Recent reforms in statistics education have initiated the need to prepare graduate<br><br>teaching assistants (TAs) for these changes. A focus group study explored the<br><br>experiences and perceptions of University of Nebraska-Lincoln TAs. The results<br><br>reinforced the idea that content, pedagogy, and technology are central aspects for<br><br>teaching an introductory statistics course. The TAs addressed the need for clear,<br><br>specific guidelines and examples, as well as collaboration between colleagues. The<br><br>TAs also sought opportunities to enrich their teaching skills and, ultimately, their<br><br>impact on students' learning. These findings support previous research on graduate<br><br>TAs and highlight the need for additional exploration of the role graduate statistics<br><br>TAs play in introductory statistics educatio
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