Computer Assisted Instruction (CAI) Research Validity

Computer Assisted Instruction (CAI) Research Validity Internal, External and Construct Validity Introduction Computer Assisted Instruction (CAI) has been utilized with success in students with or without learning disabilities and it is mainly attributed due to increased time concentrated on reading materials or exercises on the computer. It offers productive practice and time management and is an effective tool to used as a supplement to providing drills (Williams, Wright, Callaghan, Coughlan, 2002). Some of the advantages that the CAI provides inside the classroom include one-on-one exercise with minimal supervisory time involving the teacher. In many cases, instant feedback to students allows mistakes to be rectified immediately. Certain programs offer features that monitor speed and accuracy of answers and the regularity of instruction for subject mastery (Wong, 2008). Internal Validity Threats In a research study done by Coleman-Martin, Heller, Cihak, Irvine (2005), a slower acquisition rate score was recorded when a different Windows version (i.e., XP versus Windows 98) was used during one of the test sessions. The variation of the platform caused the PowerPoint slide presentation to run slower than the prior sessions that resulted to disrupting its timing and consistency. Computer skills, familiarity with the software programs, and prior knowledge in the question format (i.e., multiple choice) are factors to consider that might have influence the rate at which the students learned words identification (Coleman-Martin, et al., 2005, p. 90). Similarly, according to research study conducted by Fuchs, L., Fuchs, D., Hamlet, C., Powell, S., Capizzi, A., Seethaler, P. (2006) on the effects of CAI on number combination skill in at-risk first graders, their procedures did not take into consideration the keyboarding skills of at-risk first graders and the possibility that errors related to the learners typing skills reduced the effectiveness of the CAI. External Threats to Validity According to Savage, R., Deault, L., Abrami, P., Hipps, G. (2009), one limitation found on their research regarding a randomized controlled trial study of the ABRACADABRA reading intervention was that students with inferior literacy and associated skills during pretest were more likely not to show up for testing at follow-up. The researchers believed that this is an issue of experimental mortality insinuating that the postponement of posttest outcomes are almost certainly less generalizable to typical reader samples than the more immediate posttest statistics ( Savage, et al., 2009, p. 602). Threats to Construct Validity Bannert (2000) and Van Gog (2005) research study suggested that giving the students control over portions of their instruction allow them to better negotiate the cognitive challenges placed on them as students. They further noted that learner-control participants performed better on a test of transfer than the participants who received no control. Van Gog (2005) hypothesized that over time, improved performance would be visible during training situations along with the capability of the learner to assess and rectify future problematic situations when learners are progressively awarded with more control over their instruction as their skill level intensified. In contrast, Eom and Reiser (2000) revealed that junior high students who were given the opportunity to control their instruction displayed considerably worse performance than those who were not allowed to control their instruction. The same results were reported by several researchers (Farrell and Moore, 2000 and Swaak and de Jong, 2001) who stated that providing students control over their instruction concludes in trivial or insignificant advancement. It may be a case of poor construct definition where a construct may have been mislabeled or defined at a wrong level either too general or too specific. In this case, it is possible that establishing the types of control given to the students will be a crucial factor. Impact of Validity Issues Several validity issues could affect the envisioned research regarding the effectiveness of the type of CAI programs that are currently used as a remediation tool for at-risk students. One limitation is the inclination for technology difficulties because technology can be unpredictable. In accomplishing particular learning objectives, the learning tool such as the software programs used in conjunction with the CAI should be developmentally appropriate. References Bannert, M. (2002). Managing cognitive load recent trends in cognitive load theory. Learning and Instruction, 12, 139-146. Retrieved February 16, 2010, from EBSCOHost database. Creswell, J. (2009). Research design (3rd ed.). Thousand Oaks, CA: SAGE Publications, Inc. Coleman-Martin, M., Heller, K., Cihak, D., Irvine, K. (2005). Using computer-assisted instruction and the nonverbal reading approach to teach word identification. Focus on Autism and Other Developmental Disabilities, 20(2), 80-90. Retrieved February 15, 2010, from EBSCO Host database. Cozby, P. (2009). Methods in behavioral research (10th ed.) New York, NY: McGraw-Hill, Inc. Eom, W. Reiser, R. (2000). The effects of self-regulation and instructional control on performance and motivation in computer-based instruction. International Journal of Instructional Media, 27(3), 247-260. Retrieved February 16, 2010, from EBSCOHost database. Farrell, I. Moore, D. (2000). The effect of navigation tools on learners achievement and attitude in a hypermedia environment. Journal of Educational Technology Systems, 29 (2), 169-181. Retrieved February 16, 2010, from EBSCOHost database. Fuchs, L., Fuchs, D., Hamlet, C., Powell, S., Capizzi, A, Seethaler, P. (2006). The effects of computer-assisted instruction on number combination skill in at-risk first graders, 39(5), 467-475. Retrieved February 15, 2010, from EBSCOHost database. Savage, R., Deault, L., Abrami, P., Hipps, G. (2009). A randomized controlled trial study of the ABRACADABRA reading intervention program in grade 1, Journal of Educational Psychology. 101(3), 590-604. Retrieved February 15, 2010, from EBSCOHost database. Swaak, J. de Jong, T. (2001). Learners vs. system control in using online support for simulation-based discovery learning. Learning Environment Research, 4, 217-241. Retrieved February 16, 2010, from EBSCOHost database. Trochim, W., Donnelly, J. (2008). The research methods knowledge base. Mason, OH: Cengage Learning. Van Gog, T. Ericsson, K. Rikers, R., Paas, F. (2005). Instructional design for advanced learners: Establishing connections between the theoretical framework of cognitive load and deliberate practice. Educational Technology Research and Design, 53(3), 73-81. Retrieved February 16, 2010, from EBSCOHost database. Williams, C., Wright, B. Callaghan, G., Coughlan, B. (2002). Do children with autism learn to read more readily by computer-assisted instruction or traditional book method? A pilot study. Autism: The International Journal of Research and Practice, 6, 71-91.Retrieved February 16, 2010, from EBSCOHost database. Wong, B. (1991). Learning about learning disabilities. New York: Academic Press.

