Relevant bibliographies by topics / Inservice model

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Inservice model'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Inservice model"

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Villa, Richard A. "Model Public School Inservice Programs." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 12, no. 4 (October 1989): 173–76. http://dx.doi.org/10.1177/088840648901200409.

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Mathison, Sandra. "An evaluation model for inservice teacher education." Evaluation and Program Planning 15, no. 3 (July 1992): 255–61. http://dx.doi.org/10.1016/0149-7189(92)90089-d.

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Wang, Congcong. "From Preservice to Inservice." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 2 (April 2015): 1–21. http://dx.doi.org/10.4018/ijcallt.2015040101.

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Wang (2012) suggested that preservice teachers perceived that their initial experiences as online language learners increased their linguistic, cultural and technological awareness, which would further benefit them when working with diverse students. However, that study was unclear about whether teachers perceived that they could transfer their awareness into teaching practice. Therefore, extending the pilot study, this follow-up study explored inservice teachers' perceptions of linguistic, cultural and technological awareness transfer in teaching English Language Learners by asking them to engage with an online language course and reflect on their experience. This study proposes a model for language teacher linguistic, cultural and technological awareness development and transfer, as well as discusses issues related to language teacher awareness transfer.
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Riordan, Kathleen M. "Teachers Teaching Teachers: An InService Model That Works." Foreign Language Annals 22, no. 2 (April 1989): 185–88. http://dx.doi.org/10.1111/j.1944-9720.1989.tb01983.x.

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Rule, Sarah, Julie Fodor-Davis, Robert Morgan, Charles L. Salzberg, and Jennifer Chen. "An Inservice Training Model To Encourage Collaborative Consultation." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 13, no. 3-4 (July 1990): 225–27. http://dx.doi.org/10.1177/088840649001300318.

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Walsh, Thomas E. "The Implementation and Evaluation of a Sequential, Structured Approach for Teaching Logowriter to Classroom Teachers." Journal of Educational Technology Systems 21, no. 4 (June 1993): 343–62. http://dx.doi.org/10.2190/2cyt-xn8r-rtcl-f61b.

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The goal of this exploratory study was to implement and evaluate a Logo inservice model that focused on effective principles of staff development and emphasized Logo problem solving using teacher-mediated intervention strategies. The model was designed to facilitate teacher use of Logo in classrooms. Evaluation of the Logo inservice provided positive support for the Logo inservice approach providing organization, structure, and opportunity for individual exploration. Results measuring change in teacher Stages of Concern (SoC) indicated all participants, except one, made significant shifts to higher stages focusing on using Logo with students. Teacher support for Logo implementation was found showing preference in structured instructional teaching balanced with opportunities for discovery-based learning. Results from teacher self report of mastery of LogoWriter knowledge and skills indicated that participants reported mastery of twenty out of twenty-seven objectives. In addition, results of the LogoWriter Basic Comprehension Test validated these self reports. The study found that a structured Logo inservice appears to be a positive step in promoting future use of Logo in the classroom.
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McBride, Ronald E., Theresa E. Boggess, and David C. Griffey. "Concerns of Inservice Physical Education Teachers as Compared with Fuller’s Concern Model." Journal of Teaching in Physical Education 5, no. 3 (April 1986): 149–56. http://dx.doi.org/10.1123/jtpe.5.3.149.

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The purpose of this study was to identify and assess the kinds of concerns expressed by experienced physical education teachers and to compare them to Fuller’s postulated developmental theory of teaching concerns. The study also sought to assess the applicability of the Teacher Concerns Questionnaire (TCQ) instrument in a physical education environment. Data were subjected to factor analysis, where it was found that, overall, the experienced teachers did follow Fuller’s three stages of development. Two distinct constellations were identified, as was a third, weaker constellation. This third factor corresponded to Fuller’s task scale and additional study is recommended to identify items more appropriate to an inservice physical education environment. The authors make recommendations for follow-up experiences in an inservice setting.
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Neel, H. J., and E. E. Monroe. "Meeting the Inservice Needs of Classroom Teachers: One Model." British Journal of In-Service Education 14, no. 3 (September 1988): 176–79. http://dx.doi.org/10.1080/0305763880140310.

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Schlichter, Carol L. "Talents Unlimited: An Inservice Education Model for Teaching Thinking Skills." Gifted Child Quarterly 30, no. 3 (July 1986): 119–23. http://dx.doi.org/10.1177/001698628603000305.

