Literature Index

Displaying 2121 - 2130 of 3326
  • Author(s):
    Hogg, R. V., & Swift, J.
    Editors:
    Barnett, V.
    Year:
    1982
    Abstract:
    While Canada is somewhat ahead of the United States in the development of high school statistics courses, there really are relatively few teachers in these two countries who feel comfortable teaching statistics. Moreover, there is a dearth of suitable material at that level. Thus, to improve substantially statistical education in the schools in North America, it is clear that we need some appropriate textbooks and additional ways to help teachers learn about statistical thinking and methods.
  • Author(s):
    Williamson, P. R., & Lancaster, G. A.
    Editors:
    Joliffe, F., & Gal, I.
    Year:
    2004
    Abstract:
    Little is known about the provision of statistics teaching for PhD students in UK medical schools. A recent survey found that statistics courses were available to PhD students in 13 of 21 schools responding. The provision across these 13 schools was variable in terms of contact hours and content. At a meeting of 27 medical statistics teachers, consensus was reached that such teaching should be undertaken by a subject specialist, however there was no consensus as to the best mode of delivery. We describe the rationale for, content of, and student feedback from our newly developed course programme which emphasises aspects of both design and analysis of research projects.
  • Author(s):
    Habibullah, S.N.
    Editors:
    Pereira-Mendoza, L.
    Year:
    1993
    Abstract:
    Because of the direct link between a country's socio-economic conditions and its system of education, there exist enormous differences between the educational systems of the developed and the underdeveloped countries. Consequently, the quality of statistical education in developing countries varies, both in courses and teaching methods. As such, there cannot be a uniform strategy for educational improvement in various parts of the world. Efforts to improve the quality of education in any country will necessarily have to take into account its economic and socio-cultural realities and, as such, there is a need for developing an in-depth understanding of the socio-economic conditions of various countries of the world. This paper presents a review of the existing situation of statistical education in Pakistan. Various problems have been highlighted, the objective being to assist the International Statistical Institute in developing a deeper understanding of difficulties associated with statistical education in some of the underdeveloped countries.
  • Author(s):
    Midzuno, H., Ukita, Y., & Araya, K.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    The three papers which follow were presented as part of a special session with the above title, organized by Professor Midzuno and his colleagues from the Statistical Association of Japan. In arranging them for publication in the Proceedings, however, we have preferred to group them with the sessions into which they naturally fall. The first three papers, presented here, give an overview of statistical education in Japanese schools. They are closely thematically linked, follow each other in natural sequence, and have been treated here as three parts of one general paper.
  • Author(s):
    Barnett, V.
    Editors:
    Barnett, V.
    Year:
    1982
    Abstract:
    This chapter describes the present situation, as well as the background development and current trends, in statistical education at school level in England and Wales.
  • Author(s):
    Ekenstam, A. A.
    Editors:
    Barnett, V.
    Year:
    1982
    Abstract:
    This report discusses the statistics and probability education of Sweden by given examples from tests of different types.
  • Author(s):
    Tulya-Muhika
    Editors:
    Barnett, V.
    Year:
    1982
    Abstract:
    This report discusses the many problems contributing to the slow pace of reform in statistical education in East Africa.
  • Author(s):
    Juritz, J. M.
    Editors:
    Barnett, V.
    Year:
    1982
    Abstract:
    This discusses the statistical education of South Africa.
  • Author(s):
    Svetlana Tishkovskaya and Gillian A. Lancaster
    Year:
    2012
    Abstract:
    Over the past few decades there has been a large amount of research dedicated to the teaching of statistics. The impact of this research has started to change course content and structure, in both introductory and advanced courses for statisticians and those from other disciplines. In the light of these changes future directions in the teaching and learning of statistics must take into account new innovative pedagogical instructions, educational technologies and the abundance of Web resources that are now available. This article examines different aspects of currently identified challenges in the teaching and learning of statistics and gives an overview of useful strategies and innovations for developing research-based statistics courses in the context of recommendations for reforms, outlining the place of information technology within this framework. The article presents a review of the literature on the topic of statistics education and gives instructors a set of guidelines for generating new and effective teaching material. The summarised recommendations incorporate many innovations employed in a variety of successful statistics classes today. The review is complemented by a collection of statistics related online resources currently available on the Web
  • Author(s):
    Adichie, J. N.
    Editors:
    Davidson, R., & Swift, J.
    Year:
    1986
    Abstract:
    This address will deal only with Statistical Education in post secondary institutions in Nigeria. The problems of Statistical Education can be put into two categories: (a) Problems that are near universal: Acceptability of Statistics as a distinct area of study; insufficient number of statistics teachers at different levels; balance between theory and practice in teaching statistics. (b) Problems that are culture oriented: remoteness of Africa; inadequacy of modern facilities: books, journals, computers for teaching statistics at various levels. For problems under category (a), our solutions are not any different from the ones already suggested and discussed by many eminent statistics educators.

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