AUTHORS: Stella Chukwu DDS, Daniel Caplan, DDS, PhD, Michelle R. McQuistan, DDS, MS, Alice M. Horowitz, PhD, Christopher Squier PhD, Fang Qian, PhD TITLE: KNOWLEDGE OF RISK FACTORS FOR ORAL CANCER AMONG ADULT IOWANS OBJECTIVE: To gather baseline data from adult Iowans regarding their knowledge, opinions and practices about oral cancer (OC) prevention and early detection; with a focus on their knowledge of risk factors for OC. METHODS: A statewide, computer assisted random-digit dial telephone survey was conducted to gather information about OC prevention and early detection among Iowans age 18 and older. The survey contained 36 questions and lasted about ten minutes per respondent. Telephone numbers included landline and cell phone sampling lists provided by a private survey research firm. RESULTS: Of the 89 % of respondents that answered "yes" when asked if they had ever heard of OC, 54% had high OC risk factor knowledge; while of the eleven percent of those who said they had never heard of OC, 33% had high knowledge (p=0.003). Those that had an OC exam were more likely to have high OC risk factor knowledge (59%) compared with those that answered "no or don't know" to having had an OC exam (45%; p=0.002). Those that were "very or extremely" confident filling out medical forms were more likely to have high OC risk factor knowledge compared to respondents who were "not at all, slightly or moderately" confident filling out forms (54% vs. 45 %; p=0.097). CONCLUSIONS: The results suggest strongly that educational interventions are needed to increase knowledge of OC risk factors, early signs of OC, and the need to promote comprehensive OC examinations by healthcare providers. SOURCE OF FUNDING: Delta Dental of Iowa Foundation

290 leaves : ill., diags., tables ; 31 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1980

The objectives of this study were to construct and develop a two-tiered multiple-choice test for the measurement of student misconceptions in optics at the level of secondary education in Thailand, as well as to investigate the effects of gender, grade level, and type of school upon levels of student misconceptions. Misconceptions were measured by the Two-Tiered Optics Misconception (TTOM) test instrument developed for this study. Based upon criteria-evidence, the validity or appropriateness, meaningfulness, and usefulness of inferences derived from scores obtained from administration of the instrument was demonstrated at acceptable levels. The TTOM was administered to 932 high school subjects from randomly selected all-male, all-female, and coeducational 10th through 12th grade classes in Bangkok, Thailand. A mixed analysis of variance model was used to investigate the effects of gender, grade level, and type of school upon subject misconception scores in the field of optics. Analysis of the data revealed the following: 1) a paper-pencil test based upon a pattern of two-tiered multiple-choice questions and reasons developed for this study provided a valid and reliable measure of student misconceptions in optics at the level of secondary education in Thailand; 2) gender, grade level, and type of school did not have significant effects upon subject misconception scores among Thai high school students; 3) the subgroup school within type was found to have a significant effect upon subject misconception scores; 4) when fixed grade levels were considered for type of school, there were significant differences in misconceptions among 12th grade subjects from different types of schools; 5) certain consistent misconceptions in the area of optics, related to the properties of a converging lens, images from a plane mirror and a converging lens, light rays, regions of light travel, shadow formation, and lightning flashes, existed among Thai physics students at the level of secondary education. / Graduation date: 1994

The purpose of this study was to develop an instrument to provide valid and reliable measures of misconceptions in the area of photosynthesis and respiration among fourth, fifth, and sixth grade students in Thailand. A 17-item, two-tier multiple-choice test was developed and validated using construct-related evidence to determine the appropriateness of inferences from a set of test scores. The test was administered to 4,346 students in the fourth, fifth, and sixth grades in schools throughout Thailand. The study attempted to identify misconceptions held by Thai elementary students in the area of photosynthesis and respiration, and to examine the effects of grade level and gender on students' understandings of these concepts. A two-way analysis of variance, with grade level and gender as independent variables, was used to analyze test scores. Findings revealed that: (a) The two-tier multiple-choice test was valid and reliable; (b) mean scores among grade levels were significantly different (p=0.001); (c) mean scores between male and female genders were not significantly different (p=0.180); and (d) there was a significant interaction effect between grade level and gender (p=0.005). From these findings, the following was concluded: (a) The two-tier multiple-choice test provided valid and reliable measures of student misconceptions of selected science concepts at the elementary school level in Thailand; (b) most Thai students in grades 4, 5, and 6 held a large number of misconceptions of the selected concepts; (c) a majority of the students answered the content questions correctly, but did not understand the justification for the correct responses; (d) the higher the grade level, the greater the understanding of the concepts; and (e) female and male Thai students in grades 4, 5, and 6 did not differ significantly in their understanding of photosynthesis and respiration. / Graduation date: 1994