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Bott, Deborah A. "Training Educators to Use Computers: A Model for Inservice Workshops." SIG Bulletin 3, no. 2-3 (October 1986): 47–52. http://dx.doi.org/10.1080/07478046.1987.11008185.

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Dissertations / Theses on the topic "Inservice model"

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Howe, Peter A., and n/a. "Designing and evaluating an inservice model for mathematics education in the primary school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060726.164520.

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The study presents a review of in-service models and a search for an effective in-service model for mathematics education in the primary school. The study considers the need to improve the teaching of mathematics in the primary school; the major reports that have made recommendations for the improvement of primary mathematics teaching and the opinions and findings of mathematics educators. The study examines the state of the art of in-service models and examines those models previously used. The study notes the failings of the in-service models past and present and examines elements within these models which have proven to be beneficial albeit in part. Throughout the study particular attention is given to recent studies concerned with implementing and sustaining change. The model designed for the in-service of the primary mathematics teacher, MINC (Mathematics In-service Network Course) is based on an examination of models past and present. Components and provisions that have met with success in these models were included in the design. The in-service model developed and described in this study includes four major components input from course leaders and teachers, reflection, feedback and the opportunity for teachers to work with others from the same school and neighbouring schools (networking). A major section of the study examines the responses of participants to an evaluation questionnaire given at the completion of the first in-service course, MINC 1 and the second, MINC 2. Data collected from the responses of participants to the questionnaire were analysed to see if there were differences in responses from teachers based on such factors as sex, the MINC network, the level to which participants had studied mathematics, the year level they taught and expressed confidence in teaching mathematics. In conclusion, the study reflects on the evaluation of the in-service course and addresses considerations for future in-service courses concerned with mathematics education for primary teachers.
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Haynes, Dawn (Dawn Marie). "Effects of a Teacher Inservice Training Model on Students' Perceptions of Elementary Science." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278783/.

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The purpose of this study was to test a teacher inservice training model which was designed to increase the number and use of hands-on science activities, increase the number of times teachers teach science, and improve students' perceptions of science.
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Junda, Mary Ellen. "The development of a model inservice teacher education program in music sight reading methodology /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10936695.

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Tshibengabo, Kamana. "A participatory teacher centred INSET model : a model of inservice education and training for qualified teachers of English as a second language in Zaire." Thesis, University of Southampton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385368.

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Smith, James A. (James Arthur) 1945. "The Elements of Lesson Design, Elementary Public School Students' Mastery of Mathematics Objectives, Accrued Teaching Experience, and Teacher Inservice Training." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332391/.

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The purpose of this study was to investigate the relationship among the teachers' use of the individual elements of lesson design, students' mastery of mathematics objectives, the hours of inservice training completed by the teachers and the teachers' years of experience. The individual elements of lesson design are defined by Madeline Hunter and are anticipatory set, objective and purpose, input, modeling, checking for understanding, guided practice, and independent practice.
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Pieski, Mary Kay Florence. "Developing Intercultural Sensitivity Through Immersion Experiences in Unfamiliar Cultural Milieux: Implications for Teacher Education and Professional Development." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1309291601.

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Blanton, William H. "A Regression Model of the Interactions Between Higher Education and High-tech Industries in East Tennessee and Southwest Virginia." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2882.

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This study examined the interactions--(1) research grants and contracts, (2) faculty consultation, (3) employee training, (4) student internships and co-ops, (5) universities sharing firm facilities, and (6) firms sharing university facilities--between higher education and high-tech industries in East Tennessee and Southwest Virginia using multiple regression modeling. The purpose of the study was the development of a vision of what the future could be and the strategies to successfully overcome the threats and enrich the opportunities that exist between higher education and high-tech industries. Data were collected from the engineering and engineering technology faculty at Tennessee Technological University, East Tennessee State University, Virginia Polytechnical Institute and State University, the University of Tennessee at Knoxville, and the University of Tennessee at Chattanooga and selected high-tech firms in East Tennessee and Southwest Virginia. The analytical process included four phases: (1) data collection and preparation, (2) reduction of independent variables, (3) model refinement, and (4) model validation. The analysis suggested that large universities with well-defined organizational channels seemed to have an advantage in obtaining research grants and contracts from large firms that were strongly involved in research and development. Likewise, faculty members seemed to use the facilities of large high-tech firms that were near to the university. More importantly, the study emphasized the mutual benefits that universities and industries could share through university-industry interactions if each could overcome formidable barriers that have been established through tradition, culture, and bureaucratic processes.
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Kemp, Rosslyn J., and n/a. "Teachers' perceptions of the impact of inservice courses and their preferences for particular models of inservice." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060809.171422.

