The significant energy consumption of non- domestic buildings has led to renewed interest in natural ventilation strategies that utilise the action of the wind, and the buoyancy of hot air. One natural ventilation element is the Windcatcher, a roof mounted device that works by channelling air into a room under the action of wind pressure, whilst simultaneously drawing air out of the room by virtue of a low pressure region created downstream of the element. A significant number of Windcatchers are fitted in UK schools where good indoor air quality is essential for the health and performance of children. The performance of a ventilation system in a school classroom is determined by its ability to provide ventilation in accordance with UK government ventilation, air quality, and acoustic requirements. However, there is only limited performance data available for a Windcatcher, particularly when operating in-situ. Accordingly, this thesis investigates the performance of a Windcatcher in three ways: First, a semi-empirical model is developed that combines an envelope flow model with existing experimental data. Second, measurements of air temperature, relative humidity, carbon dioxide, and noise levels in school classrooms are assessed over summer and winter months and the results compared against UK Government requirements. Finally, air flow rates are measured in twenty four classrooms and compared against the semi-empirical predictions. The monitoring reveals that air quality in classrooms ventilated by a Windcatcher has the potential to be better than that reported for conventional natural ventilation strategies such as windows. Furthermore, an autonomous Windcatcher is shown to deliver the minimum ventilation rates specified by the UK Government, and when combined with open windows a Windcatcher is also capable of providing the required mean and purge ventilation rates. These findings are then used to develop an algorithm that will size a Windcatcher for a particular application, as well as helping to improve the ventilation strategy for a building that employs a Windcatcher.

Teachers’ assessment conceptions, assessment literacy, and self-reported assessment practices were investigated using a single administration survey of U.S. classroom teachers. These phenomena were investigated both individually and in there inter relationships. Assessment conceptions were measured with the Teachers’ Conceptions of Assessment III – abridged survey and assessment literacy with the Assessment Literacy Inventory. Self-reported classroom assessment practices were analyzed with factor analysis to determine a set of five assessment practice factors that indicate a set of classroom assessment practice behaviors. Analysis suggested certain assessment conceptions held by teachers and aspects of their assessment literacy were significant predictors in their loadings for certain assessment practice factors. One of these significant relationships was that the degree to which the teachers held the conceptions that assessment holds schools accountable and that it aids in student improvement predicted the frequency with which they reported using tests and quizzes in their classroom. There were also significant differences in the assessment practices self-reported based upon the grade level of student instructed, years of teaching experience, as well as other demographic variables. These findings suggest that study and use of the three assessment phenomena would inform practitioners about what may influence classroom teachers’ assessment practices, and how they can best be remediated. / Educational Psychology