The Social Embeddedness of Transactions: Evidence from the Residential Real-Estate Industry

Information and communications technologies (ICT) are becoming pervasive in the residential real-estate industry and their usage is affecting the work lives of real-estate agents. Drawing on data from a regional study of the residential real-estate industry in the United States, we focus on the disintermediation or, more accurately, the reintermediation of real-estate agents in the sales process. Using data collected from interviews, direct observation, and archival records, we examine how real-estate agents are (1) taking advantage of new ICT in their work, and (2) protecting themselves from others wishing to displace their position in the real-estate value chain. Our analysis of this activity draws on two contrasting theoretical perspectives to illuminate the roles of residential real-estate agents: transaction cost and social capital. The results of this study provide insights into the ways in which ICT are used to build and draw on the social relationships that underpin the actual transactions, to help guide the process of buying/selling a house, and to invoke expertise as needed.     

Potential stereotype threat and face validity effects on cognitive‐based test performance in the classroom

Evaluation is an inherent part of education for an increasingly diverse student population. Confidence in one’s test‐taking skills, and the associated testing environment, needs to be examined from a perspective that combines the concept of Bandurian self‐efficacy with the concept of stereotype threat reactions in a diverse student sample. Factors underlying testing reactions and performance on a cognitive ability test in four different testing conditions (high or low stereotype threat and high or low test face validity) were examined in this exploratory study. The stereotype threat manipulation seemed to lower African‐American and Hispanic participants’ test scores. However, the hypothesis that there would be an interaction with face validity was only partially supported. Participants’ highest scores resulted from low stereotype threat and high face validity, as predicted. However, the lowest scores were not in the high stereotype threat/ low face validity condition as expected. Instead, most groups tended to score lower when the test was perceived to be more face valid. Stereotype threat manipulation affected Whites as well as non‐Whites, although differently. Specifically, high stereotype threat increased Whites’ cognitive ability test scores in the low face validity condition, but decreased them in the high face validity condition. Implications for testing and classroom environment design are discussed.     

Learning music from collaboration

I draw on two traditions of research: the social psychology of collaborative groups, and the ethnographic study of improvisational performance. I outline a general model of group creativity derived from these traditions. I show how the model can be used to better understand musical competence and performance, and I provide recommendations for how music education can take better advantage of collaboration.     

Tennessee meets the challenge of dyslexia

In 1993, the Tennessee General Assembly voted funds to establish a model unit of integrated services and research to address the full scope of issues associated with dyslexia. Dyslexia is characterized as significant difficulty in reading and spelling individual words. In the Tennessee Center for the Study and Treatment of Dyslexia, these problems are presumed to be the consequence of a phonological core deficit. When compared to typical readers, matched for age or reading level, dyslexic readers evidence average listening comprehension, a relative strength in reading comprehension, deficits in word recognition and spelling, and severe deficits in word analysis as well as in awareness and manipulation of phonemes. Integration of this information yields a diagnostic profile that may be applied in the differential diagnosis of dyslexia both in clinical and school settings. This paper presents an overview of the Tennessee Center for Dyslexia and the services it provides as well as its guidelines for interpreting the results of norm-referenced tests and criterion-referenced measures to diagnose dyslexia and plan appropriate intervention. Frith’s (1985, 1986) developmental framework for reading acquisition is integrated with the assessment data to outline an instructional plan that addresses mastery of skills within and across the hierarchical phases—logographic, alphabetic, and orthographic—of reading development.     

Design observations for interagency collaboration

We present 14 design observations for public safety networks (PSNs) and describe how they may apply more broadly to a wider range of inter-organizational systems within the public sector. A PSN is an interagency collaboration focused on developing and using information systems in support of information sharing and functional interoperability among public safety organizations engaged in law enforcement, criminal justice, and emergency response. We base our design observations upon an analysis of an extensive survey of 80 PSNs plus 6 in-depth case studies. The design observations identify commonalities that can guide agencies participating in interagency collaborations in addressing the interlocking issues they face. Our goal in presenting this set of design observations is to: (1) encourage improved PSN systems design and (2) draw attention to the importance of jointly addressing governance and technological considerations when designing PSNs.     

Monty's dilemma with no formulas

The article presents an attempt to analyse Monty's dilemma by means of conversational formula‐free dialogues and to simulate the problem by composing isomorphic stories. The crucial roles of specifying the underlying scenarios and explicating epistemic and probabilistic assumptions are highlighted.     

Coming of Age: A National Study of Adult Museum Programs

The Education Department at the Museum of the Rockies and the Kellogg Center for Adult Learning Research at Montana State University conducted a national study of adult museum programs from 1996–1999. A total of 508 adult program participants, 75 instructors, and 143 planners of adult programs in museums were interviewed either via telephone or in person. The study sought to answer three questions: (1) From participants' perspectives, what constitutes an excellent museum program for adults? (2) What teaching strategies are employed in successful and innovative museum programs? and (3) Does the informal learning environment of a museum offer anything unique to the adult learning experience? This research effort is one example of how university museums advance our understanding of informal education theory and its application to practice.