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The need for inservice training of teachers has increased as the nature of schooling changes, and underlying philosophies, structures and theories undergo revision. An understanding of how teachers perceive inservice courses may assist in designing inservice programs which best meet the needs of education systems, schools and individual teachers. This study examined teachers' perceptions of inservice as it affects them in their schools, and their acceptance of different content and structures of inservice models. It also examined different groups within the teacher sample, to establish whether differences in gender, the area of teaching they are involved in, their years of teaching experience, or the number of inservice courses they attend affect their perceptions. The subjects for the study were a group of Kindergarten to Year 12 teachers from randomly sampled schools in the Western Region of New South Wales Department of School Education. The survey was completed by 304 respondents and a randomly selected sub-sample participated in a semi-structured interview. Results of the study shows generally that teachers do value the impact of inservice courses, both in the classroom and on their own sense of professional development, and that they have preferences for particular content and models of inservice courses.
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Doraiswamy, Nithya. "A Case Study on Science Teacher Leadership to Address Diversity and Equity Through Professional Development." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430534221.

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Girelli, Alan Gil. "Teachers' perceptions of a hybrid inservice delivery model: A qualitative study." 2004. https://scholarworks.umass.edu/dissertations/AAI3152700.

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This qualitative study evaluates design and delivery of technology-integration professional-development programming delivered through a hybrid distance-delivery model involving telecasts, online, and on-site instruction. The study analyzes perceptions of learning shared by ten veteran urban high school teachers who completed a graduate course delivered through the model. Research questions ask if teachers found gains achieved were commensurate with learning challenges, what factors of school and district affected the value of staff-development, whether perceptions changed over time, and what learning profiles were a best fit for the model. The study also examines the larger contexts of a Professional Development School technology-infusion initiative and a district-level technology-training program. Research methods include content analysis applied to data collected longitudinally through written program evaluations and interviews conducted over a four-year period. Analyses of email messaging and other electronic communications provide further triangulation of data. The study provides cross-case and case study treatments, the latter providing small-scale maximum variation sampling of learning profiles. The study reports teachers entered the program preferring informal, on-site workshop instruction to all other technology-training options, and that this preference proved durable. Teachers dismissed graduate coursework and district-level training, citing issues of trust and expressing themes regarding respect and lack of respect, and the value of local knowledge. Teachers differentially perceived the pace of the course and relationships with instructional staff, according to their self-assessed computing skill levels. Teachers' perceived video-based instruction as valuable but felt synchronous video was not valuable, and found web-based learning challenging and frustrating but believed educational resources on the web are bountiful. Overall, cohort members expressed satisfaction with the course, attributing their satisfaction primarily to participation in project work. Findings suggest characteristics of a design process for customizing instruction to needs of individuals and cohorts. The literature review addresses constructivist and adult learning theory and principles of instructional design. The researcher examines the role of the Professional Development School and the school district in technology training and addresses Cynthia Selfe's concerns regarding the digital divide and the “technology-literacy link,” advocating continued research on teachers' perceptions of technology-integration staff-development and positing new roles for teachers in program design.
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Books on the topic "Inservice model"

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Reddy, Vijay. South African College for Open Learning: A model of an inservice distance education programme for initial teacher education. Brighton: Centre for International Education, University of Sussex, 2002.

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Creating the future of health care education. Chicago, Ill: American Hospital Pub., 1988.

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Corrigan, Patrick W. Interactive staff training: Rehabilitation teams that work. New York: Plenum, 1997.

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Educational Resources Information Center (U.S.), ed. Carolina Model Inservice Training Project: Final report. Chapel Hill, NC: Frank Porter Graham Child Development Cetner, University of North Carolina, 2000.

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Educational Resources Information Center (U.S.), ed. Project REALIGN: Model Inservice Training Project : final report. Washington, D.C: George Washington University, Dept. of Teacher Preparation and Special Education, 1999.

