A textbook which merges nuclear engineering theory and principle with central station nuclear power plant application was developed and implemented. Palo Verde Nuclear Generating Station operating processes and procedures were used as the arena within which to develop and apply nuclear, thermodynamic, and fluid dynamic theoretical principles. From plant heatup, through nuclear startup and power ascension, to power operation and then to plant shutdown, nuclear engineering principles are applied through the use of discussions, examples, problems and study questions. Detailed descriptions and solutions are included. Used as the text for a senior level course at U of A Nuclear Engineering Department in Spring 1993 and for engineer training at Palo Verde in January, 1994, this text has been developed, evaluated, tested and revised to assure applicability and thoroughness. The resultant instrument has been adopted as the text for required initial training of Shift Technical Advisors at Palo Verde Nuclear Generating Station.

<p>The purpose of this study was to examine best teaching practices utilized by virtual K&ndash;3 instructors through a qualitative content analysis of distance education journals, dedicated virtual school blogs, and electronically-documented surveys completed by virtual K&ndash;3 instructors. Two theoretical perspectives informed this study, socio-constructivism and activity theory. Socio-constructivism provided a lens addressing factors contributing to the implementation of best practices, while activity theory functioned as a descriptive means for considering the implementation of best practices within the context of varying activity systems (Vygotsky, 1978; Engestrom, 1987; Leont&rsquo;ev, 1978; Luria, 1976). The sample consisted of 5 distance education journals, 4 dedicated virtual school blogs, and 11 electronically-documented surveys completed by virtual K&ndash;3 instructors. The qualitative content analysis revealed that in following best practices virtual K&ndash;3 instructors were responsible for setting clear expectations, personalizing instruction, accommodating diverse learners, building a community of learners, implementing evidence-based teaching practices, using technology effectively in the online classroom, participating in professional development activities, and actively working with parents and administrators to improve the learning environment for virtual K&ndash;3 students. </p>

<p> The purpose of this study was to identify the perceptions of iEARN online facilitators with regards to successful online facilitator&rsquo;s roles and their current practice roles. Additionally, the study also attempted to identify the 5 top motivating and inhibiting factors that influence iEARN facilitators&rsquo; roles and affect their performance. The study revealed that iEARN facilitators generally possess a relatively high perception of the successful online facilitator roles. The results of the quantitative questionnaire used to collect data from 35 subjects also demonstrate that iEARN facilitators&rsquo; perception of their current practice of the successful roles do not match with their perceptions of successful facilitator roles. Moreover, the results also showed that iEARN facilitators view intrinsic incentives as the top motivating factors that influence their performance. The study also revealed the 5 top inhibiting factors as per the subjects of the study. This dissertation has helped to bridge the gap between what iEARN facilitators view as successful roles and what they actually do in reality along with the most influential motivating and inhibiting factors.</p>

<p> Though many American educators embrace technology in classrooms, administrators can create policies that inhibit technology such as mobile phone use in classrooms or on district property. These policies range from restrictive with no mobile phone use permitted, to liberal in which unrestricted use of mobile phones is allowed. The purpose of this case study was to explore the divergent and convergent perceptions of mobile phone use and mobile phone policy across multiple groups of stakeholders in one northeastern Pennsylvania public high school. Focus groups of administrators, teachers, students, and parents were formed and group interviews were conducted to understand the perceptions of current mobile phone use, perceptions of the current mobile phone policy, and how the perceptions compare across stakeholder groups. The findings of this study uncovered three main themes: conflicting interpretations of the policy's purpose, inconsistent enforcement of the policy, and support for a more effective policy by bringing your own device to school. Stakeholders had a range of interpretations regarding Mountain Peak High School's mobile phone policy, which could be categorized into two main typologies: restrictive or liberal. The data from this study also showed that due to the range of policy interpretations, staff members at Mountain Peak High School were not enforcing the mobile phone policy consistently. During data collection, it was discovered that a pilot group of Mountain Peak teachers were allowed to have their students bring their own device to school. The findings of this study may help educational leaders evaluate and construct a more appropriate mobile phone policy for their respective school district.</p>

<p> Faculty satisfaction has consistently been considered an important component of any successful educational program. With the emergence of online education, which has been spearheaded primarily by for-profit institutions, faculty satisfaction remains a critical element in the overall success of these business enterprises. Understanding which factors influence satisfaction for online faculty at a for-profit institution is a significant area of study for these organizations. This study used a survey to explore the student-related, instructor-related, and institution-related factors that influence satisfaction for online faculty at a for-profit institution. The methodology included using a survey instrument, an adapted version of the Online Faculty Satisfaction Survey (OFSS) on a sample population of online faculty at a for-profit institution. Analysis revealed that all three factors on the survey contributed to overall satisfaction, with student-related factors being the most significant. Overall, faculty were moderately satisfied with online teaching, with 71% either agreeing or strongly agreeing with the statement, 'I look forward to teaching my next online class'. The most important demographic factor was the degree to which faculty in the study worked exclusively at the for-profit institution. Both full and part time faculty that worked exclusively at the institution studied had higher incidences of satisfaction among all dimensions.</p>

