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A job, an office, power. What is success? Jamie Anderson and Ayelet Baron investigate a broader definition [ABSTRACT FROM AUTHOR]

The article discusses the challenge of educating a diverse group of students online. It offers pointers on how to teach the different categories of students online including the multicultural student, adult learner, and high school learners taking up college courses. Also included are the Generation X and Millennial students, special needs students, and neophytes to online education.

Clinical teaching is a Baby Boomer. After an extended infancy, it came of age in the 1960s. It challenged the entrenched isolation and aloofness of law school by questioning the very methods by which law is taught. Channeling the Boomers' cultural tenets of dismantling hierarchy, fostering collaboration, and advocating for social change, it shook off legal academia's suit and tie and rolled up its sleeves, bringing the community into the classroom and putting the university to work. These Boomer-era values are reflected in clinical teaching's enduring core principles of non-directive teaching, reflective practice, close and immediate supervision, learning from experience, and a commitment to social justice. In clinical education's formative years, teachers, students, and pedagogy were sympathetically aligned. All came from the same generational neighborhood and brought similar perspectives on the purposes of education, work, and advocacy to the clinic. Today, generational diversity is the norm. Baby Boomers mentor Generation X colleagues in the teaching of Millennial students. Generational variety brings a multitude of differing approaches to clinical pedagogy. There is no longer a presumptive unity between social and pedagogical perspectives. Clinical teachers and students must now mind the generational gap. [ABSTRACT FROM AUTHOR]

Analysts have regarded education transitions research as revealing late stage educational egalitarianism in the United States (eg.. Stolenberg. l994) and as sufficiently robust to guide policymakers (e.g.. hut. 2007). However, critics suggest parameter estimates are contaminated by selection bias (e.g. De Graaf & Ganzehoom. 1993). key parameter differences are unidentified (e.g.. Cameron & Iteck nan. 1998). cross-transition comparison's are faulty, and the data are inappropriate. Useful modifications have been offered. (e.g.. Breen & Jonssori. 200(1: Hauser & Andrew. 2001) Lucas. 2001. but analysts have yet to comprehensive address the challenges critics pose. In response. we propose a neo-classical education transitions approach that uses fuller sets oh data and models that explicitly address the primary threats to proper inference. Using this approach we re-assess the educational attainment process for a baby boorrier cohort, a Generation X cohort, and a Generation Y cohort. All cohorts fail to replicate the waning coefficients pattern. Methodologically, the study responds to criticisms in a way that oIlers methods or continued cross-national comparative research. Substantively, the study undermines confidence that standard education transitions research can provide policy guidance and the claim of late stage egalitarianism in the' United States educational attainment process. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including information on International Society for Performance Improvement conference; educating and training generations X, Y and Z; and relationship between emotional intelligence and employee turnover.

A letter to the editor is presented in response to the article discussing education of generation X.