Iowa students and parents completed related attitude and belief questionnaires about school subjects. Grade K-3 students received simpler questionnaires than did Grade 4-6 students or parents. Among Grade 4 -6 children, girls perceived higher competence in reading than did boys, but boys perceived higher competence in physical science. All children perceived physical science competence lower than reading or math competence. Parents perceived boys as more competent in science. Girls like reading more than boys did; boys and girls did not differ in liking of science. Grade 4 -6 children also expected lower grades in and attached lower importance to physical science than to reading. Parents perceived science as more important for boys and expected higher performance of boys. Jobs related to math or science were seen as more male dominated. These results provided a more comprehensive picture of attitudes and beliefs about science in the elementary school than had existed and suggested that attitudinal gender differences related to physical science begin to develop by the earliest elementary school years. Policy implications are that intervention programs designed to promote gender equity should be extended to the early elementary school years and also should address parental attitudes. Additional implications for policy and research are discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 719 -747, 1999 While much research on attitudes toward and beliefs about science has been conducted, relatively little of this research has (a) focused on elementary school students, (b) examined developmental trends, or (c) compared attitudes and beliefs toward science to attitudes and beliefs toward other school subject matters. To improve attitudes toward science, knowledge is needed about the current state of attitudes toward school subjects across grade levels for each gender. Haladyna and Shaughnessy (1982) called for more developmental research on attitudes. In addition, examining the relationship between parent and student attitudes provides a basis for understanding extrascholastic influences on the development of subject matter specific attitudes. This article focuses on the developmental pattern of students' attitudes and beliefs toward school subject matters during the elementary years and the relationship of student attitudes and parental attitudes. We focus on five attitudes and beliefs: (a) positive affect or liking of the subject matter, (b) perceived importance of the subject matter, (c) perceived competence in the subject mat-JOURNAL

Arthropod-borne apicomplexan pathogens that cause asymptomatic persistent infections present a significant challenge due to their life-long transmission potential. Although anti-microbials have been used to ameliorate acute disease in animals and humans, chemotherapeutic efficacy for apicomplexan pathogen elimination from a persistently infected host and removal of transmission risk is largely unconfirmed. The recent re-emergence of the apicomplexan Theileria equi in U.S. horses prompted testing whether imidocarb dipropionate was able to eliminate T. equi from naturally infected horses and remove transmission risk. Following imidocarb treatment, levels of T. equi declined from a mean of 104.9 organisms/ml of blood to undetectable by nested PCR in 24 of 25 naturally infected horses. Further, blood transfer from treated horses that became nested PCR negative failed to transmit to naïve splenectomized horses. Although these results were consistent with elimination of infection in 24 of 25 horses, T. equi-specific antibodies persisted in the majority of imidocarb treated horses. Imidocarb treatment was unsuccessful in one horse which remained infected as measured by nested PCR and retained the ability to infect a naïve recipient via intravenous blood transfer. However, a second round of treatment eliminated T. equi infection. These results support the utility of imidocarb chemotherapy for assistance in the control and eradication of this tick-borne pathogen. Successful imidocarb dipropionate treatment of persistently infected horses provides a tool to aid the global equine industry by removing transmission risk associated with infection and facilitating international movement of equids between endemic and non-endemic regions.

Multistage tests are those in which sets of items are administered adaptively and are scored as a unit. These tests have all of the advantages of adaptive testing, with more efficient and precise measurement across the proficiency scale as well as time savings, without many of the disadvantages of an item‐level adaptive test. As a seemingly balanced compromise between linear paper‐and‐pencil and item‐level adaptive tests, development and use of multistage tests is increasing. This module describes multistage tests, including two‐stage and testlet‐based tests, and discusses the relative advantages and disadvantages of multistage testing as well as considerations and steps in creating such tests.

Previous simulation studies of computerized adaptive tests (CATs) have revealed that the validity and precision of proficiency estimates can be maintained when review opportunities are limited to items within successive blocks. Our purpose in this study was to evaluate the effectiveness of CATs with such restricted review options in a live testing setting. Vocabulary CATs were compared under four conditions: (a) no item review allowed, (b) review allowed only within successive 5‐item blocks, (c) review allowed only within successive lO‐item blocks, and (d) review allowed only after answering all 40 items. Results revealed no trust‐worthy differences among conditions in vocabulary proficiency estimates, measurement error, or testing time. Within each review condition, ability estimates and number correct scores increased slightly after review, more answers were changed from wrong to right than from right to wrong, most examinees who changed answers improved proficiency estimates by doing so, and nearly all examinees indicated that they had an adequate opportunity to review their previous answers. These results suggest that restricting review opportunities on CATs may provide a viable way to satisfy examinee desires, maintain validity and measurement precision, and keep testing time at acceptable levels.