrees. Retaining online students, not to mention assuring their success, is a challenge that must be addressed through practical institutional responses. By leveraging existing student information, higher education institutions can build statistical models, or learning analytics, to forecast student outcomes. This is a case study from a community college utilizing learning analytics and the development of predictive models to identify at-risk students based on dozens of key variables. (Contains 4 tables and 3 figures.)

From birth children are labeled, motivated and sometimes stifled by words. In the home, community ore school, it is obvious that children cannot escape words and their influence. This article describes the processes and the effects of words on children's journey to adulthood and underscores the importance of educators' understanding of positive messages.

Why are the brightest of the young, African-American male high school graduates not seeking a career in teaching? It is widely recognized that there are pedagogical and societal benefits to having more African-American male role models for both African-Americans and other ethnic and racial groups. This investigation was based on the premise that awareness of issues restricting African-American male participation could significantly contribute to larger effort to create a culturally informed and culturally diverse teaching population. The study was designed to answer the questions: Is there a pool of qualified, interested male African-American high school students available to be recruited into teacher education programs? If so, what are the barriers that restrict them from pursuing a teaching career? To seek answers to this question, this investigation surveyed the attitudes of African-American male honor graduates with regard to teaching as a career choice. The findings in this study, although limited, have suggested that some qualified African-American male students are interested in teaching a career and are available to be recruited into teacher education programs. Results suggest that lack of career awareness, lack of positive information regarding the profession, and lack of encouragement are obstacles to students pursuing that interest.

We examine a general equilibrium model with an asset and consumption good with specific steady-state competitive equilibrium properties. Two specific environments are considered in our modeling: the asset is a substitute (the asset can be immediately consumed or stored for later use) or a complement (the asset is not for immediate consumption but produces consumption goods in later periods). We test our model through a series of market experiments. We find that markets help extract a large amount of the surplus. However, markets do not realize the full surplus due to over-trading in the asset market, especially when the asset is a substitute. [ABSTRACT FROM AUTHOR]

The article focuses on Adam Smith's "The Theory of Moral Sentiments" and its foundational role in understanding classical liberalism and the growth of Western society. It explores Smith's ideas about human sociality, mutual fellow-feeling, justice, and the evolution of human conduct in the context of society, highlighting how these concepts contributed to the development of classical liberalism and the rule of law.

Describing an online faculty member or community college faculty member may soon be synonymous. The role of the online faculty and the knowledge and skills associated with the growth of online course enrollments are transforming the nature and characteristics of community college faculty as a profession. To accomplish these tasks, an online community college faculty member must master new skills that incorporate new technologies and new instructional assumptions and strategies. This chapter identifies the essential tasks, skills, and knowledge that online community college faculty members need to master as a profession in a dynamic time of change, including the online course production models that enhance or detract from that mastery.

Collaboration seems to be an almost inherent theme in most current trends and theories shaping early childhood special education reform; so much so, that we possibly reference these theories only in terms of their collaborative nature, without fully understanding them. Response to Intervention is currently getting a great deal of attention, not only due to its inclusive nature regarding other promising educational concepts (such as differentiated instruction), but because included in the RTI framework are implications regarding the current system of testing for special education eligibility and the categorization of students receiving special education services. This paper presents a review of where the field may be heading with future initiatives regarding early childhood special education and how it relates to implications for the early childhood special needs teacher. (Contains 1 figure.)

Because the demand for excellence in public education is ever present, this article explores the development of a professional enhancement program designed to select and develop a qualified, competent faculty and staff. The basis for the program is a strong educational philosophy, which leads to a vision of what schools can be. It stresses the need for leadership on the part of administrators and the awareness that good administrators are change agents. It points out that good recruitment and selection lessens the demands on a staff development program. Even so, it concludes that staff development must be a continuous process. The cornerstone of this article is a desire for excellence. Recognizing that there is no place for mediocrity in education, this information is offered for those who recognize the same.

Rio Salado is a nontraditional community college that is highly integrated in the global economy. This chapter describes the Rio Salado College systems approach, which relies almost exclusively on adjunct faculty to accomplish its mission, vision, and purposes.

Web-based, e-learning classes, or online classes that use a proprietary course management system such as Blackboard, are an increasingly prominent part of higher education, particularly in community colleges. In fact, more than three-quarters of community colleges now offer the same course in face-to-face and online modes. And community colleges offer a higher proportion (44 percent) of distance learning courses than any other type of institution. Whether in the community college setting or elsewhere, these new instructional technologies change both the way faculty work and how instruction is produced: In some cases, professors maintain their central role in instruction; in others they are part of a virtual assembly line, performing only a few of the several tasks involved in producing a class. This article explores three models of how e-learning classes are produced in a large, metropolitan community college district. The authors concentrate on Web-based/asynchronous instruction, a specific type within the larger category of e-learning. To better understand the situation, they detail how the production of the classes is organized at a large, multi-campus district and focus on three high enrollment courses--introductory English, introductory psychology, and introductory computer applications--offered in three colleges.