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Full-Text Articles in Education
An Assessment Of Undergraduate Students’ Research Literacy, Milushka M. Elbulok-Charcape
An Assessment Of Undergraduate Students’ Research Literacy, Milushka M. Elbulok-Charcape
Dissertations, Theses, and Capstone Projects
Research literacy refers to the knowledge and application of statistics and research methods knowledge. Research literacy is important because it enables individuals to become autonomous lifelong learners and informed research consumers. Compared to other types of literacies (e.g., informational, statistical, scientific, etc.), research literacy in the social sciences has received limited attention in psychological theory and research. As a result, assessments of research literacy have notable limitations. Some assessments place undue emphasis on content knowledge of statistics and research methods neglecting the application of knowledge, others present items in a de-contextualized manner, exploring conceptions or attitudes toward research itself rather …
Creating A Culturally Relevant Statistics Assignment On Z-Scores, Grace Pai
Creating A Culturally Relevant Statistics Assignment On Z-Scores, Grace Pai
Publications and Research
Culturally relevant teaching or pedagogy has become increasingly popular both in practice and in research, but there are still few curricular resources for instructors to use, particularly for a college-level mathematics course. Departing from the question “relevant to whom,” this article illustrates how to design a statistics assignment on z-scores that is culturally relevant to students based on their prior experiences. Ultimately, the author shares design principles—which includes the importance of considering student trauma—that can be transferable to any statistics or quantitative analysis/reasoning class.
Representing Percents And Personas: Designing Syncretic Curricula For Modeling And Statistical Reasoning, Sarah Radke, Sara Vogel, Christopher Hoadley, Jasmine Ma
Representing Percents And Personas: Designing Syncretic Curricula For Modeling And Statistical Reasoning, Sarah Radke, Sara Vogel, Christopher Hoadley, Jasmine Ma
Publications and Research
Syncretic literacy can link everyday and scientific concepts in student learning. In this paper we describe the design and implementation of a curricular unit in a bilingual middle school science class developed to help students link everyday conceptions, conceptions from math, science, and computer science, and their own broad linguistic repertoires to support syncretic literacy in modeling and statistics in a unit on post-Hurricane Maria outmigration from Puerto Rico. The unit invited students to use printed maps, physical objects, computer code, and simulations to explore concepts such as percentages and scientific models, framed by an approach from translanguaging pedagogy. Qualitative …
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
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, …
Exploring Relations Between Teachers’ Beliefs, Instructional Practices, And Students’ Beliefs In Statistics, Melissa C. Duffy, Krista R. Muis, Michael J. Foy, Gregory Trevors, John Ranellucci
Exploring Relations Between Teachers’ Beliefs, Instructional Practices, And Students’ Beliefs In Statistics, Melissa C. Duffy, Krista R. Muis, Michael J. Foy, Gregory Trevors, John Ranellucci
Publications and Research
We examined the epistemic climate of statistics classrooms across two different classrooms by measuring teachers’ espoused beliefs about teaching statistics and observing their teaching practices. We then explored whether students’ beliefs became more aligned with the epistemic climate of the classroom over time. Post-secondary students’ beliefs were measured at the beginning and end of the semester. To measure the epistemic climate, teachers completed self-reports of their beliefs about teaching and learning, and participated in two semi-structured interviews at the beginning and end of the semester. Moreover, several classroom observations were conducted over the course of the semester. Analyses of the …