Modelling Opportunity Recognition Competence as a Foundation for Teaching and Learning in Vocational Education

Due to tremendous worldwide changes, the entrepreneurial imperative demands innovation. Therefore, companies as well as employees require innovative thinking and acting skills to cope with modern challenges. Opportunity Recognition represents the starting point for such entrepreneurial endeavours. Hence, this paper focuses on modelling Opportunity Recognition as well as the development of an Opportunity Recognition competence model as the foundation for teaching and learning in vocational education. Building on vocational situations that trigger innovations (opportunities) and the necessary competence facets that are needed to apply competent vocational behaviour in such situations (Opportunity Recognition), we conduct a systematic literature review and develop a comprehensive Opportunity Recognition competence model. We thereby link the found vocational situations (opportunities) with the found more abstract and latent competence facets of Opportunity Recognition and operationalise them by more observable indicators, which can be construed as evidence for the latent construct and related to successful performance in associated vocational situations. This modelling procedure of “evidence-based reasoning” allows inferences from the observed behaviour to the underlying, although not directly observable, Opportunity Recognition competence. The resulting Opportunity Recognition competence model may serve as a foundation for developing evidence-based curricular goals for vocational education through both instruction and assessment.     

Performing property cycles

Economists characterize fluctuations in property markets as ‘cyclical’ in that characteristics repeat and recur instead of being temporally isolated or random. I argue that cycle metaphors naturalize change and distract us from the social and institutional relations underpinning transformation in local property markets. I emphasize the performative nature of cycles by focusing on the networks of actors – brokers, appraisers, investors, and planners – that move capital through the built environment, articulating arguments for its free passage, identifying inflexion points, and temporarily stabilizing the meanings associated with individual buildings, submarkets, and periods. Drawing from a case study of an office development cycle in downtown Chicago (1998–2009), I argue that cycles can be treated not only as metaphors that describe economic processes, but also as socially effective constructions in their own right. Specifically, I consider three ways in which actors perform cycles, including (1) professionals’ use of market devices that contain within them assumptions regarding the proper timing of (dis)investment; (2) the existence of incentives for herding among professionals that draw them to and away from assets at roughly the same times; and (3) the importance of cycle thinking in instilling the confidence necessary to speculate on an unknown future.     

An interactive systems model derived from experts' perceptions of human-computer issues

This research elicited experts' perceptions of factors affecting the development and use of interactive technologies (e.g., interactive video, multimedia, videoconferencing) using a survey of 85 human/social items extracted from current literature. Analysis of responses from members of several professional organizations having significant involvement with these technologies allowed determination of perceptions of key issues. Factor analyses were used to formulate a categorization and identify underlying dimensions, from which a general model of interactive systems was derived. The model is a graphical display of the co-dependencies and interactions among the dimensions of interactive systems. It is useful for educational technologists, instructional designers, and communications professionals in the analysis of interactive technologies and a means for viewing overall systems development, use, and effectiveness.     

Urban African American Children's Prerogative at Home and School

The study replicates a previous investigation done with middle class children to examine their conceptions of prerogative and restriction, Weber (1999). For the present study, forty nine first, third and fifth grade children who were primarily African American, were drawn from two public schools in a small aging midwestern industrial city. They participated in two interviews which elicited responses concerning personal prerogative at home and school. The children identified areas of prerogative in both settings. They distinguished between personal and conventional issues at school. Children's claims to prerogative appeared to increase with age, as did the amount of disagreement and conflict over such issues. There appeared to be a flattening out of opportunity at school however, that did not occur at home. Unlike the middle class sample, these children sometimes used prudential and punishment reasoning to justify restrictions. Direct responses from the children clearly indicated that school should be different from home in prerogative offered them. They appeared to accept more narrow and rigid boundaries at school with little reservation. The totality of the children's responses, however, suggests the possibility of more complex attitudes. The flattening of provision at school, combined with some presence of punishment reasoning, suggests that there may be some interesting differences in approach between middle class and working class schools.     

A comparison of teacher checklists used over 15 days and a one‐day antecedent analysis to conduct a medication trial

A one‐day antecedent analysis and an extended school‐based double‐blind medication trial were used to assess the effects of Ritalin on the disruptive behavior of a child diagnosed with ADHD. The evaluations took place in an outpatient clinic and in the child's general education classroom. The results of both evaluations indicated that the medication had a positive effect on reducing disruptive behaviors. The investigation suggests that the one‐day antecedent analysis procedure could be used as an initial evaluation of the use of Ritalin. More importantly, the one‐day trial provided results similar to the outcomes obtained during the school‐based evaluation. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 235–240, 2004.     

The status of Functional Behavioral Assessment (FBA): Adherence to standard practice in FBA methodology

The application of functional behavioral assessment (FBA) has become increasingly visible in school settings since its inclusion in the 1997 reauthorization of the Individuals with Disabilities Education Act. Despite the mandate for FBAs within the educational program of students with disabilities displaying behavior problems, the federal government put forth guidelines that made what constituted an FBA subject to interpretation. Many states have assumed the responsibility of establishing policy for completing FBAs. This investigation examined the resources acquired or developed and disseminated by each of the 50 states for FBA completion and compared the information from these resources to standard practice for FBA and functional analysis (FA). © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 737–744, 2005.     

Function words in the prosody of fluent reading

This paper exposes how function words and their prosodic features play a part in learning and teaching to read in the early years. It sketches the place that function words have in the grammar of English and describes their phonological features, especially their weak stress and its role in the prosodic quality of sentences. It considers the ways that function words and their prosodic features have a place in promoting fluent reading, taking into account accurate recognition of function words and well‐paced phrasing.