<p> In the fall of 2008 Westside Community Schools &ndash; District 66, in Omaha, Nebraska implemented a one-to-one notebook computer take home model for all eighth-grade students. The purpose of this study was to determine the effect of a required yearlong one-to-one notebook computer program supported by high-speed Internet connectivity at school on (a) English, (b) math, (c) reading, (d) science, and (e) composite score norm-referenced EXPLORE achievement test scores, District's Criterion-Referenced Descriptive Writing Assessment scores, and classroom performance grade point average (GPA) scores for the core subjects (a) English, (b) science, (c) social studies, and (d) cumulative GPA scores of eighth-grade students who do not have high-speed Internet connectivity at home (<i>n</i> = 19) compared to eighth-grade students eligible (<i>n</i> = 19) and not eligible (<i>n</i> = 19) for free and reduced price lunch program participation who do have high-speed Internet connectivity at home. The results of this study support the implementation of a one-to-one notebook computer program as a systematic intervention to improve student achievement. Furthermore, all within group pretest-posttest gains and between group posttest-posttest equipoise demonstrated that the achievement gap between students eligible and students not eligible for free or reduced price lunch participation with or without high-speed Internet connectivity at home had been mitigated through participation in the school-wide one-to-one notebook computer program. While the one-to-one notebook eighth-grade computer program in this study may not be singled out solely for between group posttest equipoise causality, its inclusion as a fundamental academic programmatic component of this middle school's curriculum should be considered as a contributing factor.</p>

<p>Individuals and societies have traditionally sought answers to important questions in life through religion. In the 21st century, physical churches with clergy are no longer the sole source of spiritual answers or knowledge. Since the late 1960s, church attendance has been declining. Church leaders have begun to implement new methods such as using the Internet as a resource to support the needs of church members. While digital natives&mdash;persons who are conversant with the Internet&mdash;view electronic communication as a means to express ideas and feelings, digital immigrants&mdash;for whom the Internet is new&mdash;lag behind in utilizing the Internet. The purpose of the qualitative phenomenological study was to explore the lived experiences of digital immigrants who used a Computer Supported Collaborative Learning church website to understand how the Internet affects their perceptions of religious identity. The findings revealed that the participants were unfamiliar with sharing knowledge through computer supported collaborative learning. The findings also showed that the benefits of CSCL were recognized by digital immigrants, but Church leaders may need to learn how to provide training and support for digital immigrants by blending face-to-face sermons and reflective CSCL engagement. </p>

<p> The purpose of this quantitative descriptive survey research was to assess and describe the effect of technology training on career and technical education (CTE) teachers&rsquo; perceptions of computer self-efficacy and technology practices in a vocational school district in New Jersey. CTE schools prepare future citizens and workers for the challenges of a global technological society. Technology training is crucial to the success of CTE teachers who have the daunting task of better educating students and developing the highly technical skills and problem-solving abilities of workers to compete in the global marketplace. A purposive sample of 84 teachers who attended technology training in the district completed technology-based surveys and six teachers agreed to participate in an interview and classroom observation. Triangulation of the findings of the surveys, interviews, and classroom observations helped to validate the methods and lend important insights to CTE leaders on the effectiveness of technology training. Findings indicated that CTE teachers are using technology in the classroom, but not implementing at levels consistent with developing the higher order thinking and problem-solving skills of students. A practical suggestion for technology training designs included the use of adult learning theories and constructivism for improving the levels of technology implementation among CTE teachers. Recommendations of the study targeted annual technology assessments, post-secondary collaborative partnerships, and supportive leadership to address the needs and concerns of teachers.</p>

<p> The purpose of this case study was to research the use of technology in a fourth grade elementary school classroom, to understand educational methods that promote the cultivation of 'new literacy' and the effective knowledge and use of Interactive White Boards. Data were collected through in-classroom participant observation and field notes in addition to a semi-structured qualitative interview with the classroom teacher. The research results align with the current literature on the use of Interactive White Boards and 'new literacy' highlighting practices promoting or altering classroom interactions and barriers that must be overcome to educate students effectively in a digital age. This study contributes to current literature regarding 'new literacy' in modern classrooms and how to integrate these practices. Research in this field benefits teachers and students affected by ever-advancing technology and the social dynamics in a classroom that may be altered by new and future tools.</p>

<p> This qualitative case study explored perceptions of teachers and educational administrators regarding differences between online grading systems and traditional written grade books. The purpose was to gain knowledge of online grade books in relation to parental involvement in the educational process and student academic performance, when compared with the older written grade book method. As well as educator&rsquo;s perceptions of the time use required by online grading systems, and any concerns that educators have with the technology, as compared with the older written grade book method. The research method was qualitative, using recorded interviews of participants where interviewees gave their perceptions relating to the research questions in this study. Research Question 1 was, &ldquo;How do online grading systems affect parental involvement in the educational process compared with traditional written grade books?&rdquo; After coding of the responses to this research question, the main theme was &ldquo;Transparency&rdquo;. Research Question 2 was, &ldquo;How do online grading systems affect student academic performance compared with traditional written grade books?&rdquo; After coding of the responses to this question, the main theme was, &ldquo;Transparency&rdquo;. Research Question 3 was, &ldquo;How do online grading systems affect the time use of educators compared with traditional written grade books?&rdquo; After coding of the responses to this question, the main theme was, &ldquo;Grades Automatically&rdquo;. Research question 4 was, &ldquo;How do the technological concerns with online grading systems compare with traditional written grade books?&rdquo; After coding of the responses to this question, the main theme was, &ldquo;Reliability&rdquo;. Educators and educational institutions may find this information useful when making decisions relative to implementing online grading systems.</p>