Deposition models are being developed with the commercial computational fluid dynamics software STAR-CCM+ to evaluate particulate deposition on spent nuclear fuel (SNF) canisters. The primary particulate of concern is chloride salts, which are dispersed in the atmosphere and then deposited onto the canisters. During dry storage, the primary degradation process is likely to be chloride-induced stress corrosion cracking (CISCC) at the heat-affected zones of the canister welds. It is known that stainless steel canisters are susceptible to CISCC; however, the rate of chloride deposition onto the canisters is poorly known, based on sparse field data from a small number of sites.This paper describes work looking at various approaches to modeling turbulence, such as Reynolds-averaged Navier Stokes (RANS) and large eddy simulation (LES), and its impact on particle flow and deposition within a ventilated SNF storage system. The deposition rate is determined for a vertical canister system and a horizontal canister system. LES has the potential to simulate turbulent flows more accurately versus RANS, but is much more computationally expensive. A k-omega version of the RANS turbulence model was used for this study.The computational efficient RANS steady-state model predicted a similar canister deposition result as the LES simulation for a vertical canister storage system. For a horizontal storage system, the RANS steady-state model predicted more particles depositing on the canister than the LES simulation, providing a conservative estimation for particle deposition. A wall correction factor was added to the RANS model to dampen the turbulence fluctuation normal to a surface that left undamped, leads to the RANS model overpredicting deposition along a surface for smaller particles.This work was done to further development of deposition models that could be used to plan and inform SNF canister aging management programs with predictive models for the timing and occurrence of canister CISCC. This work is part of a larger effort tasked with understanding the likelihood of canister degradation due to CISCC. These models are still under development, and testing is needed for validation. However, these models are being presented now to demonstrate to canister vendors, utilities, regulators, and stakeholders the value of this type of modeling.

This paper provides an overview of ongoing work aimed at developing spent nuclear fuel (SNF) canister deposition models. Currently, it is known that stainless steel canisters are susceptible to chloride-induced stress corrosion cracking (CISCC). However, the rate of CISCC degradation and the likelihood that it could lead to a through-wall crack is unknown. While it is currently unknown if there is a threshold chloride surface concentration for CISCC initiation, it can be assumed that the onset and progress of material degradation will depend on the local contaminant concentration, the properties of the contaminant species, and the synergistic effects when multiple contaminants are present.This study uses well-developed computational fluid dynamics and particle tracking tools and applies them to SNF storage to determine the rate of deposition on canisters. Understanding the rate of deposition on SNF canisters could be important for making canister aging management predictions. This study is a part of an ongoing effort funded by the U.S. Department of Energy, Office of Nuclear Energy, Office of Spent Fuel and Waste Science and Technology, which is tasked with doing research relevant to enhancing the technical basis for ensuring the safe extended storage and subsequent transport of SNF.This work is being presented to demonstrate a potentially useful technique for SNF canister vendors, utilities, regulators, and stakeholders to utilize and further develop for their own designs and site-specific studies.

Using a historical timeline, we share personal stories from the editors and assistant editors of Educational Technology Research and Development (ETR&D), AECT’s flagship journal. We discuss the issues, trends, goals, initiatives, influential work, and important milestones in research, theory, and practices during the time when each served as the editor or assistant editor. ETR&D was first published in 1989 by AECT after a decision was made by the AECT Executive Board to consolidate the Educational Communications and Technology Journal (ECTJ) and the Journal of Instructional Development (JID). Through archival research and accounts of our own experiences, we hope to provide a birds-eye view that will share the past journey and inform the continued growth of Educational Technology Research and Development.

Federal funding agencies have invested significant resources supporting evidence-based, innovative approaches that address education problems and incorporate rigorous design and evaluation, particularly through randomized controlled trials (RCTs), the gold standard for yielding causal inference in scientific research. In this study, we introduced factors (i.e., evaluation design, attrition, outcome measures, analytic approach, and fidelity of implementation) that are often times required in the Federal Notice for application by the U.S. Department of Education, with an emphasis on What Works Clearinghouse (WWC) standards. We further presented a federally funded research protocol with a multi-year, clustered RCT design to determine the impact of an instructional intervention on students' academic performance in high-needs schools. In the protocol, we elaborated on how our research design, evaluation plan, power analysis, as well as confirmatory research questions and analytical approaches were aligned with the grant requirement and WWC standards. We intend to provide a road map to meeting WWC standards and to increase the likelihood of successful grant applications.

This study presents a method that can be used to gain information relevant to determining the corrosion risk for spent nuclear fuel (SNF) canisters during extended dry storage. Currently, it is known that stainless steel canisters are susceptible to chloride-induced stress corrosion cracking (CISCC). However, the rate of CISCC degradation and the likelihood that it could lead to a through-wall crack is unknown. This study uses well-developed computational fluid dynamics and particle-tracking tools and applies them to SNF storage to determine the rate of deposition on canisters. The deposition rate is determined for a vertical canister system and a horizontal canister system, at various decay heat rates with a uniform particle size distribution, ranging from 0.25 to 25 mu m, used as an input. In all cases, most of the dust entering the overpack passed through without depositing. Most of what was retained in the overpack was deposited on overpack surfaces (e.g., inlet and outlet vents); only a small fraction was deposited on the canister itself. These results are provided for generalized canister systems with a generalized input; as such, this paper is intended to demonstrate the technique. This study is a part of an ongoing effort funded by the U.S. Department of Energy, Nuclear Energy Office of Spent Fuel Waste Science and Technology, which is tasked with doing research relevant to developing a sound technical basis for ensuring the safe extended storage and subsequent transport of SNF. This work is being presented to demonstrate a potentially useful technique for SNF canister vendors, utilities, regulators, and stakeholders to utilize and further develop for their own designs and site-specific studies.