The main purpose of this study was to investigate elementary teachers&rsquo / and elementary mathematics teachers&rsquo / attitudes toward and beliefs about mathematical problem solving in terms of gender and grade level being taught. Moreover, the relationship between elementary teachers&rsquo / and elementary mathematics teachers&rsquo / attitudes and beliefs was evaluated in this study. The data were collected from 141 in-service elementary teachers who are teaching 4th and 5th graders and elementary mathematics teachers who are teaching 6th, 7th and 8th graders in Nevsehir. The measuring instruments used to collect data were Whitaker Mathematical Problem Solving Attitude Scale (WMPSAS) and, Belief on Mathematical Problem Solving Scale (BMPSS). The results showed that, in general, in-service elementary teachers and elementary mathematics teachers indicated positive attitudes and rich beliefs toward mathematical problem solving. In addition, there was a significant difference between grade level being taught regarding attitudes and beliefs. The elementary mathematics teachers had significantly higher attitudes and beliefs scores than the elementary teachers. The results also revealed that there was not significant main effect for gender on both attitudes and beliefs. In other words, regardless of grade level being taught, female elementary teachers and female elementary mathematics teachers had higher attitude and belief scores than male elementary teachers and male elementary mathematics teachers. Finally, Pearson product-moment correlation analysis indicated a significantly positive correlation between attitude and belief scores.

Syftet med studien är att belysa studenters copingprocesser, d.v.s. appraisal och copingstrategier, inför examinationsformerna salstentamen och hemtentamen. En intervjustudie genomfördes med åtta kvinnliga studenter inom samma program på en högskola i Sverige. Data analyserades med induktiv tematisk analys. Resultatet visade att examinationer oavsett form skapar stress, även om studenterna inte upplever en hemtentamen som lika hotfull eller utmanande som en salstentamen. Den tid som studenterna har till förfogande under de olika tentamina och hur de utvärderar examinationsformerna visade sig ha stor betydelse för de copingstrategier som används både inför och under hem- och salstentamen. En av de större skillnaderna visade sig vara hur studenterna studerar inför de olika tentamina. / The purpose of this study is to highlight students' copingprocesses, i.e., appraisal and coping strategies, for written exam and take-home exam. Interviews were conducted with eight female students within the same program at a university in Sweden. Data were analyzed using inductive thematic analysis. The results showed that examinations regardless of form create stress, even if the students do not experience a take-home exam as equally threatening or challenging as a written exam. The time that students have available during the different exams and the primary appraisal of the examination proved to be very important for the coping strategies used both before and during the exam. One of the major differences proved to be how students study for the different exams.

The purpose of the study was to investigate the students&rsquo / multiple intelligences according to their preferences and how students&rsquo / multiple intelligences differ in terms of grade level (first, third fifth and eighth) and gender. This research was conducted at Middle East Technical University Development Foundation School in the spring of the 2001-2002 academic-year with three classes from each level namely first grade, third grade, fifth grade and eight grade. In this study, Pictorial Teele Inventory for Multiple Intelligences was applied on 321 students and the results were analyzed. In order to examine the effect of the gender and grade level on students&rsquo / Multiple Intelligences mean, standard deviation and MANOVA were used. Results showed that students multiple intelligences showed variety according to their grade levels. For example, the students at the first grade level demonstrated strong preference for linguistic intelligence and logical-mathematical intelligence in the first grade and the two intelligences were followed by spatial intelligence, and bodily kinesthetic intelligence. While the third grade students&rsquo / most dominant intelligences preferences were interpersonal, spatial, logical-mathematical, and linguistic intelligence the fifth and eight grade students&rsquo / preferences were interpersonal intelligence bodily-kinesthetic intelligence, musical intelligence, and spatial intelligence. When results are eximined in terms of gender, it can be said that the male students&rsquo / logical-mathematical and bodily kinesthetic intelligence mean scores were higher than female students&rsquo / whereas the female students&rsquo / musical intelligence mean score was higher than male students&rsquo / .