Themes Of Change :: essays research papers

Themes of Change   Ã‚  Ã‚  Ã‚  Ã‚  When you are born people are there to take care of you, love you, and guide you through life. As you grow up and life changes, you must take charge of your own life and not become so dependent on others. Throughout the course of life a person will encounter many changes, whether good or bad. In 'A&P';, 'The Secret Lion';, and 'A Rose for Emily';, the main characters in the stories are Sammy, the boys, and Miss Emily who face changes during their lives. All of these characters are in need of change. Because of their need for change, their lives will become much better. They are filled with wonder and awe about the world around them. No matter what type of person, everyone will encounter changes. It is part of the natural process. A person is encouraged to make these changes for the good. Sammy, the boys, and Miss Emily all encounter changes in their lives that fulfill their need to become something different.   Ã‚  Ã‚  Ã‚  Ã‚  In 'A&P'; by John Updike a young cashier named Sammy is very confused about the concept of life. In the beginning of the story Sammy is very passive and ignorant about life. His passiveness and ignorance are brought upon by his mother sheltering him during most of his life. Sammy compares himself to another cashier who works at the A&P, Stokesie. Stokesie is twenty-two and Sammy is nineteen. Sammy sees a reflection of himself when he looks at Stokesie because of his lack of ambition and wanting to become nothing more than a manager of the store. When Queeny comes into the store, showing all of her leadership abilities, he sees the total opposite of himself. Queeny is like a shepherd leading a flock of sheep; she is in control. Sammy recognizes Queeny's headstrong attitude and he admires it very much. Queeny is just how Sammy would like to be, a headstrong person, a leader, and a person with ambition. After the conflict at the register with Queeny and the manager, Sammy decides to take charge of his life and do something for himself. Because of Sammy's huge change, he is no longer passive and ignorant. He is now active and realistic toward the world and its changes.   Ã‚  Ã‚  Ã‚  Ã‚  In 'The Secret Lion'; by Alberto Alvero Rios, the young boys are filled with wonder and fascination about the world. Throughout this story everything in these boys' lives changes.