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Nevlud, Gail New. Experiencing aphasia: An inservice model demonstrating aspects of aphasia. Communication Skill Builders, 1989.

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Educational Resources Information Center (U.S.), ed. Trans/Team Outreach: An inservice model replication project : final report. Norge, VA: Child Development Resources, 1996.

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Inservice model for strengthening secondary teachers' skills in career counseling. Commerce, Tex: The University, 1986.

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Henman, Patrick. A needs based model for developing a computer inservice curriculum for teachers. 1988.

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Haueisen, Barbara A. A computer inservice design model for providing computer classes for public school personnel. 1992.

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Book chapters on the topic "Inservice model"

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Nguyen, Hoa Thi Mai. "Issues of Implementation of Peer Mentoring for Pre-service/Inservice Teachers." In Models of Mentoring in Language Teacher Education, 197–208. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44151-1_9.

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Trust, Torrey, Robert Maloy, and Sharon Edwards. "Makerspaces and 3D Printing." In Next Generation Digital Tools and Applications for Teaching and Learning Enhancement, 201–20. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1770-3.ch011.

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This chapter presents a professional development model for introducing preservice and inservice teachers to makerspaces and 3D printing. The model is based on a 3D Printing 4 Teaching & Learning project, a school/university partnership focused on maker and 3D learning. In the project, 13 inservice teachers were paired with 10 preservice teacher candidates and charged with integrating hands-on physical makerspaces and 3D modeling and printing activities into existing elementary, middle, or high school curricula. Two day-long workshops introduced participants to makerspace experiences. Teachers then completed projects with students organized around history/social studies or science/mathematics topics. Three primary recommendations emerged for integrating maker-based and 3D technologies into preservice and inservice teacher learning: 1) a growth-in-practice model, 2) preservice/inservice teams, 3) multiple approaches to the adoption of new technologies.
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Dennen, Vanessa P., and Yujin Park. "Preparing K-12 Teachers for Blended and Online Learning." In Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model, 18–35. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7760-8.ch002.

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Personal learning networks (PLNs) are a form of informal professional development in which teachers build and maintain connections to other educators and learning professionals and the resources that will meet their personal continuing education needs. Although PLNs can incorporate face-to-face connections, they typically make heavy use of social networking tools for finding and sharing information and educational innovations. In this chapter, the authors discuss how PLNs have been developed and used by preservice and inservice teachers, discussing the similarities and differences between the two groups along with the progression of PLN development from preservice to inservice teacher experiences. Next the authors discuss the role that PLNs play in helping teachers develop their blended and virtual learning knowledge and skills, along with ideas for how teacher-educators and administrators can provide support for this endeavor.
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Lee, Kyungmee, and Clare Brett. "An Online Course Design for Inservice Teacher Professional Development in a Digital Age." In Handbook of Research on Teacher Education in the Digital Age, 55–80. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8403-4.ch003.

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This chapter introduces a practical model for teacher educators concerned with designing online courses for inservice teachers' technological knowledge learning and its implementation in their teaching. A double-layered CoP model has been developed and repeatedly applied in the teacher professional development (TPD) context using a design-based research (DBR) approach. DBR provides an iterative cycle of design, implementation, evaluation and improvement of the design. This chapter includes a detailed description of the design context of the model including design considerations and theoretical frameworks upon which the model is based. The chapter also demonstrates how the model works in practice referencing important issues in current teacher education practices and offering suggestions for how DBR can guide teacher educators' teaching and research practices. Four course participants' learning experiences are presented as case studies to illustrate more clearly the way the model seems to be facilitating teachers' learning processes.
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McVee, Mary B., Lynn E. Shanahan, P. David Pearson, and Tyler W. Rinker. "Using the Gradual Release of Responsibility Model to Support Video Reflection with Preservice and Inservice Teachers." In Literacy Research, Practice and Evaluation, 59–80. Emerald Group Publishing Limited, 2015. http://dx.doi.org/10.1108/s2048-045820150000005010.

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DiMarco, Danielle, and Melissa A. Parenti. "Reinventing PLCs." In Advances in Educational Marketing, Administration, and Leadership, 76–88. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0669-0.ch004.

