Education Commons^™

Digitalcommons@Cedarville Statistical Report For December 2014, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, December 2014, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For November 2014, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, November 2014, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Repository Additions, October 2014, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For October 2014, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

2014 Men's Soccer Statistics, Cedarville University

Men's Soccer Statistics

No abstract provided.

2014-2015 Combined Team Statistics, Cedarville University

Volleyball Statistics

No abstract provided.

2014-2015 Statistics, Cedarville University

Volleyball Statistics

No abstract provided.

Digitalcommons@Cedarville Statistical Report For September 2014, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For August 2014, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For July 2014, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For June 2014, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For May 2014, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For April 2014, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Implementing The Common Core’S Promise Of Bringing Statistical Curricula Into Line With Recommendations Of Nctm, Maa, & Gaise, Beverly Wood, Carl Clark

Publications

We plan to make a case for the necessity of GAISE-aligned college courses in order to prepare future teachers to teach in Common Core K-12 classrooms. Beginning with an overview of the parallel evolutions of Cobb/MAA suggestions - GAISE recommendations for teaching and NCTM process standards - Common Core mathematical practices, we will emphasize that we should be modeling what researchers continually conclude are best practices for teaching/learning across the K-16 continuum. We will provide some examples to illustrate classroom tasks that satisfy both GAISE and Common Core and hope to generate some discussion of other activities already used by …

Digitalcommons@Cedarville Statistical Report For March 2014, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For February 2014, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

Digitalcommons@Cedarville Statistical Report For January 2014, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.

The Bold And The Beautiful: Neural Responses To Natural Scene Statistics In Early Visual Cortex, Zoey Jeanne Isherwood, Mark M. Schira, Branka Spehar

Faculty of Social Sciences - Papers (Archive)

Abstract presented at The Asia-Pacific Conference on Vision (APCV) 2014 19-22 July 2014, Takamatsu, Japan

Lack Of Quantitative Training Among Early-Career Ecologists: A Survey Of The Problem And Potential Solutions, F. Barraquand, T. G. Ezard, P. Søgaard Jørgensen, Naupaka B. Zimmerman, S. Chamberlain, R. Salguero-Gómez, T. J. Curran, T. Poisot

Biology Faculty Publications

Proficiency in mathematics and statistics is essential to modern ecological science, yet few studies have assessed the level of quantitative training received by ecologists. To do so, we conducted an online survey. The 937 respondents were mostly early-career scientists who studied biology as undergraduates. We found a clear self-perceived lack of quantitative training: 75% were not satisfied with their understanding of mathematical models; 75% felt that the level of mathematics was “too low” in their ecology classes; 90% wanted more mathematics classes for ecologists; and 95% more statistics classes. Respondents thought that 30% of classes in ecology-related degrees should be …

Full-Time Equivalent Faculty Statistics, 2013-2014, 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, 2013-2014, 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 …

Life After Umaine: The Employment And Educational Status Of Baccalaureat Recipients, 2012-2013, Office Of Institutional Research And Assessment

General University of Maine Publications

The UMaine Office of Institutional Research and Assessment sends "Life After UMaine" surveys to recent baccalaureat degree recipients in order to solicit information about the employment and the continuing education status of post-graduate alumni.