{"product_id":"a-guide-to-teaching-statistics-9781405155748","title":"A Guide to Teaching Statistics","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eA Guide to Teaching Statistics: Innovations and Best Practices\u003c\/i\u003e addresses the critical aspects of teaching statistics to undergraduate students, acting as an invaluable tool for both novice and seasoned teachers of statistics.  \u003cul\u003e \u003cli\u003eGuidance on textbook selection, syllabus construction, and course outline\u003c\/li\u003e \u003cli\u003eClassroom exercises, computer applications, and Internet resources designed to promote active learning\u003c\/li\u003e \u003cli\u003eTips for incorporating real data into course content\u003c\/li\u003e \u003cli\u003eRecommendations on integrating ethics and diversity topics into statistics education\u003c\/li\u003e \u003cli\u003eStrategies to assess student''s statistical literacy, thinking, and reasoning skills\u003c\/li\u003e \u003cli\u003eAdditional material online at \u003ca href=\"http:\/\/www.teachstats.org\/\"\u003ewww.teachstats.org\u003c\/a\u003e\n\u003c\/li\u003e \u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"In the book the reader will not find a collection of statistical tables or formulae but a rich collection of references on teaching of statistics in several fields, e.g. psychology, social sciences, health sciences, education.\" (\u003ci\u003eZentralblatt MATH\u003c\/i\u003e, 2010)\u003cbr\u003e \u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eSeries Editors’ Preface xiii\u003c\/p\u003e \u003cp\u003ePreface xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Course Preparation 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Teaching Statistics: A Beginning 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSo Why Teach Statistics? 5\u003c\/p\u003e \u003cp\u003eHistorical Pedagogical Controversies 7\u003c\/p\u003e \u003cp\u003eWho should teach statistics? 7\u003c\/p\u003e \u003cp\u003eStatistics labs and related technology 8\u003c\/p\u003e \u003cp\u003eContent of statistics courses 10\u003c\/p\u003e \u003cp\u003eStatistics in Relation to the Discipline 11\u003c\/p\u003e \u003cp\u003eSequence of the Class and Topics 12\u003c\/p\u003e \u003cp\u003eIntroducing Research Methods within the Context of Statistics 16\u003c\/p\u003e \u003cp\u003eStudent Populations 17\u003c\/p\u003e \u003cp\u003eMathematical ability 17\u003c\/p\u003e \u003cp\u003eCognitive ability and learning styles 19\u003c\/p\u003e \u003cp\u003eSelf-efficacy and motivation 20\u003c\/p\u003e \u003cp\u003eGender 22\u003c\/p\u003e \u003cp\u003eHelping Your Students Survive Statistics 23\u003c\/p\u003e \u003cp\u003eConclusion 25\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Nuts and Bolts of Teaching Statistics 27\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSyllabus Construction 28\u003c\/p\u003e \u003cp\u003eTextbook Selection 30\u003c\/p\u003e \u003cp\u003eConceptual orientation 31\u003c\/p\u003e \u003cp\u003eLevel of difficulty 33\u003c\/p\u003e \u003cp\u003eChapter topics and organization 34\u003c\/p\u003e \u003cp\u003eCore formulas and vocabulary 35\u003c\/p\u003e \u003cp\u003eType of data sets\/quality of the exercises 36\u003c\/p\u003e \u003cp\u003eTraditional Versus Electronic Textbooks 37\u003c\/p\u003e \u003cp\u003eSupplemental Materials 38\u003c\/p\u003e \u003cp\u003eStudy guides 39\u003c\/p\u003e \u003cp\u003eCompanion Web sites 39\u003c\/p\u003e \u003cp\u003eComputer tutorials 40\u003c\/p\u003e \u003cp\u003eElectronic Discussion Boards 42\u003c\/p\u003e \u003cp\u003eMultimedia Tools 44\u003c\/p\u003e \u003cp\u003ePresentation technology 45\u003c\/p\u003e \u003cp\u003eInteractive applications: Java applets, Flash, Shockwave, and HTML 46\u003c\/p\u003e \u003cp\u003eMultimedia simulation programs 48\u003c\/p\u003e \u003cp\u003eConclusion 49\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Theoretical and Pedagogical Concerns 51\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Educational Reform in Statistics 53\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEducational Reform 54\u003c\/p\u003e \u003cp\u003eStatistically Educated Students 56\u003c\/p\u003e \u003cp\u003eStatistical Literacy 59\u003c\/p\u003e \u003cp\u003eKnowledge elements 60\u003c\/p\u003e \u003cp\u003eDispositional elements 62\u003c\/p\u003e \u003cp\u003eStatistical Thinking 63\u003c\/p\u003e \u003cp\u003eStatistical Reasoning 66\u003c\/p\u003e \u003cp\u003eMisconceptions Impacting the Development of Literacy, Thinking, and Reasoning 70\u003c\/p\u003e \u003cp\u003eFinal Thoughts on Statistical Literacy, Thinking, and Reasoning 72\u003c\/p\u003e \u003cp\u003eAssessment 73\u003c\/p\u003e \u003cp\u003eWhat is the role of assessment? 73\u003c\/p\u003e \u003cp\u003eWhat is the role of authentic assessment? 