CFD Results for an Axisymmetric Isentropic Relaxed Compression Inlet

The OVERFLOW code was used to calculate the flow field for a family of five relaxed compression inlets, which were part of a screening study to determine a configuration most suited to the application of microscale flow control technology as a replacement for bleed. Comparisons are made to experimental data collected for each of the inlets in the 1- by 1-Foot Supersonic Wind Tunnel at the NASA Glenn Research Center (GRC) to help determine the suitability of computational fluid dynamics (CFD) as a tool for future studies of these inlets with flow control devices. Effects on the wind tunnel results of the struts present in a high subsonic flow region accounted for most of the inconsistency between the results. Based on the level of agreement in the present study, it is expected that CFD can be used as a tool to aid in the design of a study of this class of inlets with flow control

Alien Registration- Howe, Kathleen H. (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/23137/thumbnail.jp

Alien Registration- Howe, Kathleen H. (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/23137/thumbnail.jp

The Impact of Collaborative Literacy Coaching on Middle and High School Teachers' Personal and General Sense of Efficacy for Literacy Teaching

The purpose of this qualitative multiple participant case study was to understand the impact of a nine month collaborative literacy coaching (CLC) initiative on middle and high school content teachers' personal and general sense of efficacy for literacy teaching. A variety of data, including but not limited to transcripts of weekly collaborative literacy coaching cadres, individual participant interviews, Initial and Follow-up Questionnaires allowed three middle and high school teachers to describe in their own words how the CLC initiative impacted their sense of efficacy for literacy teaching. Information from the participants were collected and analyzed using the constant-comparative method (Glaser & Strauss, 1967). The data organized into themes that suggested the participants believed they were responsible for student learning, framed barriers as instructional problems, not student problems, perceived CLC as a tool to help solve instructional challenges, and engaged in the collaborative process to help realize teaching and learning successes. Their participation resulted in increased levels of confidence, which in turn enhanced their existing positive general efficacy beliefs and changed their low or negative personal efficacy beliefs for literacy teaching. In addition, several aspects of the CLC initiative were perceived as important to participants' efficacy development. More specifically, data indicated that participants' efficacy beliefs for literacy teaching were positively impacted by having access to a variety of professional resources, time to try new practices within the context of their own classrooms, ongoing opportunities for collaboration, and access to and support of a literacy coach

Alien Registration- Howe, Kathleen H. (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/23137/thumbnail.jp

Social Competence Treatment after Traumatic Brain Injury: A Multicenter, Randomized, Controlled Trial of Interactive Group Treatment versus Non-Interactive Treatment

Objective To evaluate the effectiveness of a replicable group treatment program for improving social competence after traumatic brain injury (TBI). Design Multicenter randomized controlled trial comparing two methods of conducting a social competency skills program, an interactive group format versus a classroom lecture. Setting Community and Veteran rehabilitation centers. Participants 179 civilian, military, and veteran adults with TBI and social competence difficulties, at least 6 months post-injury. Experimental Intervention Thirteen weekly group interactive sessions (1.5 hours) with structured and facilitated group interactions to improve social competence. Alternative (Control) Intervention Thirteen traditional classroom sessions using the same curriculum with brief supplemental individual sessions but without structured group interaction. Primary Outcome Measure Profile of Pragmatic Impairment in Communication (PPIC), an objective behavioral rating of social communication impairments following TBI. Secondary Outcomes LaTrobe Communication Questionnaire (LCQ), Goal Attainment Scale (GAS), Satisfaction with Life Scale (SWLS), Post-Traumatic Stress Disorder Checklist – (PCL-C), Brief Symptom Inventory 18 (BSI-18), Scale of Perceived Social Self Efficacy (PSSE). Results Social competence goals (GAS) were achieved and maintained for most participants regardless of treatment method. Significant improvements in the primary outcome (PPIC) and two of the secondary outcomes (LCQ and BSI) were seen immediately post-treatment and at 3 months post-treatment in the AT arm only, however these improvements were not significantly different between the GIST and AT arms. Similar trends were observed for PSSE and PCL-C. Conclusions Social competence skills improved for persons with TBI in both treatment conditions. The group interactive format was not found to be a superior method of treatment delivery in this study

Teacher Educators\u27 Beliefs, Self-Efficacy, and Perceptions Related to Dyslexia: Phase I

Educators are often blamed by dyslexia organizations and advocates for failing to provide appropriate reading instruction for students, including the identification and instruction of student with dyslexia. As a results, states are responding with legislation for how reading should be taught. This study focuses on including the voices of teacher educators, who largely were not included in the process of informing legislation. It sought to understand their: (a) beliefs about dyslexia; (b) self-efficacy for working with students with dyslexia and other reading challenges; and (c) perceptions about their programs and dyslexia legislation

Awareness & Access Matter: Making Professional Associations Available to Support Literacy Teachers’ Ongoing PL

Literacy professional associations offer members a wide range of support and services and historically play important roles in literacy teachers’ ongoing professional learning. Despite many benefits, membership in professional associations, including literacy groups, has declined. This article explores possible factors for decreases (changes to PL, technology, & generational mix of teaching force), before adding others: two emergent themes (awareness and access) from related survey research with K-12 literacy teachers in a midwestern state. Suggestions are offered to stakeholders for ways to raise awareness and improve access to associations for literacy teachers – an important tool for ongoing literacy professional learning

Opening the Circle to Support Dyslexia Policy Success: Learning From the Voices of Literacy Teacher Educators

An authoritative discourse surrounds the current dyslexia legislation and science of reading movement that largely silenced literacy teacher educators’ voices and participation in this important policy initiative. This study was designed to include the voices of literacy teacher educators from four Midwestern states (Iowa, Kansas, Missouri, Nebraska). The study was conducted across two phases. This article focuses on Phase II, which involved one-on-one interviews with participants. The interview responses were qualitatively analyzed using a priori and inductive analysis. Three major themes emerged that inform how literacy teacher educators negotiated sense-making of a historically confusing construct (dyslexia) and related policy initiative