Hershey’s Entry Into Turkey

Turkey is a country poised between Asia and Europe. This country of 71 million people is crucial to economic developments as it lies between producers and consumers, supply and demand. While seen as a bridge between the East and West, this majority Muslim country is also torn between both worlds. Its secular government has a long history of struggles between those who feel their country’s identity lies in the Middle East, those who desire full accession to the European Union (EU), and all those in between. The Turkish government’s main foreign policy goals are to make Turkey an integral part of the European Union The Turkish government has, in recent years, worked on reforms to liberalize Turkey’s trade relationships and open its markets. Turkey’s main export commodities are apparel, foodstuffs, textiles, metal manufactures, and transport equipment. Its main export partner is Germany, who receives 11. 3% of Turkey’s exports, followed by the United Kingdom, Italy, the United States, France, and Spain. On the import side, it receives the most products from Russia, at 12. 8% of total imports, followed by Germany, China, Italy, France, the United States, and Iran. Turkey’s trade with Iran, the other great economic power in the region, is of special interest to those in the United States and elsewhere who are concerned about Iran’s intentions and Turkey’s ability to hedge against Iran in the region. Turkey has a dynamic and complex economy that has seen strong growth since a devastating economic crisis in 2001 but still faces several major vulnerabilities. The country has used its mindset of modernization to develop competitive commerce and industries in the country, yet struggles to maintain equity between the urban and rural areas. An exceptionally high 35% of its population is still employed in the agricultural sector (compare to 2. 8% in Germany, 8. 5% in Russia, 0. 6% in the United States, etc). The country has seen decreased inflation and strong economic growth in the last five to seven years, largely due to renewed investor interest in emerging markets, tightened fiscal policies, and International Monetary Fund backing. Its economy, however, is still vulnerable because of high external debt and a high current account deficit. Despite strong growth, Turkey’s economy is still relatively small in comparison to its main trading partners. Comparisons can be made by examining countries’ gross domestic product, which is the value of all final goods and services produced within a nation in a given year. In 2007 Turkey had an estimated GDP of $667. 7 billion, with a GDP per capita (purchasing power per individual) of approximately $9,400. The United States, the largest economy in the world and one of Turkey’s major trading partners, had an estimated GDP in 2007 of $13. 86 trillion, with a GDP per capita of $46,000. Three of Turkey’s other main trading partners are Germany, Italy, and France. Germany had an estimated 2007 GDP of $2. 33 trillion, with GDP per capita at $34,400; Italy had a GDP of $1. 8 trillion, with GDP per capita of $31,000; and France had a GDP of $2. 067 trillion, with a GDP per capita of $33,800. Thus, while large in comparison to its neighbors (Armenia, GDP $16. 83 billion; Greece, GDP $326. 4 billion; etc. ), Turkey still has much room for growth and competitive development in co mparison to its major trading partners. When compared to Turkey, The people of France are among the healthiest, wealthiest, and best-educated people in the world. The country is highly urbanized with more than 75 per cent of the people living in cities. The French are known for their sophistication, their culture, the beauty of their spoken language, and their diverse accomplishments in literature, arts, and sciences. Even French cuisine and apparels have long been a source of national pride. The economy of France is one of the highly developed economies in the European Union (EU). The country is the leading manufacturer of goods such as automobiles, electrical equipments, machine tools, and chemicals. Apart from this, France is also the European Union's most important agricultural nation and ships cereals, wine, cheese, and other agricultural products to the rest of Europe and the world. However, today, the economy in France is determined by services industry, which includes banking, retail and wholesale trade, communications, health care, and tourism. With its culture, France has been able to influence the entire Western world, particularly in the areas of art and literature. French literary and artistic contributions during the Renaissance and the Age of Enlightenment deeply influenced the path of Western cultural development. It was during the Middle Ages that France attained cultural prominence in Europe. The 16th, 17th, and 18th centuries saw many of Europe's most talented artists and artisans being attracted to Paris. The 20th century was considered to be the ‘cinema era,' with French cinema assuming a leading world position, particularly in the 1960s. World-renowned French cultural figures include philosophers, writers, painters, sculptors, architects, composers, playwrights, and film directors. Based on the country analysis, it is clear that Turkey is a market whose economy is rapidly growing, and the government of Turkey’s new foreign trade policies are open market business friendly. Kraft has been aggressively pursuing to enter the French market by acquiring Cadbury by preparing to bid as much as 18. billion. Given this high competition in the French market and the possible over load of the market with Kraft’s products, it would not be of Hershey’s best business interest to compete and enter into the French Market at this time. Therefore, I recommend that Hershey should enter the markets of Turkey first before it ventures into opportunities in France. This means, pop ular companies such as Hershey can take advantage of the new open market policies of the Turkish government to explore entrepreneurial opportunities to deploy its popular products. One of the Entrepreneurial opportunities to explore is to expand product platforms that suite the local market and strengthen the route to market through local partnerships and acquisition. I would recommend exporting as an initial market entry approach followed by joint ventures and contract manufacturing. Reference: 1. Country Analysis Report – Turkey. August 2009. Market Research. com 2. www. economist. com Country briefings – France 3. France24. com. Jan, 2010. Hershey eyes $ 17. 0 billion bid for Cadbury.

International Trade and Role of Bank - 3786 Words

International Trade International trade is exchange of capital, goods, and services across international borders or territories. In most countries, it represents a significant share of gross domestic product (GDP). While international trade has been present throughout much of history, its economic, social, and political importance has been on the rise in recent centuries. Industrialization, advanced transportation, globalization, multinational corporations, and outsourcing are all having a major impact on the international trade system. Increasing international trade is crucial to the continuance of globalization. Without international trade, nations would be limited to the goods and services produced within their own borders. Difference†¦show more content†¦For centuries under the belief in mercantilism most nations had high tariffs and many restrictions on international trade. In the 19th century, especially in the United Kingdom, a belief in free trade became paramount. This belief became the dominant thinking among western nations since then. In the years since the Second World War, controversial multilateral treaties have attempted to promote free trade while creating a globally regulated trade structure. These trade agreements have often resulted in discontent and protest with claims of unfair trade that is not beneficial to developing countries A. General Agreement on Tariffs and Trade (GATT) and B. World Trade Organization The regulation of international trade is done through the World Trade Organization at the global level, and through several other regional arrangements such as MERCOSUR in South America, the North American Free Trade Agreement (NAFTA) between the United States, Canada and Mexico, and the European Union between 27 independent states. 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