Education Commons^™

How Can Open Educational Resources Be Used In Teaching Business Courses In Community Colleges? – A Case Of Bronx Community College, Harini Mittal, Neil Hwang, Emakoji Ayikoye

Publications and Research

There are a growing number of Open Educational Resources (OER) available worldwide to teach a wide range of courses at various learning levels. Hyler (2006) has listed motives for OER initiatives for institutions such as right to education for all, sharing of knowledge as basis of academics, leveraging tax payer’s money for the common good, better use of resources by reducing costs, good public relations tool, diversity in business models. As for individuals, the motives are access to the best possible resources and to have more flexible materials. Individuals are not motivated by altruistic ambitions, such as assisting developing countries, …

Playfair's Introduction Of Bar And Pie Charts To Represent Data, Diana White, River Bond, Joshua Eastes, Negar Janani

Statistics and Probability

No abstract provided.

Professional Noticing On A Statistical Task, Courtney Nagle, Stephanie Casey, Michele Carney

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

This study explores secondary in-service mathematics teachers’ professional noticing of student work on a statistical task involving informally placing a line of best fit. The manuscript describes how teachers interpreted student work on the line of best fit task, how teachers responded to the student work, and associations between their interpretations and consequential responses. Findings related to teachers’ interpretations of student work revealed that teachers were often evaluative and tended to describe both students’ processes and underlying understanding, although the descriptions of understanding were frequently unsupported by the work. Teachers’ responses to students were typically open-ended but infrequently showed promise …

Full-Time Equivalent Faculty, 5 Year Summary, 2015-2020, Office Of Institutional Research And Assessment

General University of Maine Publications

Data pertaining to Full-Time Equivalent (FTE) faculty by college and academic unit.

University Of Maine Common Data Set, 2019-2020, Office Of Institutional Research And Assessment

General University of Maine Publications

The Commons Data Set (CDS) initiative is a collaborative effort among data providers in higher education and publishers to develop a core set of clear, standard data, and definitions regarding student cohorts. The Common Data Set includes information in the following categories:

• General information about the institution
• Data on enrollment, persistence, and graduation categorized by gender, ethnicity, and financial aid status
• Application and selection policy
• Freshmen academic profile
• Transfer student data
• Student life features
• Annual student expenses and financial aid
• Instructional faculty and class sizes
• Disciplinary areas and degrees conferred

OIRA maintains an archive of the Common Data Set for …

Representing And Interpreting Data From Playfair, Diana White, River Bond, Joshua Eastes, Negar Janani

Statistics and Probability

No abstract provided.

Umaine At A Glance Institutional Statistics, 2020, Office Of Institutional Research And Assessment

General University of Maine Publications

UMaine at a Glance report to with data highlights including enrollment statistics, undergraduate enrollment by ethnicity, admissions statistics, and instructional faculty.

Full-Time Equivalent Faculty Statistics, 2019-2020, Office Of Institutional Research And Assessment

General University of Maine Publications

Data pertaining to Full-Time Equivalent (FTE) faculty by college and academic unit.

Repository Additions, December 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For December 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, November 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For November 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For October 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, October 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, September 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For September 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For August 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, August 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, July 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For July 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Education Expenditure In Australia, James Mahmud Rice, Daniel Edwards, Julie Mcmillan

Program monitoring and evaluation

Australia invested $111.8 billion in education in 2015. The sources of this funding and the pathways it follows through various systems are complex. Rarely are all the components of this system captured in the one place. This report offers a detailed insight into investment in Australian education, capturing data from all levels – from early childhood to higher education – and all funding sources – the federal government, state governments, private contributions and the transfers that take place between these. The complex picture shown in this report offers an important reference point for policy-makers, educators, researchers and economists. It draws …

Repository Additions, June 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For June 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, May 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For May 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For April 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, April 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For March 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, March 2019, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Do Men Matter? In Statistics, Probably, Michael Kelly

WWU Honors College Senior Projects

In statistical genetics, there are several parameters of a dataset which a researcher might, but which are difficult to estimate in practice. In this paper, we will be focusing on allele frequencies, null alleles, inbreeding coefficients and, to a certain extent, beta values. A common technique for obtaining these values, developed by Amy Anderson and her co-workers, is to jointly estimate all of them using an EM-algorithm and the method of maximum likelihood. Despite this technique being effective in general, it is currently unable to deal with males at X-linked markers. The purpose of this project is to modify the …