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Professional Learning Communities (PLCs) are widely implemented as a model for ongoing professional development of inservice teachers. Although PLCs have many promising attributes, they are rarely utilized as a vehicle for promoting district or school wide change. This chapter reintroduces PLCs as a tool for an effective launch of literacy policy through utilization of teacher led collaboration at the inception of new initiatives. Reinventing and providing authentic purpose, structure, accountability and responsibility to the framework of PLCs has great potential for unleashing the benefits of the model. Within this chapter, you will gather these new insights related to the tenants of high functioning PLCs and how they can be best applied to initiating and maintaining successful reform efforts.
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Driskell, Shannon O., Sarah B. Bush, Robert N. Ronau, Margaret L. Niess, Christopher R. Rakes, and David K. Pugalee. "Mathematics Education Technology Professional Development." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, 107–36. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch005.

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The effective use of digital technologies in school settings calls for appropriate professional development opportunities that will transform inservice teachers' knowledge for integrating technologies as effective mathematics learning tools. To inform such opportunities, this study examined the contents of published mathematics education technology professional development papers over several decades using Sztajn's (2011) standards for high quality reporting in mathematics professional development research studies, the Technological Pedagogical Content Knowledge framework, and the Comprehensive Framework for Teacher Knowledge. Both the Professional Development Implementation and Evaluation Model and Education Professional Development Research Framework are recommended for further guidance on reporting key features of mathematics education technology professional development.
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Taylor, D. Bruce, Jean P. Vintinner, and Karen D. Wood. "Professional Development 1.5." In Professional Development and Workplace Learning, 314–35. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch020.

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Technology is shaping and reshaping K-12 teaching and learning across grade levels and subject areas. The emergence of Information Communications Technologies have changed the nature of literacy including what it means to read and write. Despite these transformations, schools have been slow to integrate technology in meaningful ways. New curricula like the Common Core have attempted to bridge the gap between teaching and learning and the use of technology; however, teacher professional development has yet to catch up with these changes. The focus of this chapter is on two models of teacher professional development used to engage and prepare inservice teachers for using digital technologies and Web 2.0 tools in their writing instruction. The authors explore the challenges and benefits of both models and discuss what they have learned about teacher professional development around technology and writing. They argue that while neither model is a “best way” of approaching teacher professional development, elements of both are beneficial in meeting the needs of teachers.
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Taylor, D. Bruce, Jean P. Vintinner, and Karen D. Wood. "Professional Development 1.5." In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, 567–88. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5982-7.ch028.

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Technology is shaping and reshaping K-12 teaching and learning across grade levels and subject areas. The emergence of Information Communications Technologies have changed the nature of literacy including what it means to read and write. Despite these transformations, schools have been slow to integrate technology in meaningful ways. New curricula like the Common Core have attempted to bridge the gap between teaching and learning and the use of technology; however, teacher professional development has yet to catch up with these changes. The focus of this chapter is on two models of teacher professional development used to engage and prepare inservice teachers for using digital technologies and Web 2.0 tools in their writing instruction. The authors explore the challenges and benefits of both models and discuss what they have learned about teacher professional development around technology and writing. They argue that while neither model is a “best way” of approaching teacher professional development, elements of both are beneficial in meeting the needs of teachers.
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Catelli, Linda A., Joan Carlino, GinaMarie Petraglia, Patricia Godek, and Valerie Jackson. "Collaborative Video-Based Action Research Studies to Assess Classroom Teaching Performances and Improve Educator Programs." In Evaluating Teacher Education Programs through Performance-Based Assessments, 295–310. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9929-8.ch018.

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Race to the Top (RttT) reforms in States around the nation have initiated changes in the way teachers are evaluated and in the way new teachers are certified. The focus of this chapter is on sets of video-based action research studies aimed at analyzing and assessing classroom teaching performances and evaluating program effectiveness in a Professional Development School (PDS) partnership setting. The studies were part of a larger longitudinal research project begun in 1998. Authors present selected sets of studies as exemplars of a model research approach for continually changing and improving classroom teaching and the PDS's integrative pre-and inservice teacher education program. Readers are provided with the research and inquiry questions of the studies, key findings, and how findings were used to provide evidence of program effectiveness.
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Conference papers on the topic "Inservice model"

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Leutwyler, Zachary, Emil Leutwyler, and Neal Estep. "AOV Quarter-Turn Efficiency Models and Validation." In ASME/NRC 2014 12th Valves, Pumps, and Inservice Testing Symposium. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/nrc2014-5031.

