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Exploration into teacher competency of various types has gone on for quite some time. An untapped resource regarding teacher expertise is that of the students' perceptions of teacher expertise, particularly the ability of students to identify the types of behaviors that expert and non-expert teachers exhibit in the classroom. The frequency and variety of expert behaviors in the high school classroom were investigated in this study. High school teachers (n = 25) were observed during regular class periods using the Teacher Behavior Checklist, a checklist of behaviors developed for this study from discussions with high school students, teachers, administrators, and existing teacher competency literature. Results suggest discrimination of expert and non-expert teachers similar to Berliner (2001). Agreement among students' perception of expertise, classroom observations, and the literature suggest that high school students are capable of accurately identifying expert and non-expert behaviors of teachers. Further, some data suggest that expert teachers draw from a narrower behavioral scheme and exhibit expert designated behaviors more often than do their non-expert colleagues. This study highlights the need to close the evaluative loop through the utilization of student perception. / Educational Psychology

Teaching is considered to be one of the most stressful occupations (Johnson et al., 2005). Not only is the profession highly stressful, it has the highest degree of career turnover of any profession (Ingersoll, 2001). Consistent stress can lead to burnout of the profession. McCarthy et al. (2009) noted that teacher burnout can be a result of inappropriate coping resources. The purpose of this study was to investigate the sources of stress, coping strategies, and learned coping strategies among expert elementary teachers. The sources of stress and coping strategies were examined using the Social Ecological Model which allowed for sources and coping strategies to be viewed from multiple levels: intrapersonal, interpersonal, institutional, community, and public policy. There were 7 expert elementary teachers who participated in this study. Data collection included interviews, observations, and documents. The data revealed 14 sources of stress. Similarities and differences existed across the teaching positions regarding their sources of stress at the 5 ecological levels. For example, 2 gifted teachers and 1 special education teacher reported a lack of knowledge/training as a source of stress classified at the intrapersonal level, and all 7 teachers reported negative student behaviors as a source of stress classified at the interpersonal level. The 3 most common coping strategies included creating a support network, adapting to the situation, and creating a home-like environment. The majority of the teachers learned their coping strategies from personal experiences and people and some learned strategies from professional development programs.

Drawing upon the Communities of Innovation (COI) framework, this study seeks to identify the composition (functional demographic diversity), team climate (vision, participatory safety, task orientation, support for innovation), and process (group reflection, group flow, group conflict, dynamic expertise) variables that influence team-level innovation. Using data from 15 business school teams enrolled in a class on innovation and entrepreneurship, I explore the extent to which the proposed composition, team climate, and process variables discriminate between high-ranking and low-ranking innovative teams. I also investigate the degree to which these variables are conceptually and empirically distinct. Given the relative importance of dynamic expertise as a group process, I seek to answer how dynamic expertise is fostered in COIs. Finally, this study seeks to answer the degree to which the proposed composition, team climate, and process variables influence team level innovation. I found significantly greater levels of vision, participatory safety, support for innovation, group reflection, group flow, and dynamic expertise and significantly lower levels of group conflict in high-ranking innovative teams. No significant differences in levels of task orientation and functional diversity existed. Furthermore, the identified COI elements, particularly the team climate measures, are moderately correlated, suggesting that some elements of the COI are not empirically distinct. I found dynamic expertise to be of particular importance to COIs, and demonstrated that a supportive environment and group flow are particularly important to its development. Finally, results from a multinomial logistic regression model showed that support for innovation, group flow, and dynamic expertise were positively associated with the likelihood of being in a high-ranking innovative team. Implications for the COI framework are discussed.

A recent trend in consumer and military electronics has been to allow operators the option to control the system via novel control methods. The most prevalent and available form of these methods is that of vocal control. Vocal control allows for the control of a system by speaking commands rather than manually inputting them. This has not only implications for increased productivity but also optimizing safety, and assisting the disabled population. Past research has examined the potential costs and benefits to this novel control scheme with varying results. The purpose of this study was to further examine the relationship between modality of input, operator workload, and expertise. The results obtained indicated that vocal control may not be ideal in all situations as a method of input as participants experienced significantly higher amounts of workload than those in the manual condition. Additionally, expertise may be more specific than previously thought as participants in the vocal condition performed nearly identical at the task regardless of gaming expertise. The implications of the findings for this study suggest that vocal control be further examined as an effective method of user input, especially with regards to expertise and training effects.

In the Surface Development Test, self-perceived Sewing Expertise was significant in predicting participants' test scores. For the Paper Folding Test, Knitting and Crocheting Expertise were significant, suggesting expertise may mitigate age effects.; Spatial ability has been a topic of much research and debate over the past few decades. Yet, there are gaps in the current literature. Spatial ability refers to the aptitude of an individual to mentally rotate objects, visualize spaces, and recognize patterns (Linn & Petersen, 1985). A highly spatial task that is not addressed in research literature is crafting. Crafting may refer to knitting, crocheting, sewing, and other hobbies that include manipulations of materials. These crafts are spatially oriented, because they necessitate mental rotation, pattern recognition, and 3-D visualization to create an object. While research tends to favor males on certain spatial tests (Voyer, Voyer, & Bryden, 1995), research on the relationship between expertise and spatial ability has concentrated on traditionally male dominated domains, such as architecture and video games (Salthouse & Mitchell, 1990; Sims & Mayer, 2002). The traditionally female domain of needlework crafting expertise has not been studied empirically. First, a literature review is presented to give an overview of previous spatial ability research. The paper then describes the needlework crafts of sewing, knitting, and crocheting, including their historical significance and the spatial processes involved. A study was conducted to test the hypothesis that more expertise in needlework crafts will correlate with better performance on spatial ability tests. Three hundred and four adult women (ages 18-77) completed the study. Participant experience level was determined by self-perceived level of crafting expertise. Participants performed three spatial ability tests from the ETS Factor Reference Kit (Ekstrom et al., 1976): Paper Folding, Surface Development, and Card Rotations. Results indicated that age was correlated negatively with performance in all spatial tests. Only age was significant in the Card Rotations Test.

