Literature Index

Displaying 361 - 370 of 3326
  • Author(s):
    Yu, C. H., & Behrens, J. T.
    Year:
    1995
    Abstract:
    Widespread availability of desk-top computing allows psychologists to manipulate complex multivariate datasets. While researchers in the physical and engineering sciences have dealt with increasing data complexity by using scientific visualization, reseearchers in the behavioral sciences have been slower to adopt these tools (Butler, 1993). To address this descrepancy, this paper defines scientific visualization, presents a theoretical framework for understanding visulaization, and reviews a number of multivariable visualization techniques in light of this framework.
    Location:
  • Author(s):
    Katz, B. M., & Tomazic, T. J.
    Year:
    1993
    Abstract:
    Describes primary and supplementary textbooks for a course on nonparametric statistics for students in behavioral sciences, lists conceptual and applied articles using these techniques, and recommends the use of the SPSS-X computer package. All of these materials have been received favorably by the students. (PsycLIT Database Copyright 1993 American Psychological Assn, all rights reserved)
  • Author(s):
    Fagley, N. S.
    Year:
    1985
    Abstract:
    The publication of research findings that are not statistically significant presents a novel probelm in interpretation of research results. The contribution of nonsignificant results depends in part on whether the statistical test was powerful enough to detect an effect of "meaningful" size. The primary responsibility rests with the authors of articles reporting nonsignificant results to demonstrate the worth of the results by discussion the power of the tests. If they do not assume this responsibility, then consumers of research should be prepared to conduct their own power analyses to aid interpretation of the research results. This ariicle demonstrates the use of power analysis for the interpretation of nonsignificant findings. The power of many common statistical tests can be determined without difficult computation using Cohen's (1977) or Stevens's (1980) tables.
    Location:
  • Author(s):
    Chris Wild
    Year:
    2008
    Abstract:
    We explore the tensions between cooperation and competition in the context of improving<br>the content, delivery and penetration of statistics education, and improving the health of statistics<br>groups in universities. University education has many more parallels with business than most of<br>us appreciate. Our environments are increasingly competitive on many, many levels. Competing<br>well is essential for us to prosper, certainly. But it is sometimes necessary even for survival. It is<br>suicidal for us just to be warm, fuzzy, nurturing educators who expect the world to appreciate our<br>essential worth and reward us accordingly. We have also to be entrepreneurs and battlefield<br>strategists. We explore models for increasing the numbers of students studying statistics,<br>improving their educational experiences, and increasing the usefulness of the statistics education<br>they receive. Along the way we develop sets of principles to guide our planning and operations.
  • Author(s):
    Baglin, James
    Year:
    2013
    Abstract:
    Technology has become an inseparable part of modern statistical practice (Gould, 2010), and, to a large extent, modern statistics courses. The literature on technology in statistics education has focused heavily on the role of technology for improving students’ understanding. However, limited research has examined the development of technological skills for “doing” statistics, e.g. using statistical packages. This paper proposes a distinction between these two roles of technology and how both benefit student learning. The paper then applies Kanfer and Ackerman’s (1989) integrative model of skill acquisition to explain the variability in students’ technological skill development. The ability to use statistical packages, arguably the most pervasive example of statistics technology, is used as an example to illustrate this model. The implications of the model are then discussed in the context of teaching technological skills in statistics courses. Future directions and challenges related to this area of are discussed
  • Author(s):
    Lunsford, M. L., Rowell, G. H., Goodson-Espy, T.
    Year:
    2005
    Abstract:
    The focus of this paper is our examination of students' graphical understanding of the CLT and related concepts as presented at the Joint Statistics Meeting in August, 2005. For a more detailed analysis that includes students' numerical understanding, results from the second course of two-semester post-calculus sequence, and comparison to results from previous studies, please see our paper and website (Lunsford, Rowell, Goodson-Espy 2005).
  • Author(s):
    Lovett, M. C., &amp; Greenhouse, J. B.
    Abstract:
    This paper presents five principles of learning, derived from cognitive theory and supported by empirical results in cognitive psychology. To bridge the gap between theory and practice, each of these principles is transformed into a practical guideline and exemplified in a real teaching context. It is argued that this approach of putting cognitive theory into practice can offer several benefits to statistics education: a means for explaining and understanding why reform efforts work, a set of guidelines that can help instructors make well-informed design decisions when implementing these reforms, and a framework for generating new and effective instructional innovations.
  • Author(s):
    Roback, P., Chance, B., Legler, J., &amp; Moore, T.
    Editors:
    Stephenson, W. R.
    Year:
    2006
    Abstract:
    Japanese Lesson Study is a collaborative approach for teachers to plan, present, observe, and critique classroom lessons. Through the lesson study process, teachers systematically and thoughtfully examine both student learning and their own teaching practices. In addition, the process paves the way for a much broader approach to education research by gathering data about student learning directly in the classroom. By piloting an approach using Japanese Lesson Study principles in an upper division statistics course, we discovered some of the challenges it poses, but also some surprisingly promising results for statistics teaching. This case study should provide others considering this approach with information about the philosophy and methodology involved in the lesson study process as well as some practical ideas for its implementation.
  • Author(s):
    O'Connell, A. A.
    Year:
    2000
    Abstract:
    The purpose of my presentation is to review trends in assessment in quantitative courses and illustrate several options and appropaches to assessment for advanced courses at the graduate level, particularly multivariate analysis.
  • Author(s):
    Jane M. Watson and Erica L. Nathan
    Year:
    2010
    Abstract:
    To capture aspects of pedagogical content knowledge (PCK) not illuminated in an<br><br>earlier written survey, an interview protocol was used with 40 middle school teachers.<br><br>The scenarios were intended to elicit teachers' understanding of the big ideas, ability<br><br>to anticipate students' answers, and intervention strategies for the classroom. This<br><br>was expected to be a straight-forward journey based on teachers' responses to three<br><br>context-based scenarios regarding students' answers to questions. Instead we were<br><br>surprised by teachers' responses that revealed their perceptions that their experiences<br><br>teaching mathematics and teaching statistics are very different. This led to further<br><br>analysis of the PCK tasks and a suggestion that the mathematics embedded in the<br><br>tasks was sometimes an impediment for the teachers, especially in relation to<br><br>intervention strategies in the classroom.

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The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education