Education Commons^™

Digitalcommons@Cedarville Statistical Report For December 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, December 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For November 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, November 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

How To Create A Stunning Video Orientation By Hand, Rachel S. Evans

Articles, Chapters and Online Publications

This article describes the multi-faceted approach UGA Law Library took with their fall 2018 first year student orientation. It describes the process of the creating a virtual tour experience, pairing it with a hybrid face-to-face event, and assessing the impact of all aspects of the orientation. The creation of the video itself involved a multi-media approach using a combination of visual arts and technology to animate a product that has a longer expiration than traditional video or in-person library orientations offer.

The Gaise College Report: The American Statistical Association Meets Sound Pedagogy In Central Virginia, Beverly Wood

Beverly Wood

Research in undergraduate statistics education often centers on the introductory course required for a large percentage of college students. While acknowledging the diverse setting, audience, and purpose of introductory courses, existing research assumes that courses offered by different disciplines share the same goals and teaching practices. The purpose of this study is to examine the objectives for student outcomes and pedagogical delivery of introductory statistics courses in various academic departments to provide explicit evidence for this assumption. The American Statistical Association’s Guidelines for Assessment and Instruction in Statistics Education (GAISE) are meant to apply to all introductory courses. The College …

Guidelines For Assessment And Instruction In Statistics Education (Gaise) College Report 2016, Robert Carver, Michelle Everson, John Gabrosek, Nicholas Horton, Robin Lock, Megan Mocko, Allan Rossman, Ginger Holmes Roswell, Paul Velleman, Jeffrey Witmer, Beverly Wood

Beverly Wood

In 2005 the American Statistical Association (ASA) endorsed the Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. This report has had a profound impact on the teaching of introductory statistics in two- and four-year institutions, and the six recommendations put forward in the report have stood the test of time. Much has happened within the statistics education community and beyond in the intervening 10 years, making it critical to re-evaluate and update this important report. For readers who are unfamiliar with the original GAISE College Report or who are new to the statistics education community, the full …

School‐Level Body Mass Index Shapes Children's Weight Trajectories, Ashley W. Kranjac

Sociology Faculty Articles and Research

BACKGROUND

Embedded within children's weight trajectories are complex environmental contexts that influence obesity risk. As such, the normative environment of body mass index (BMI) within schools may influence children's weight trajectories as they age from kindergarten to fifth grade.

METHODS

I use 5 waves of the ECLS‐K—Kindergarten Class 1998‐1999 data and a series of multilevel growth models to examine whether attending schools with higher overall BMI influences children's weight status over time.

RESULTS

Results show that, net of child, family, and school sociodemographic characteristics, children who attend schools with higher rates of obesity have increased weight compared to children who …

Digitalcommons@Cedarville Statistical Report For October 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, October 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Seeing And Understanding Data, Beverly Wood, Charlotte Bolch

Statistics and Probability

No abstract provided.

Repository Additions, September 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For September 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For August 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, August 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Secondary Data Analysis Project, Jonathan M. Gallimore

SF 420 PR - Gallimore - Fall 2018

This activity is designed to give students an opportunity to apply what they have learned in statistics to a real dataset.

This activity will help students apply what they have learned in statistics to real world data and answer their own research questions. Students will also practice reporting their results in a paper using APA format.

Digitalcommons@Cedarville Statistical Report For July 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, July 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Calculus Of The Impossible: Review Of The Improbability Principle (2014) By David Hand And The Logic Of Miracles (2018) By Lásló Mérő, Samuel L. Tunstall

Numeracy

David J. Hand. 2014. The Improbability Principle: Why Coincidences, Miracles, and Rare Events Happen Every Day (New York, NY: Scientific American/Farrar, Straus and Giroux) 288 pp. ISBN: 978-0374175344.

Lásló Mérő. 2018. The Logic of Miracles: Making Sense of Rare, Really Rare, and Impossibly Rare Events (New Haven, CT: Yale University Press) 288 pp. ISBN: 978-0300224153.

David Hand and Lásló Mérő both grapple with the occurrence of seemingly impossible events in these two popular science books. In this comparative review, I describe the two books, and explain why I prefer Hand's treatment of the impossible.

Digitalcommons@Cedarville Statistical Report For June 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, June 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Project-Based Curriculum As A Guide For The Re-Sequencing Of Discipline-Specific Statistics Courses, Veronica Fruiht

Psychology | Faculty Presentations

In discipline-specific statistics courses the pedagogical challenges of providing conceptual statistics training are compounded as students lack the background in mathematics necessary for understanding probability and fail to see the applicability of statistics to their field. To address these challenges, a statistics course targeted for health and behavioral science students was redeveloped utilizing a project-based curriculum. Per the American Statistical Association’s call for increased integration of technology, real data, and conceptually-focused active learning in introductory statistics, students interacted with real data to learn concepts necessary to answer discipline related questions. Because topics in the course were re-sequenced to be more …

Taylor: A Magazine For Taylor University Alumni, Parents And Friends (Summer 2018), Taylor University

The Taylor Magazine (1963-Present)

The Summer 2018 edition of Taylor Magazine, published by Taylor University in Upland, Indiana.

Development Of A Tool To Assess Students’ Conceptual Understanding In Introductory Statistics, Nathan L. Tintle, Jill Vander Stoep

Faculty Work Comprehensive List

Few tools exist to assess students’ conceptual understanding in post-secondary, introductory statistics courses. The CAOS test is widely considered to be the gold standard, but was first published in 2007 and does not necessarily reflect some of the changes in student learning at the secondary level. Furthermore, it may not be sensitive enough to measure student conceptual understanding in modern post-secondary statistics courses (e.g., simulation-based inference). In this paper we will describe the process of developing a new instrument which uses some CAOS items, as well as additional new items to improve validity and reliability. We will share the validity …

Finding Meaning In A Multivariable World: A Conceptual Approach To An Algebra-Based Second Course In Statistics, Karen Mcgaughey, Beth Chance, Nathan L. Tintle, Soma Roy, Todd Swanson, Jill Vander Stoep

Faculty Work Comprehensive List

Although the teaching of the first course in statistics has improved dramatically in recent years, there has been less focus on a similarly conceptual-based second course aimed at non-majors. We present a curriculum for the second course, designed to expand statistical literacy across disciplines, which focuses on conceptual understanding of multivariable relationships through data visualization, study design, the role of confounding variables, reduction of unexplained variation, and simulation-based inference, rather than the mathematically-based discourse often used in the second course. Our curriculum uses a student-centered pedagogical approach, utilizing guided discovery activities based on real-world case studies, facilitated by student-focused technology …

Digitalcommons@Cedarville Statistical Report For May 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, May 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For April 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, April 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

The Unesco Institute For Statistics Reporting Scales: Concept Note, Australian Council For Educational Research (Acer)

Monitoring Learning

Measurement of learning achievement is essential to monitor how well education systems are delivering on the promise of universal quality education. This promise is reflected in the United Nations Sustainable Development Goal (SDG) Number 4 (Target 4.1): By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. Goal 4 can only be meaningful if there is a shared global understanding of quality education, and relevant and effective learning. The various indicators associated with SDG Target 4.1 attempt to translate its key constructs into measurable outcomes against …