It has been shown that there exists a relationship between levels of metacognitive ability and estimation of personal ability for largely verbally-based tasks, where those with lessened facility for the task tend toward overestimation of their aptitude relative to their peers (Kruger and Dunning, 1999). This study examines this effect for a task of mechanical ability for volunteer participants (n = 69), where participants were given an abbreviated form of the Bennett Mechanical Comprehension Test (BMCT) to establish a level of competency. Following the administration of the BMCT, the participants were then asked to speculate on the hypothetical grade for their performance, as well as the relationship between their hypothetical grade, and the grades of others. Participants then "tutored" a hypothetical student on the solution to one of the problems found on the BMCT, and their explanations were coded for degree of bias towards confirmation versus disconfirmation that was utilized in the problem solving. It was found that females' basic ability had a greater range than males', and females on the high and low ends of competency made greater use of confirming strategies in their problem solving. This is indicative of the overall observed interaction effect between Gender, Perceived Relative Competence, and Actual Competence observed in this study.

Unexpected events, particularly those creating surprise, interrupt ongoing mental and behavioral processes, creating an increased potential for unwanted outcomes to the situation. Human reactions to unexpected events vary. One can hypothesize a number of reasons for this variation, including level of domain expertise, previous experience with similar events, emotional connotation, and the contextual surround of the event. Whereas interrupting ongoing activities and focusing attention temporarily on a surprising event may be a useful evolutionary response to a threatening situation, the same process may be maladaptive in today's highly dynamic world. The purpose of this study was to investigate how different aspects of expertise affected one's ability to detect and react to an unexpected event. It was hypothesized that there were two general types of expertise, domain expertise and judgment (Hammond, 2000), which influenced one's performance on dealing with an unexpected event. The goal of the research was to parse out the relative contribution of domain expertise, so the role of judgment could be revealed. The research questions for this study were: (a) Can we identify specific knowledges and skills which enhance one's ability to deal with unexpected events? (b) Are these skills "automatically" included in domain expertise? (c) How does domain expertise improve or deter one's reaction and response to unexpected events? (d) What role does judgment play in responding to surprise? The general hypothesis was that good judgment would influence the process of surprise at different stages and in different ways than would domain expertise. The conclusions from this research indicated that good judgment had a significant positive effect in helping pilots deal with unexpected events. This was most pronounced when domain expertise was low.

In the dynamic global environment of today, understanding how travelers acquire information is important for marketing management decisions (Srinivasan 1990; Wilkie and Dickson 1985). For destination marketing managers, understanding information search behavior of travelers is crucial for designing effective marketing communication campaigns because information search represents the primary stage at which marketing can provide information and influence travelers' vacation decisions. Therefore, conceptual and empirical examinations of tourist information search behavior have a long tradition in tourism marketing literature (Etzel and Wahlers, 1985; Fodness and Murray, 1997, 1998, 1999; Perdue, 1985; Schul and Crompton, 1983; Snepenger and Snepenger 1993; Woodside and Ronkainen, 1980). Even though several studies examined travelers information search behavior and the factors that are likely to affect it, they all examined travelers' prior product knowledge as a uni-dimensional construct, most often referred to as destination familiarity or previous trip experiences (Woodside and Ronkainen, 1980). However, consumer behavior literature suggests that the prior product knowledge is not a uni-dimensional construct (Alba and Hutchinson). Alba and Hutchinson (1987) propose that prior product knowledge has two major components, familiarity and expertise, and cannot be measured by a single indicator. In addition, in tourism, little research has been done on the factors that are likely to influence travelers' prior product knowledge and, therefore, their information search behavior. The purpose of this study is to examine travelers' information search behavior by studying the effects of travelers' familiarity and expertise on their information search behavior and identifying the factors that are likely to influence travelers' familiarity and expertise and their information search behavior. A travelers' information search behavior model and a measurement instrument to assess the constructs of the model were designed for the use of this study. The model proposed that the type of information search (internal and/or external) that is likely to be utilized will be influenced by travelers' familiarity and expertise. In addition, travelers' involvement, learning, prior visits and cost of information search are proposed to influence travelers' familiarity and their information search behavior. Even though a very complex travelers' information search behavior model was proposed, only the effects of travelers' prior product knowledge (familiarity and expertise) on travelers' information search behavior were empirically tested due to the complex nature of the model. First the proposed measurement scales were pretested on 224 consumers. After making sure that proposed measures of each construct were valid and reliable, a survey of 470 consumers of travel/tourism services who reside in Virginia was conducted. Structural Equation Modeling (i.e., LISREL) analysis was performed to test the fit of the model. Results of the study confirmed that travelers' prior product knowledge has two components, familiarity and expertise, and expertise is a function of familiarity. Both familiarity and expertise affect travelers' information search behavior. While the effect of familiarity on internal search is positive and on external search is negative, the effect of expertise on internal search is negative and on external search is positive. The study identified a U-shaped relationship between travelers' prior product knowledge and external information search. At early stages of learning (low familiarity), travelers are likely to rely on external information sources to make their vacation decisions. As their prior product knowledge (familiarity) increases they tend to make their vacation decisions based on what is in their memory, therefore, reliance on external information sources decreases. However, as they learn more (become experts), they realize that they need more detailed information to make their vacation decisions. As a result, they start searching for additional external information to make their vacation decisions. / Ph. D.