Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment

Asserting that “elementary teachers are going to become increasingly involved with economic concepts, and that economic education at the elementary level is at an important developmental state,” Professor Ramsett explains how economics can be included in the elementary school curriculum without taking other subject matter out, and suggests approaches to the training of elementary teachers. He describes some innovative techniques being used at North Dakota's New School of Behavioral Studies, illustrates methods for motivating pupils, shows how economic concepts can be related to other subjects (such as arithmetic), and calls for cooperation between educators and liberal arts faculties in preparing the elementary teacher.     

Cash Position, Credit Risk and Hedging

In choosing between forward and spot hedging, cash constrained and/or high credit risk firms are more likely to hedge foreign currency transactions forward than firms of greater quality. This arises because the cost of the levered component of a spot hedge is greater than the cost of the unlevered component and this premium increases with higher credit risk. For given cash and credit characteristics, importers are more (less) likely to hedge forward than exporters if transactions costs in the home security market are less (more) than the corresponding costs in the foreign security market.     

Impacts of alternative degrees of freedom corrections in two and three stage least squares

There is a lack of uniformity concerning the appropriate degrees of freedom to use in estimating simultaneous equations. This issue is examined through a Monte Carlo study comparing estimates and inferences obtained using alternative choices of degrees of freedom in two and three stage least squares. While 2SLS estimates do not depend upon this choice, 3SLS estimates do. However, in the study the choice had little impact on 3SLS estimates. But the results strongly suggest that approximate tests conventionally used are much more accurate for both methods if estimated variances account for lost degrees of freedom.     

Eliciting Subjective Beliefs about Mortality Risk Orderings

We develop an experimental method to elicit subjective beliefs about the ordering of mortality risk over different causes of death. The experimental procedure emphasizes incentive-compatibility, so that the individual has a positive financial incentive to respond truthfully. We also consider the extent to which individuals have subjective beliefs for sub-segments of the population that are more accurate than their beliefs about the risks for the population as a whole. We propose several hypotheses concerning the degree of familiarity of the risks, and find that the evidence supports those hypotheses. The evidence also suggests that there is no discernible difference between beliefs elicited using hypothetical or real financial rewards in the elicitation format we use. Our findings restore some confidence in the ability to elicit beliefs about mortality risks, and therefore to get reliable estimates of the monetary value of a statistical life. We dedicate this paper to the memory of J. Clay Lesley, who assisted us in the design and execution of the experiments and was a valued student, colleague and friend.     

Learning from Personal Experience: One Rational Guy and the Justification of Myopia

The paper examines a large population analog of fictitious play in which players learn from personal experience, focusing on what happens when a single rational player is added to the population. Because the learning process naturally generates contagion dynamics, the rational player at times has an incentive to act nonmyopically. In 2 × 2 games the dynamics are asymmetric and favor risk dominant equilibria. A variety of other examples are presented.Journal of Economic LiteratureClassification Number: C7.