But What Do You Do with the Data
Jan Matthews janamelia@janamelia.com Matthews is an educational consultant with Amelia Educational Consulting Inc. and a former instructional lead teacher. Susan Trimble is an associate professor in the Department of Teaching and Learning at Georgia Southern University. Anne Gay is an instructional lead teacher for Camden County (GA) Schools and an adjunct professor of mathematics at Armstrong Atlantic State University. But What Do You Do With the Data?
Interpreting Literacy and Numeracy Testing Reports: What Do Teachers Need to Know?
Australia’s national testing of students’ literacy and numeracy provides schools with a range of statistical reports analysing the school’s results. The education authority intends that these data be used to inform planning to improve students’ learning. Although lower secondary mathematics and English teachers see potential for using reports to identify weak students and curriculum topics needing attention, they consider the reports difficult to understand. This paper examines one such literacy test report together with typical “everyday” statistical graphics, and identifies the statistical literacy required to interpret each. The analysis suggests that the statistical literacy needed for interpreting the test report is greater than might be expected of teachers without any specific statistical education. Context-driven, targeted statistical learning will be necessary if testing reports are to inform teachers’ professional practice as intended.
Assessment of fractures in endodontically treated teeth restored with and without root canal posts using high-resolution cone beam computed tomography
Background Root fractures are a diagnostic challenge for dentists in endodontic treatment. This study aimed to determine the relationship between the characteristics of tooth fractures and the presence of root canal posts in endodontically treated teeth using high-resolution cone beam computed tomography (CBCT). Material and Methods Fifty high-resolution CBCT scans of endodontically treated teeth with a diagnosis of fracture were obtained, of which 30 were from women and 20 were from men. These scans were acquired with three Veraviewepocs 3D units and one 3D Accuitomo 170 unit, with a 40 × 40-mm field of view and 125 μm voxel size. The variables assessed included the type of fracture, extent of fracture, type of retention, post length, cause of endodontic failure, location of the lesion, and time required to detect the fracture (difficulty score). For data analysis, the chi-squared test, Student’s t-test, and multiple linear regression (α <0.05) were used. Results No association was found between the type of fracture and type of retention or between the type of fracture and its extent (P>0.05). On the other hand, the type of fracture significantly influenced the time required for its detection. Additionally, the most difficult plane for detecting the fracture and the difficulty score were associated, with statistically significant results. Conclusions The type of fracture in endodontically treated teeth was not associated with the type of post used for restoration. All of the CBCT systems used to detect tooth fracture showed the same efficiency. Key words:Cone-Beam CT, Tooth Fracture, Root Canal Post.