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Common quarter-turn (QT) mechanisms used in nuclear plant air-operated valves (AOVs) include scotch yoke, lever, and link-and-lever mechanisms coupled to diaphragms and pistons. QT mechanism efficiency varies as a function of valve position and is a critical design input used to determine AOV margin. Because of the lack of publicly available data of a quality commensurate with “nuclear QA [quality assurance],” Kalsi Engineering, Inc. (KEI), initiated an independent QT-mechanism efficiency test program that includes a number of commonly used actuator manufacturers, models, and sizes based on a survey of U.S. nuclear power plants. The first test specimen was a diaphragm actuator with a lever QT mechanism. The diaphragm rod of the test specimen was instrumented with strain gauges so that a direct measurement of the net actuator force transmitted to the QT mechanism could be measured. In addition to the net thrust, the output torque, diaphragm pressure, and actuator position were measured. Measuring the net thrust, diaphragm pressure, and position allowed the spring rate, spring preload, and effective diaphragm area to be quantified. This test specimen was tested using two different types of bearings at the actuator shaft-to-lever connection. Needle bearings were used to provide torque results for a nearly frictionless QT mechanism, and bronze bearings were used to simulate a more realistic QT-mechanism configuration. Predictions made using the first-principles efficiency model are compared to efficiencies extracted from test. The predicted efficiency using a realistic range for the friction coefficient of the bronze bearings is in good agreement with the extracted efficiencies. Paper published with permission.
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Cruz, Domingo A., and Jesse R. Delgado. "Application of Phased Array Sectorial Scanning (PASS) to Determine Check-Valve Operational Readiness at the Palo Verde Nuclear Station." In ASME/NRC 2014 12th Valves, Pumps, and Inservice Testing Symposium. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/nrc2014-5039.

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The reliability of check valves is paramount to the safe operation of plant systems. This paper provides a description of the benefits of applying advanced phased array techniques to establish the operational readiness of swing-check valves in the static or dynamic operational modes. In addition, a utility model perspective is described explaining how the Phased Array Sectorial Scanning (PASS) data assessments can be used to support operational predictive maintenance decisions. A collaborative effort between Arizona Public Service Co., the Palo Verde plants, and IHI Southwest Technologies, Inc. (IHI), was realized when IHI personnel applied Phased Array Sequence Scanning techniques to swing-check valves operating in the closed static position, as well as to three identical valves operating in the dynamic open positions in Palo Verde Units 1, 2 and 3 respectively. Paper published with permission.
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Leutwyler, Zachary, Lisa Thidavanh, and Neal Estep. "Effective Diaphragm Area Test Program for Air-Operated Valve Actuators." In ASME/NRC 2014 12th Valves, Pumps, and Inservice Testing Symposium. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/nrc2014-5028.

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Kalsi Engineering, Inc. (KEI), initiated an independent test program that includes a number of actuator manufacturers, models, and sizes based on a survey of United States (U.S.) nuclear power plants. The test matrix includes evaluation of the effect of the key parameters on the effective diaphragm area (EDA) throughout the stroke. These parameters include stroke position, pressure, materials, measurement uncertainty, and manufacturing tolerances. Because of differences in the test data obtained by different sources for the same actuator type and size, systematic test procedures have been developed by KEI to address differences in the testing methods and test configurations, including testing of a balanced actuator (no spring in the actuator) vs. a spring-return actuator of the same diaphragm size. The effect of elevated temperature and aging may also be included later by testing a selected number of actuators based on industry input. The benefit of this program is to provide reliable data for air-operated valve (AOV) design-basis evaluations as required by U.S. Nuclear Regulatory Commission (NRC) Regulatory Issue Summary (RIS) 2000–03. This paper presents the results for the Masoneilan Model 38 Size 18 diaphragm actuator, which show that EDA is both position- and pressure-dependent. Paper published with permission.
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Chou, Hsoung-Wei, Chin-Cheng Huang, Bo-Yi Chen, Ru-Feng Liu, and Hsien-Chou Lin. "Probabilistic Fracture Analysis for Boiling Water Reactor Pressure Vessels Subjected to Low Temperature Over-Pressure Event." In ASME 2010 Pressure Vessels and Piping Division/K-PVP Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/pvp2010-25196.

