Roles in the research process

Two groups practitioners and faculty/researchers top the list of key players in the research process, which also includes state and federal library agencies, associations, consultants, the business sector, and users. Key functions of these groups include generating ideas, numbers gathering, and producing research. Also important to the research process are the consumer or user of research, participation in research studies, funding, and dissemination of research results.published or submitted for publicatio

Training effectiveness of an intelligent tutoring system for a propulsion console trainer

A formative evaluation was conducted on an Intelligent Tutoring System (ITS) developed for tasks performed on the Propulsion Console. The ITS, which was developed primarily as a research tool, provides training on use of the Manual Select Keyboard (MSK). Three subjects completed three phases of training using the ITS: declarative, speed, and automaticity training. Data were collected on several performance dimensions, including training time, number of trials performed in each training phase, and number of errors. Information was also collected regarding the user interface and content of training. Suggestions for refining the ITS are discussed. Further, future potential uses and limitations of the ITS are discussed. The results provide an initial demonstration of the effectiveness of the Propulsion Console ITS and indicate the potential benefits of this form of training tool for related tasks

The development of expertise on an intelligent tutoring system

An initial examination was conducted of an Intelligent Tutoring System (ITS) developed for use in industry. The ITS, developed by NASA, simulated a satellite deployment task. More specifically, the PD (Payload Assist Module Deployment)/ICAT (Intelligent Computer Aided Training) System simulated a nominal Payload Assist Module (PAM) deployment. The development of expertise on this task was examined using three Flight Dynamics Officer (FDO) candidates who had no previous experience with this task. The results indicated that performance improved rapidly until Trial 5, followed by more gradual improvements through Trial 12. The performance dimensions measured included performance speed, actions completed, errors, help required, and display fields checked. Suggestions for further refining the software and for deciding when to expose trainees to more difficult task scenarios are discussed. Further, the results provide an initial demonstration of the effectiveness of the PD/ICAT system in training the nominal PAM deployment task and indicate the potential benefits of using ITS's for training other FDO tasks

The development of expertise using an intelligent computer-aided training system

An initial examination was conducted of an Intelligent Tutoring System (ITS) developed for use in industry. The ITS, developed by NASA, simulated a satellite deployment task. More specifically, the PD (Payload Assist Module Deployment)/ICAT (Intelligent Computer Aided Training) System simulated a nominal Payload Assist Module (PAM) deployment. The development of expertise on this task was examined using three Flight Dynamics Officer (FDO) candidates who has no previous experience with this task. The results indicated that performance improved rapidly until Trial 5, followed by more gradual improvements through Trial 12. The performance dimensions measured included performance speed, actions completed, errors, help required, and display fields checked. Suggestions for further refining the software and for deciding when to expose trainees to more difficult task scenarios are discussed. Further, the results provide an initial demonstration of the effectiveness of the PD/ICAT system in training the nominal PAM deployment task and indicate the potential benefits of using ITS's for training other FDO tasks

Determining Relationships between Multi-tiered System of Supports to Educators\u27 Beliefs and Perceptions

The purpose of this study was to investigate how educators perceive their Multi-Tiered System of Support (MTSS) skills and their school’s MTSS implementation; and to what extent their beliefs about MTSS predict their willingness to implement MTSS. Theory of planned behavior was used to develop a deeper understanding of the relationship between implementation of MTSS to educators’ beliefs and perceptions. A predictive correlation research design was used to address the research question posed in this study. The participants for the study were drawn utilizing a convenience sample from the population of rural elementary educators that consisted of general education teachers, special education teachers, and members of the school-based leadership team. Online surveys, Self-Assessment of MTSS (SAM) Survey, RTI Beliefs Scale Survey, and Perception of Practices Survey were used in the data collection process. However, after the data was analyzed, a multiple regression analysis was untenable. Through the guiding of the variables, a bivariate linear regression was chosen, and a new research question was introduced. The consequences of this study suggested that there is no statistically significant predictive relationship between RTI/MTSS belief scores and the linear combination of the perception of practices scores for educators. Some future recommendations include replicating the research study that involves more educators from various schools and school districts; and use only educators that have fully implemented MTSS

An assessment of the gambling behavior of older adults in a senior center setting

Fifty-two individuals 60 years of age or older participated in this research study. This study is of significance because as opportunities to gamble are becoming more available and accessible, older adults are participating in gambling activities for leisure and recreational benefits. This phenomenon is of concern because older adults may be at risk for problems related to gambling that they may not be able to recover from. Furthermore, senior center directors and social workers need to know how to assess, evaluate and intervene with older adults who may have gambling problems or problems related to their gambling behavior

Changing the power of discourse: intercultural communication for the involvement of Black parents with high school students in special education : the admission review and dismissal experience

textAlthough the enactment of the No Child Left Behind Act (2001) provided parents an active and more visible role in the education of their children, these roles can be supported only through meaningful dialogue that is understood by both the transmitter and the receiver. African American (AA) families with high school students in special education often face challenges in communicating with professionals who are Admission Review and Dismissal (ARD) committee members, who may only communicate from their perspective. This diminishes the possibilities of utilizing intercultural communication processes; therefore, not applying the “posture of cultural reciprocity.” This qualitative study describes and interprets the insight and experiences of AA parents with high school students in special education as they relate to intercultural communication and the “posture of cultural reciprocity.” Intercultural communication identifies a “process by which two individuals who do not belong to the same culture ‘try’ to exchange a set of ideas, feelings, symbols...[and] meanings” (Casse, 1980, p. 16). Since they do not belong to the same culture, by implication they do not share the same assumptions, beliefs, values, or some ways of thinking, feeling, and behaving (Casse). The “posture of cultural reciprocity” (Kalyanpur & Harry, 1999) can be described as building relationships between families and professionals so that the cultural needs of the parents are met and understood. It may also address the need for professionals “to confront the contradictions between their values and practices” (Skrtic, 1991, p. 42) so that meaningful dialogue is achieved to assist parents and students. Findings from the study revealed that professionals in ARD meetings did not usually communicate using intercultural communication processes or from the “posture of cultural reciprocity”; thus meaningful communication between parents and professionals was limited. This was especially evident as parents related their perceptions of communicating the needs of their students in (a) curriculum, (b) social and emotional development, and (c) student satisfaction.Special Educatio