1,500 research outputs found
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
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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
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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
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