PurposeThis article informs school leaders and staffs about existing research findings on the use of data-driven decision-making in creating class rosters. Given that teachers are the most important school-based educational resource, decisions regarding the assignment of students to particular classes and teachers are highly impactful for student learning. Classroom compositions of peers can also influence student learning.Design/methodology/approachA literature review was conducted on the use of data-driven decision-making in the rostering process. The review addressed the merits of using various quantitative metrics in the rostering process.FindingsFindings revealed that, despite often being purposeful about rostering, school leaders and staffs have generally not engaged in data-driven decision-making in creating class rosters. Using data-driven rostering may have benefits, such as limiting the questionable practice of assigning the least effective teachers in the school to the youngest or lowest performing students. School leaders and staffs may also work to minimize negative peer effects due to concentrating low-achieving, low-income, or disruptive students in any one class. Any data-driven system used in rostering, however, would need to be adequately complex to account for multiple influences on student learning. Based on the research reviewed, quantitative data alone may not be sufficient for effective rostering decisions.Practical implicationsGiven the rich data available to school leaders and staffs, data-driven decision-making could inform rostering and contribute to more efficacious and equitable classroom assignments.Originality/valueThis article is the first to summarize relevant research across multiple bodies of literature on the opportunities for and challenges of using data-driven decision-making in creating class rosters.

Solving the problem of poverty has always been a topic of concern to all countries in the world. On October 14, 2019, the Nobel Prize official website announced that Abhijit Banerjee, Esther Duflo, and Michael Kremer became the laureates of the annual Nobel Prize in Economics in recognition of their unique contribution to “experimental practices in reducing global poverty.” This result was a commendation to development economists and an encouragement to the global efforts to reduce poverty.

Purpose: We examine considerations regarding the positive contributions of evidence accountability and challenges that frustrate educators in gaining access to the needed product information. Design/Approach/Methods: We review the research literature on the multiple characteristics of evidence relative to consumer (practitioner) interests. We then examine, through a “case illustration” of an initiative in a large school district, a second challenge for evidence usage—conducting viable studies and interpreting outcomes from comprehensive interventions in complex educational systems. Findings: Despite attention being given to rigorous evidence, consumers report preferring peer recommendations and local pilot studies as sources. In our case illustration, we found that the availability of evidence from comprehensive formative evaluation studies was viewed by stakeholders as positively contributing to program implementation quality and sustainability over time. Originality/Value: We use a real-world “case illustration” of a complex initiative in a large, diverse school district to illustrate how current policies and expectations regarding evidence support for educational programs is filtered through multiple agendas and personal needs of key stakeholders. Consequently, evaluators acquire nontraditional roles that go beyond routine execution of rigorous studies. Given these factors, we offer recommendations for fostering more meaningful and objective interpretations and usage of evidence by local stakeholders.

Educational technology offers unique affordances as a learning tool and delivery system for enhancing and personalizing instruction. Over the past two decades, efforts by school districts and states to infuse technology into everyday K-12 education through one-to-one laptop initiatives have rapidly proliferated. In this paper, I examine such initiatives from studies in the literature and from my own research, starting with the Apple Classroom of Tomorrow in the mid-1980′s and continuing today with comprehensive mixed-method evaluations in school districts. Drawing from this work, I focus on several themes that create both challenges and opportunities for technology infusion to occur in more effective and sustainable ways. These include: (a) conceptualizing technology as an educational tool and delivery system, not as a “treatment” in itself; (b) defining and communicating to stakeholders what proximal and long-term outcomes the technology initiative is (and is not) expected to promote; (c) not over-promising impacts on student achievement on standardized assessments where technology applications are directed primary toward other educational goals; and (d) conducting ongoing evaluation studies to provide evidence of program implementation progress and effectiveness at different phases of the initiative.

Purpose The purpose of this paper is to examine how participants in diverse schools newly implement the Sanford Harmony social and emotional learning (SEL) program and perceive its benefits for students and overall school climate. Design/methodology/approach The current study employed a convergent parallel mixed-methods design with a sample of five elementary schools in the western USA. Measures included classroom observations, administrator interviews, teacher interviews and focus groups, student focus groups, and a teacher questionnaire. Findings Findings indicated expected variation in implementation across schools, although all participants reacted favorably to the program and, importantly, would recommend the program to others. Administrators, teachers and students all saw the value of the program, particularly in terms of student relationship building and improved school climate. Implementation challenges experienced by schools were consistent with research on diffusion of innovations. Practical implications The present study demonstrates the importance of effective professional development, continued support, collective decision making and intentional integration of the SEL program throughout a school to support robust implementation and ultimately achieve intended outcomes. Originality/value Researchers have yet to examine in-depth implementation of the Sanford Harmony program and how best to support scale-up and more intentional implementation in schools. As implementation fidelity is a key component of a program achieving intended outcomes, the findings from the present study contribute to the knowledge base of supporting SEL program implementation.

School districts are adopting educational technology products at an increasing rate over the years. As more and more products become available, school districts face the challenge of identifying and evaluating programs to meet students’ needs, while ed-tech providers compete for access to decision makers. The present mixed methods study sought to document the process by which school districts discover, evaluate, and acquire ed-tech products and how vendors market and work through this process with districts. Participants included district stakeholders representing 54 school districts and vendors from 47 ed-tech companies. Results indicated that, in contrast to best practices, needs assessments were rarely, if at all conducted, districts and vendors lack a central source of information for product information and evidence of effectiveness, and decisions are often made on small-scale pilot tryouts, peer references, and less often by examining rigorous evaluation evidence. Based on these findings, we offer recommendations for both district and vendor stakeholders to encourage successful procurement of ed-tech products.