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.     

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.     

Semantic and Syntactic Proof Productions

In this paper, we distinguish between two ways that an individual can construct a formal proof. We define a syntactic proof production to occur when the prover draws inferences by manipulating symbolic formulae in a logically permissible way. We define a semantic proof production to occur when the prover uses instantiations of mathematical concepts to guide the formal inferences that he or she draws. We present two independent exploratory case studies from group theory and real analysis that illustrate both types of proofs. We conclude by discussing what types of concept understanding are required for each type of proof production and by illustrating the weaknesses of syntactic proof productions.     

Values and norms of proof for mathematicians and students

In this theoretical paper, we present a framework for conceptualizing proof in terms of mathematical values, as well as the norms that uphold those values. In particular, proofs adhere to the values of establishing a priori truth, employing decontextualized reasoning, increasing mathematical understanding, and maintaining consistent standards for acceptable reasoning across domains. We further argue that students’ acceptance of these values may be integral to their apprenticeship into proving practice; students who do not perceive or accept these values will likely have difficulty adhering to the norms that uphold them and hence will find proof confusing and problematic. We discuss the implications of mathematical values and norms with respect to proof for investigating mathematical practice, conducting research in mathematics education, and teaching proof in mathematics classrooms.     

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.     

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.     

Beyond Lip-service: An Operational Definition of “Learning-centered College”

Faculty, staff, and student perceptions of high-quality learning experiences were explored using focus groups attempting to define a “learning-centered” college. Common themes emerged suggesting that a successful learning community requires faculty-student collaboration, effective communication, critical thinking skills, reciprocal respect, faculty passion for learning, high expectations of both students and faculty, a variety of teaching and assessment strategies, and student engagement in and responsibility for learning. All groups stressed the need for learning opportunities outside the classroom in both intellectual and social situations. These themes provide a conceptual framework for future campus initiatives, which has broad relevance for other institutions. William C. Bosch is Retired Director of the Center for Learning and Teaching. He received his M.S. in Computer Science from Syracuse University, and his interests include teaching and learning in higher education and educational technology. Jessica L. Hester is an Assistant Professor in Theatre and received her Ph.D. from The University of Texas at Austin. Her research interests are American theatre history and dramaturgy. Virginia M. MacEntee is Assistant Professor in Curriculum & Instruction. She received her Ed.D. in Early Childhood Education from Nova Southeastern Florida University; and her interests include special education, authentic learning, and classroom technology. James A. MacKenzie is Assistant Professor of Biological Sciences. He received his Ph.D. in Molecular Medicine from Wake Forest University School of Medicine; and his interests include molecular and cellular biology, physiology, and human health and disease. T. Mark Morey is Professor of Psychology and received his Ph.D. at Depaul University. Research interests include stress, trauma, and coping. James T. Nichols is Instruction/Reference Librarian and Distance Learning Librarian. He received his M.A. in Library and Information Management from the University of Denver; his interests include information literacy. Patricia A. Pacitti is Coordinator of Math and Science Services for the Office of Learning Services. She received M.A.s in Mathematics and Statistics from Pennsylvania State University; and her interests include developmental education, curriculum design, and classroom technology. Barbara A. Shaffer is Coordinator of Reference Services and an Instruction Librarian at Penfield Library. She received her M.L.S. from Syracuse University, and her interests include information literacy and online learning. Paul B. Tomascak is an Assistant Professor of Geology and Geochemistry. He received his Ph.D. in geology from the University of Maryland; his research interests include applications of elemental and isotopic systematics to understanding solid Earth and Earth surface processes. Suzanne P. Weber is Associate Dean of the School of Education and Professor of Science Education. She received her Ph.D. in Population Ecology from Syracuse University; her current interests include assessment of student performance and program effectiveness in higher education. Rosalie R. Young is Associate Professor in Public Justice. She received her Ph.D.in political science from Syracuse University, and her interests include family mediation and the ability of the poor to access the legal system. All authors are currently members of the Committee on Learning and Teaching at State University of New York at Oswego.