The problem addressed in this study was the assessment of the knowledge of newly graduated registered Purse candidates about Total Parenteral Nutrition and the effects of practice on knowledge. The study used a quasi-experimental approach to determine the amount of knowledge the subjects possess about Total Parenteral Nutrition at the time of employment and after a period of six months working with patients receiving this therapy.An investiagtor made multiple choice test consisting of thiry items was used to assess the knowledge of the subjects. A score of 75% on the test instrument was considered to indicate adequate knowledge of Total Parenteral Nutrition therapy.The sample was a convenience sample consisting of 33 newly graduated registered nurse candidates. Associate, diploma and baccalaureate graduates were represented in the study.All subjects in the study scored less than 67% on either test during the study. The results of this study may have been influenced by the small number of exposures to patients receiving Total Parenteral Nutrition therapy.Ball State UniversityMuncie, IN 47306

Teacher self-efficacy refers to teachers&rsquo / belief in their abilities to perform an action. In the present study, a new scale was developed to measure teacher self-efficacy beliefs toward measurement and evaluation practices, called &ldquo / Teacher Self-Efficacy toward Measurement and Evaluation Practices Scale&rdquo / (TEMES). The purpose of this study was to test a model of relationships among teacher self-efficacy toward measurement and evaluation practices, teachers&rsquo / sense of efficacy, year in teaching, and frequency of using traditional and alternative measurement and evaluation tools. Three hundred ninety-four teachers participated in the study. Confirmatory Factor Analysis (CFA), Multivariate Analysis of Variance (MANOVA), Canonical Correlation Analysis, and Structural Equation Modeling (SEM) were conducted to answer the research questions. CFA provided evidence for five-factor structure of the TEMES. Cronbach&rsquo / s alpha coefficients of these five factors were satisfactory, ranging from .76 to .87. Teachers reported more frequent use of traditional measurement and evaluation tools than alternative tools. Separate MANOVAs yielded non-significant effect of gender on the factors of TEMES, but of teaching level. In addition, findings of canonical correlation analysis indicated that factors of TEMES were correlated with factors of Turkish teachers&rsquo / sense of efficacy scale (TTSES). Results of the SEM indicated that teacher self-efficacy toward measurement and evaluation practices was positively correlated with frequency of using traditional and alternative measurement and evaluation tools. Year of teaching was found to be a non-significant predictor of teachers&rsquo / sense of efficacy, teacher self-efficacy toward measurement and evaluation practices, and frequency of using traditional and alternative measurement and evaluation tools.

This study aimed to investigate the differences in mathematics achievement scores of the eighth grade students with respect to their learning styles. Mathematics achievements of the eighth grade students were determined by the number of correct answers given in the mathematics subtest of Level Determination Examination (abbreviated in Turkish as SBS) which was administered in June 2009. Mathematics achievements of the eighth grade students were also determined by teacher-assigned mathematics grades which were given at the end of the school year of 2008-2009. Learning styles of different students were determined by Learning Style Questionnaire developed by Kolb. This study was conducted with 283 eighth grade students who attended schools located in different specified regions (city centre, suburban and villages) of Mustafakemalpasa town of Bursa during spring semester of 2008-2009. The data were analyzed by using Kruskal-Wallis Test and Mann-Whitney U Test. The results indicated that the most common learning style was found to be assimilators. The results of the statistical analyzes showed that there was asignificant difference in mathematics achievement scores of students with respect to learning styles. The mean of the SBS mathematics scores of convergers were found to be higher than that of assimilators, divergers and accommodators. The mean of both SBS mathematics achievement scores and teacher assigned mathematics scores of female students were found to be higher than that of male students. The mean SBS mathematics achievement scores of students who attended different schools located in the city centre were found to be higher than that of students who attended schools located in the suburbia and villages.