74\u003c\/p\u003e \u003cp\u003eAssessment and learning outcomes or goals 75\u003c\/p\u003e \u003cp\u003eConclusion 77\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 In the Classroom 79\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eConceptual Learning, Active Learning, and Real Data 80\u003c\/p\u003e \u003cp\u003eConceptual learning versus rote memorization 80\u003c\/p\u003e \u003cp\u003eActive learning 82\u003c\/p\u003e \u003cp\u003eReal data 83\u003c\/p\u003e \u003cp\u003eInstructional Techniques 84\u003c\/p\u003e \u003cp\u003eLecture 85\u003c\/p\u003e \u003cp\u003eThe use of questions 86\u003c\/p\u003e \u003cp\u003ePractice problems and examples 87\u003c\/p\u003e \u003cp\u003eJournal assignments 88\u003c\/p\u003e \u003cp\u003eActivities and demonstrations 89\u003c\/p\u003e \u003cp\u003eWriting assignments 90\u003c\/p\u003e \u003cp\u003eConcept maps 93\u003c\/p\u003e \u003cp\u003eCooperative learning 94\u003c\/p\u003e \u003cp\u003eProjects 95\u003c\/p\u003e \u003cp\u003eAssessment 97\u003c\/p\u003e \u003cp\u003ePrinciples of effective assessment 97\u003c\/p\u003e \u003cp\u003eMastery learning 98\u003c\/p\u003e \u003cp\u003eConfronting Fear and Anxiety 99\u003c\/p\u003e \u003cp\u003eConclusion 101\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III Teaching Specific Statistical Concepts 103\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Descriptive Statistics and Bivariate Distributions 105\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGraphing Data 106\u003c\/p\u003e \u003cp\u003eThe use of graphs in science 107\u003c\/p\u003e \u003cp\u003eElements of good design 108\u003c\/p\u003e \u003cp\u003eHuman graphical perception 109\u003c\/p\u003e \u003cp\u003eAvailable graphing methods 110\u003c\/p\u003e \u003cp\u003eSoftware design 111\u003c\/p\u003e \u003cp\u003eNormal Distribution 112\u003c\/p\u003e \u003cp\u003eMeasures of Central Tendency 114\u003c\/p\u003e \u003cp\u003eMeasures of Variability 117\u003c\/p\u003e \u003cp\u003eCorrelation 119\u003c\/p\u003e \u003cp\u003eSimple Linear Regression 122\u003c\/p\u003e \u003cp\u003eComputer Applications 125\u003c\/p\u003e \u003cp\u003eConclusion 127\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Teaching Hypothesis Testing 129\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSamples, Sampling Distributions, and the Central Limit Theorem 131\u003c\/p\u003e \u003cp\u003eConfidence Intervals 133\u003c\/p\u003e \u003cp\u003eIntroduction to Null Hypothesis Testing 135\u003c\/p\u003e \u003cp\u003eAdditional Introduction to Hypothesis Testing Concepts 138\u003c\/p\u003e \u003cp\u003ePower 138\u003c\/p\u003e \u003cp\u003eEffect sizes 140\u003c\/p\u003e \u003cp\u003eType I and Type II errors 141\u003c\/p\u003e \u003cp\u003eAnalysis of Variance 142\u003c\/p\u003e \u003cp\u003eIntroduction to ANOVA 142\u003c\/p\u003e \u003cp\u003eViolating ANOVA assumptions 143\u003c\/p\u003e \u003cp\u003eFactorial ANOVA 144\u003c\/p\u003e \u003cp\u003eGeneral linear model 145\u003c\/p\u003e \u003cp\u003eThe Debate Surrounding Null Hypothesis Significance Testing 146\u003c\/p\u003e \u003cp\u003eNonparametric Statistics 146\u003c\/p\u003e \u003cp\u003eComputer Applications 149\u003c\/p\u003e \u003cp\u003eConclusion 151\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV Advanced Topics and Approaches 153\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Data Analysis in Statistical Education 155\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTeaching with Statistical Software Tools 156\u003c\/p\u003e \u003cp\u003eData Analysis Packages 158\u003c\/p\u003e \u003cp\u003eSPSS 158\u003c\/p\u003e \u003cp\u003eMicrosoft Excel 160\u003c\/p\u003e \u003cp\u003eOther commercial data analysis programs 162\u003c\/p\u003e \u003cp\u003eComparing data analysis programs 163\u003c\/p\u003e \u003cp\u003eData Analysis Software Textbooks 165\u003c\/p\u003e \u003cp\u003eUsing Data Sets in the Classroom 166\u003c\/p\u003e \u003cp\u003eArtificial data sets for the classroom 167\u003c\/p\u003e \u003cp\u003eReality-based data sets 168\u003c\/p\u003e \u003cp\u003eFinding appropriate reality-based data sets 169\u003c\/p\u003e \u003cp\u003eDrawbacks to using real data sets 174\u003c\/p\u003e \u003cp\u003eConclusion 176\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Endings and Beginnings 179\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultivariate Statistics 180\u003c\/p\u003e \u003cp\u003eMultiple regression 182\u003c\/p\u003e \u003cp\u003eLogistic regression 184\u003c\/p\u003e \u003cp\u003eAdditional multivariate techniques 185\u003c\/p\u003e \u003cp\u003eSpecial Topics 186\u003c\/p\u003e \u003cp\u003eEthics 187\u003c\/p\u003e \u003cp\u003eDiversity 190\u003c\/p\u003e \u003cp\u003eOnline Statistical Education 193\u003c\/p\u003e \u003cp\u003eFinishing up Any Statistics Course 195\u003c\/p\u003e \u003cp\u003eFinal Thoughts 198\u003c\/p\u003e \u003cp\u003eReferences 201\u003c\/p\u003e \u003cp\u003eIndex 248\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49529333547351,"sku":"9781405155748","price":48.03,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781405155748.jpg?v=1731875210","url":"https:\/\/bookcurl.com\/products\/a-guide-to-teaching-statistics-9781405155748","provider":"Book Curl","version":"1.0","type":"link"}