Challenges in Building Usable Knowledge in Education

The scientific rigor of education research has improved dramatically since the year 2000. Much of the credit for this improvement is deserved by Institute of Education Sciences (IES) policies that helped create a demand for rigorous research; increased human capital capacity to carry out such work; provided funding for the work itself; and collected, evaluated, and made available the results of that work through the What Works Clearinghouse. Major challenges still remain for education research, however. One challenge is dealing with the replication crisis that has plagued other scientific fields and is likely to be a problem in education science. A second challenge is better supporting the generalizability of education research. A third challenge is adapting our rigorous research designs to the increasing complexity of our interventions and our questions about the mechanisms by which these interventions achieve their effects. Promising approaches to meet each of these challenges are suggested.     

Validity of a portable force platform for assessing biomechanical parameters in three different tasks

The aim of this study was to determine the precision and accuracy of the vertical and anterior–posterior force components of the portable PASCO PS-2142 force plate. Impulse, peak force, and time to peak force were assessed and compared to a gold standard force plate in three different tasks: vertical jump, forward jump, and sprint start. Two healthy male participants performed ten trials for each task, resulting in 60 trials. Data analyses revealed good precision and accuracy for the vertical component of the portable force plate, with relative bias and root mean square (RMS) error values nearly the same in all tasks for the impulse, time to peak force, and peak force parameters. Precision and accuracy of the anterior–posterior component were lower for the impulse and time to peak force, with relative bias and RMS error values nearly the same between tasks. Despite the lower precision and accuracy of the anterior–posterior component of the portable force plate, these errors were systematic, reflecting a good repeatability of the measure. In addition, all variables presented good agreement between the portable and gold standard platforms. Our results provide a good perspective for using the aforementioned portable force plate in sports and clinical biomechanics.     

Effects of two instructional sets on the validity of the Kaufman assessment battery for children–nonverbal scale with a group of severely hearing impaired children

The purpose of the study was to investigate the use of the Kaufman Assessment Battery for Children (K-ABC)–Nonverbal Scale with severely hearing impaired children. The K-ABC was administered to 49 children enrolled at a public residential school for the deaf. Test instructions were given to one group employing American sign language (ASL), plus pantomime and gestures, while the other group received pantomime and gesture (PG) instructions only. No significant difference was found between the two group mean nonverbal K-ABC scores. Also, neither group scored significantly different from the K-ABC norms. Both groups scored significantly lower than K-ABC norms on the Spatial Memory subtest. Significant correlations were found between the K-ABC and Wechsler Intelligence Scale for Children-Revised (WISC-R). A significant correlation also was found between K-ABC scores and Reading Comprehension. A post hoc analysis of data found that, regardless of the instructional set, the children scored significantly lower on the Nonverbal K-ABC than they did on the WISC-R Performance Scale. The study provides support for the appropriateness of the K-ABC for use with deaf children.     

Modeling and mental imagery use by multiply handicapped and learning disabled preschool children

Multiply handicapped mentally retarded and learning disabled preschool children participated in a series of learning tasks designed to clarify task-related effects of modeling-based mental imagery training experiences. A modified single-subject multiple-baseline design was employed with alternating baseline and treatment sessions occurring for tasks involving uncategorized recall, categorized recall, and paired associates learning. Facilitative effects of modeling were found to occur for all learning tasks. Facilitation of learning was most apparent for associative learning and with learning disabled subjects. The findings are discussed in terms of the viability of instructional modeling and mental imagery processes as factors in the education of children with problems in learning, language, and cognition.     

Using a control group to evaluate a resource room program

The effectiveness of a resource room program was examined by testing 162 second- through sixth-grade students who had learning problems severe enough to qualify them for special services. Half of the students were randomly assigned to a resource room, while the others remained in the regular class. Results indicated that the children who were provided with resource room services as well as those who spent the entire day in the regular class gained significanlty in achievement over the year-long study. There was evidence on two of the four dependent variables that the resource room students gained more than those in the regular classroom. However, additional analyses found that these observed differences were relatively weak. If the control group had not been used, gains in achievement might have been attributed to the resource room, emphasizing the importance of using a control group.