Purpose of the Study. The purpose of this study was to introduce renewable energy technology into the industrial arts programs in the State of New Hampshire by providing the following information for decision-making: (1) a broad-based perspective on renewable energy technology; (2) the selection of an educational change model; (3) data from a needs analysis; (4) an initial screening of potential teacher-trainers. Methodology. The Wolf-Welsh Linkage Model was selected as the knowledge production/utilization model for bridging the knowledge gap between renewable energy experts and industrial arts teachers. The Coffing and Hutchinson Needs Analysis Methodology was used to identify and prioritize definitions of needs related to two statements: industrial arts teachers' need for knowledge to teach renewable energy education (a) as defined by industrial arts teachers and (b) as defined by renewable energy experts. Results. Ninety-six renewable energy experts were identified by a three-step peer nomination process (92% response rate). A list of 493 discrete needs was identified by thirty-one definers representing the State's 309 industrial arts teachers and the renewable energy experts (100% response rate). The 493 need statements were prioritized by teachers (70% response rate) and experts (92% response rate). The degree of agreement/disagreement between the teachers and experts was determined by direct comparisons and by a statistical comparison using a rank order correlation (p = .6273). The degree to which individual teachers agreed or disagreed with the group of experts was measured by a series of rank order correlations. These 200 correlations were labeled "indices of congruency". A stepwise multiple regression technique was used to measure the predictive value of 126 demographic variables on the dependent variable, teachers' indices of congruency. Lastly, sixty-seven industrial arts teachers were nominated by their colleagues as potential in-service instructors. Conclusions. The experts stressed the conceptual foundations, economic justifications, and the scientific and quantitative basics of renewable energy technology. The teachers focused on wood-burning technology, educational strategies, and the more popular "alternative energy" sources such as windpower, hydropower, photovoltaics, and biomass. The most emphatic contribution of the needs analysis was the experts' and teachers' shared perception that residential/commercial building design, retrofitting, and construction is the single most important practical, technical area for the application of renewable energy technology.

The purpose of this study was to identify, classify and provide validity information on variables used in hiring and training nuclear power plant control room operators by contrasting these variables with job performance ratings. Fifty one control room operators and five operator instructors were evaluated for job proficiency using control room simulator performance ratings. These ratings were contrasted with the subjects' pre-employment aptitude test scores, level of formal education achieved, work attitude scores measured post selection, and training scores measured post selection. Results of the analysis were compared to a similar, but less extensive study conducted at a comparable U.S. nuclear power plant. No single pre-employment aptitude measure used by the plant was found to be correlated with the overall job performance rating variable, simulator performance average at the.05 level of significance. Least squares stepwise multiple regression using three aptitude tests yielded an adjusted R-Squared value of.18 at the.01 level of significance. To the extent that the assumptions for robust stepwise multiple regression are met, the utilization of three aptitude tests and an attitude scale could, however, yield an adjusted R-Squared value as high as.62, at the.001 level of significance. An assessment center approach was recommended for further exploratory research in the selection of control room reactor operators.

A prototype treatment developed to significantly reduce symptoms of stress among inservice teachers was tested in this experiment. Thirty participants selected for high stress levels were randomly assigned to treatment and control groups. They were assessed on environmental, personality, and emotional variables, using self-report and expert-judge measures, both pre- and posttreatment. The experimental treatment was holistic, incorporating all processes previously found to be related to reducing teacher stress. At posttreatment, the treatment group averaged 1.02 standard deviations lower on the stress measures than the control group. Significant differences in the posttest means, favoring the experimental group, were found for 23 of the 39 variables measured on the three self-report instruments. As a group the participants demonstrated substantially lower stress levels than the control group after the treatment, with a substantial decrease from their pretreatment stress levels. Since the control group received no treatment, some of the difference nay be due to Hawthorne Effect.

Thesis (M.S.)--University of Michigan, 1986.

Thesis (M.S.)--University of Michigan, 1986.

Thesis (M.S.)--University of Wisconsin--Madison, 1983. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 121-127).

Thesis (M.S.)--University of Wisconsin. School of Nursing, 1974. / eContent provider-neutral record in process. Description based on print version record.

No description available.

Elementary school teachers teach a variety of subjects requiring a range of content and pedagogical knowledge, and substantial professional development to support this knowledge often is lacking (Clements & Sarama, 2008). Mentoring, an important aspect of professional development, is particularly useful for developing content and pedagogical knowledge. However, content mentoring, i.e., mentoring support in a specific content area such as mathematics, has received little attention in research on elementary teachers. To address this gap in the research, this study examines support in a master’s program that provides mentoring specifically in mathematics for elementary school teachers. Using a sequential explanatory design, this mixed methods study employs the Mentoring for Effective Mathematics Teaching (MEMT) survey with twenty-six (26) graduates of the program. The 34-item Likert scale survey reveals perceptions of their mathematics mentoring experience. In order to obtain a deeper understanding of the perceptions, four (4) of the teachers participated in semi-structured interviews. This last data source provides additional insights into the role of school context in mentoring. The results reveal qualities of mentors that inservice elementary mathematics teachers found to be important beyond mathematics content knowledge, specifically, differences in school contexts that impact elementary mathematics teachers’ mentoring experiences. The results suggest direction for future research on mentoring for elementary school teachers who teach mathematics.

Thesis (M.S.P.H.)--University of Michigan, 1942.