This study examined the structure of a construct generally labeled teacher efficacy. A sample of 342 prospective and experienced teachers was administered an efficacy questionnaire adapted from the research of Gibson and Dembo (1984) . Factor analytic procedures with varimax rotation were used to generate a two-factor solution that accounted for 32 % of the variance in scale scores. Contrary to previous research, these factors corresponded not to a personal versus teaching efficacy distinction, but instead to a simpler internal versus external distinction, similar to locus-of-control measures of causal attribution. Implications of these findings for past and future research involving this construct are discussed.

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Over 1,000 surveys were distributed to randomly selected paraprofessionals, teachers, related service personnel, and administrators throughout three of the most sparsely populated states (North Dakota, South Dakota, and Wyoming) to study the training and support needs of paraprofessionals in rural settings. The need for additional training is apparent since the paraprofessionals surveyed requested assistance in understanding students with disabilities, their roles as paraprofessionals, task analysis procedures, and the Individual Educational Program (IEP) process. Other findings address the quality of supervision, previous training, and other factors which influence paraprofessionals career decisions. Recommendations center on strategies for providing high-quality, cost effective training that also permits paraprofessionals the opportunity to receive certification as a special education teacher.

On at least two separate occasions, methane gas explosions occurred in underground mines when separate ventilation systems were connected. A review of these disasters indicated that conceptual errors made by the miners may have contributed to these fatal mistakes. The conceptual errors thought to be at fault concerned inadequate mental models of flow distribution changes within the mine ventilation circuit. Research conducted in this study indicates that connecting previously unconnected and unobstructed parallel circuits or adding one or more resistors results in inadequate mental models of flow distribution changes in over 70% of the 136 mine workers sampled.

Often students with intense education needs or students with low incidents disabilities living in rural areas are served in more restrictive environments such as: out of district residential placement; home-bound instruction; or in isolated, one-on-one tutoring (Zeph,1991). Mastery learning is now being used in many rural schools throughout the midwest to facilitate the inclusion of students with intense educational needs into the regular classroom. The case of Stephanie, a rural South Dakota girl with Down Syndrome, verifies the success of mastery learning as a viable model for inclusion.