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With the development of probabilistic fracture mechanics (PFM) methods in recent years, the risk-informed approach has gradually been used to evaluate the structural integrity and reliability of the reactor pressure vessels (RPV) in many countries. For boiling water reactor (BWR) pressure vessels, it has been demonstrated that it is not necessary to perform the inservice inspections of beltline circumferential welds to maintain the required safety margins because their probability of failure is orders of magnitude less than that of beltline vertical welds, thus may well reduce the associated substantial cost and person-rem exposure. In Taiwan, however, the inservice inspections of shell welds still have to be performed every ten years per ASME Boiler and Pressure Vessel Code, Section XI inspection requirements for a BWR type Chinshan nuclear power station. In this work, a very conservative PFM model of FAVOR code consistent with that USNRC used for regulation is built with the plant specific parameters concerning the beltline shell welds of RPVs of Chinshan nuclear power station. Meanwhile, a hypothetical transient of low temperature over-pressure (LTOP) event which challenges the BWR RPV integrity most severely is also assumed as the loading condition for conducting the PFM analyses. Further, the effects of performance of inservice inspection are also studied to determine the benefit of the costly inspection effort. The computed low probability of failure indicates that the analyzed RPVs can provide sufficient reliability even without performing any inservice inspection on the circumferential welds. It also indicates that performing the inservice inspections can not promote the compensating level of safety significantly. Present results can be regarded as the risk incremental factors compared with the safety regulation requirements on RPV degradation and also be helpful for the regulation of BWR plants in Taiwan.
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Stevenson, Paul R., Richard L. Haessler, Alex McNeill, Mark A. Pyne, and Raymond A. West. "Lessons Learned From Implementation of Westinghouse Owners Group Risk-Informed Inservice Inspection Methodology for Piping." In 14th International Conference on Nuclear Engineering. ASMEDC, 2006. http://dx.doi.org/10.1115/icone14-89740.

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Risk-informed inservice inspection (ISI) programs have been in use for over seven years as an alternative to current regulatory requirements in the development and implementation of ISI programs for nuclear plant piping systems. Programs using the Westinghouse Owners Group (WOG) (now known as the Pressurized Water Reactor Owners Group - PWROG) risk-informed ISI methodology have been developed and implemented within the U.S. and several other countries. Additionally, many plants have conducted or are in the process of conducting updates to their risk-informed ISI programs. In the development and implementation of these risk-informed ISI programs and the associated updates to those programs, the following important lessons learned have been identified and are addressed. • Concepts such as “loss of inventory,” which are typically not modeled in a plant’s probabilistic risk assessment (PRA) model for all systems. • The importance of considering operator actions in the identification of consequences associated with a piping failure and the categorization of segments as high safety significant (HSS) or low safety significant (LSS). • The impact that the above considerations have had on the large early release frequency (LERF) and categorization of segments as HSS or LSS. • The importance of automation. • Making the update process more efficient to reduce costs associated with maintaining the risk-informed ISI program. The insights gained are associated with many of the steps in the risk-informed ISI process including: development of the consequences associated with piping failures, categorization of segments, structural element selection and program updates. Many of these lessons learned have impacted the results of the risk-informed ISI programs and have impacted the updates to those programs. This paper summarizes the lessons learned and insights gained from the application of the WOG risk-informed ISI methodology in the U.S., Europe and Asia.
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Biba, Paul. "Evaluation of Pump Performance in Complex Systems by Dynamic Modeling." In 2002 International Joint Power Generation Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/ijpgc2002-26139.

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The evaluation of pump performance in complex hydraulic networks is often difficult due to the complexity of the system operation. While inservice testing is often performed when the particular system is in a test mode, the test conditions may be different from the actual operating conditions under which the system would be required to operate. In addition, the pump may have to function under various postulated accident scenarios, which can not be duplicated during plant normal operation. This paper will present a method of upgrading pumps by using a dynamic model, which allows the evaluation of the many factors affecting the system performance, in order to assure system operability.
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Maeda, Noriyoshi, and Tetsuo Shoji. "Failure Probability Analysis Based on FRI Model for Stress Corrosion Cracking Growth Introducing Residual Stress Distribution by Weld." In ASME 2012 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/pvp2012-78748.

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Failure probability of welds by stress corrosion cracking (SCC) in austenitic stainless steel piping is analyzed by a probabilistic fracture mechanics (PFM) approach based on an electro-chemical crack growth model (FRI model, where FRI stands for “Fracture and Reliability Research Institute” of Tohoku University in Japan). In this model, crack growth rate da/dt, where a is crack depth, is anticipated as the rate of chemical corrosion process defined by electro-chemical Coulomb’s law. The process is also related to the strain rate at the crack tip, taking the small scale yielding into consideration. Compared to the mechanical crack growth equation like the power law for SCC, FRI model can introduce many parameters affecting the generation and break of protective film on the crack surface such as electric current associated with corrosion, the frequency of protective film break and mechanical parameters such as the stress intensity factor K and its change with time dK/dt. Derived transcendental equation is transformed into non-dimensional form, and then solved numerically by iterative method. The extension of surface crack by SCC under residual stress field is simulated by developing the stress distribution in polynomial form following ASME section XI appendix A. This simulation scheme is introduced into PFM framework to derive the failure probability of austenitic stainless steel piping in nuclear power plants to be used in developing a risk-informed inservice inspection (RI-ISI) program.
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Bamford, Warren. "Section XI: Responding to Inservice Inspection Findings." In ASME 2003 Pressure Vessels and Piping Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/pvp2003-1803.

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As plants continue to age, modes of degradation are found that had not been anticipated as part of the design process. One of the most important modes of degradation found recently has been stress corrosion cracking. This presentation will deal with three examples of such cracking for which acceptance criteria and evaluation methodology are being developed for Section XI. These three include: • Class 1 piping; • Reactor Vessel Head Penetration Cracking (PWR only); • Low Energy Piping, Vessels and Tanks.
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Fleming, Karl N., and Bengt O. Y. Lydell. "Use of Markov Piping Reliability Models to Evaluate Time Dependent Frequencies of Loss of Coolant Accidents." In 12th International Conference on Nuclear Engineering. ASMEDC, 2004. http://dx.doi.org/10.1115/icone12-49172.

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Markov model theory has been applied to develop a method to evaluate the influence of alternate strategies for in-service inspection and leak detection on the frequency of leaks and ruptures in nuclear power plant piping systems [1–4]. This approach to quantification of pipe rupture frequency was originally based on a Bayes’ uncertainty analysis approach to derive piping system failure rates from a combination of service experience data and some simple reliability models [5–7]. More recently the Markov model approach has been used in conjunction with probabilistic fracture mechanics methods in the study of flow accelerated corrosion [8]. One interesting property of the Markov model is its capability to evaluate time dependent rupture frequencies via the model hazard rate. In this paper this time dependent modeling capability is used to investigate the age related and time dependent frequencies of loss of coolant accident (LOCA) initiating event frequencies. A case is presented that plant age dependent LOCA frequencies should be used in lieu of other metrics commonly used in probabilistic risk assessments and in risk informed inservice inspection evaluations. Such more commonly used metrics include the assumed constant failure rate method and the lifetime average rupture probability. Both of these methods are shown to provide optimistic estimates of LOCA frequencies for plants in the latter part of their design lifetimes, which most operating plants are approaching.
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Fleming, Karl N., and Kobus Smit. "Evaluation of Design, Leak Monitoring, and NDE Strategies to Assure PBMR Helium Pressure Boundary Reliability." In Fourth International Topical Meeting on High Temperature Reactor Technology. ASMEDC, 2008. http://dx.doi.org/10.1115/htr2008-58037.

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This paper discusses the reliability and integrity management (RIM) strategies that have been applied in the design of the PBMR passive metallic components for the helium pressure boundary (HPB) to meet reliability targets and to evaluate what combination of strategies are needed to meet the targets. The strategies considered include deterministic design strategies to reduce or eliminate the potential for specific damage mechanisms, use of an on-line leak monitoring system and associated design provisions that provide a high degree of leak detection reliability, and periodic non-destructive examinations combined with repair and replacement strategies to reduce the probability that degradation would lead to pipe ruptures. The PBMR RIM program for passive metallic piping components uses a leak-before-break philosophy. A Markov model developed for use in LWR risk-informed inservice inspection evaluations was applied to investigate the impact of alternative RIM strategies and plant age assumptions on the pipe rupture frequencies as a function of rupture size. Some key results of this investigation are presented in this paper.
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