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14440CAUSEweb.orgen-useditor@causeweb.orgwebmaster@causeweb.orgWed, 3 Sep 2014 12:00:00 -0400Tue, 20 May 2014 12:00:00 -0400http://www.rssboard.org/rss-2-0-1**Calibrated Peer Review
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=2325Calibrated Peer Review (CPR) is a program, for networked computers, that enables frequent writing assignments without any increase in instructor work. In fact, CPR can reduce the time an instructor now spends reading and assessing student writing. CPR offers instructors the choice of creating their own writing assignments or using the rapidly expanding assignment library. If you believe in constructivist learning, writing is the most important tool that you have. But if you have a class of 300 students, grading essays challenges even the true believer. Calibrated Peer Review (CPR)can be used in classes of any size. CPR is based on the model of peer review in science. The student reads a document, either on-line or hard copy, then writes about it. When the student has demonstrated competence as a reviewer, the program delivers three peer documents on for review. The student answers content and style questions and assigns scores. Finally, the student does a self-review. The student grade comes from writing and reviewing. Even though the program is only in its third year, approximately 100,000 students have used it. Although CPR was designed for use in large chemistry classes, experience has shown that it can serve in many other disciplines, as well. Currently, business, chemistry, economics, English, and life science instructors are using CPR in college, graduate and professional, high schools and middle schools. CPR was developed in the Chemistry Department at U.C.L.A. with funding provided by the National Science Foundation and Howard Hughes Medical Institute.Mon, 16 May 2011 02:11:16 -0400STATS 47 Issue 47, Spring 2007
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=2151Fri, 8 Oct 2010 01:54:01 -0400STATS 46 Issue 46, Fall 2006
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=2150Fri, 8 Oct 2010 01:51:42 -0400STATS: The Magazine for Students of Statistics
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=2110STATS magazine contains many articles that may be of interest to students of statistics and educators. Articles vary from those that are meant to teach and inform about different concepts and ideas to those that provide ideas for how to teach important topics to others. Some issues also include interesting data sets and information about ways to become more involved in the greater Statistics community.Sun, 25 Jul 2010 08:28:06 -0400**Decision Bonsai
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=1173The Decision Bonsai are a hybrid of concept maps and decision trees. They were originally developed to give introductory statistics students a map to inference procedures but have evolved to be used for other topics. The tree is 'grown' during the semester so that students build a picture of the relationships in their mind. Recent work is moving toward the development of more complete concept maps for introductory statistics, statistical quality methods and probability and stochastic processes courses. These Decision Bonsai would be then pointed to at appropriate points in the concept maps.Wed, 30 Dec 2009 12:35:55 -0500Webinar: Statistics Video Wrappers: Moving It Out of the Classroom with PreLabs
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=1970Many introductory Statistics courses consist of two main components: lecture sections and computer laboratory sections. In the computer labs, students often review fundamental course concepts, learn to analyze data using statistical software, and practice applying their knowledge to real world scenarios. Lab time could be better utilized if students arrived with 1) prior exposure to the core statistical ideas, and 2) a basic familiarity with the statistical software package. To achieve these objectives, PreLabs have been integrated into an introductory statistics course. A simple screen capture software (Jing) was used to create videos. The videos and a very short corresponding assignment together form a PreLab and are made available to students to access at appropriate times in the course.Some PreLabs were created to expose the students to statistical software details. Other PreLabs incorporate an available online learning resource or applet which allows students to gain a deeper understanding of a course concept through simulation and visualization. Not all on-line learning resources are ready to use 'as in' in a course. Some may be lacking a preface or description on how they are to be used; others may use slightly different notation or language than your students are accustomed to; a few may even contain an error or item that needs some clarification. One solution to such difficulties was to create a video wrapper so students can see how the applet works while receiving guidance from the instructor.In this webinar we will share the success story of how one introductory Statistics course integrated these video wrappers into the course and the discuss other possible applications.Wed, 23 Sep 2009 02:37:20 -0400Webinar: Planning the use of an online resource in the statistics class
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=1892Webinar presented by Roger Woodard of North Carolina State University and Ginger Rowell of Middle Tennessee State University and hosted by Jackie Miller of The Ohio State University on June 13, 2006. Many people would like to use online resources in their classrooms. However, the typical online applet does not have supporting materials that allow the teacher to introduce them into the classroom. Instructors that simply point students to a website without specific instructions and planning may find that the students do not achieve the desired learning outcomes from using the applet. In this webinar Dr. Woodard presented a basic framework that instructors can use to plan and implement the use of online materials in the classroom. These are illustrated with examples that have been field tested in courses at NCSU and at MTSU.Sat, 1 Aug 2009 02:03:48 -0400Using Statistics Effectively in Mathematics Education Research
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=1714Funded by the National Science Foundation, workshops were held over a three-year period, each with about twenty participants nearly equallydivided between mathematics educators and statisticians. In these exchanges the mathematics educators presented honest assessments of the status ofmathematics education research (both its strengths and its weaknesses), and the statisticians provided insights into modern statistical methods that could be more widely used in such research. The discussions led to an outline of guidelines for evaluating and reporting mathematics educationresearch, which were molded into the current report. The purpose of thereporting guidelines is to foster the development of a stronger foundation of research in mathematics education, one that will be scientific, cumulative, interconnected, and intertwined with teaching practice.The guidelines are built around a model involving five key components of a high-quality research program: generating ideas, framing those ideas in a research setting, examining the research questions in small studies, generalizing the results in larger and more refined studies, and extending the results over time and location. Any single research project may have only one or two of these components, but such projects should link to others so that a viable research program that will be interconnected and cumulative can be identified and used to effect improvements in bothteaching practice and future research. The guidelines provide details that are essential for these linkages to occur. Three appendices provide background material dealing with (a) a model for research in mathematics education in light of a medical model for clinical trials; (b) technical issues of measurement, unit of randomization, experiments vs. observations, and gain scores as they relate to scientifically based research; and (c) critical areas for cooperation between statistics and mathematics education research, including qualitative vs. quantitative research, educatinggraduate students and keeping mathematics education faculty current in education research, statistics practices and methodologies, and buildingpartnerships and collaboratives.Thu, 8 Feb 2007 03:55:32 -05007 Things You Should Know About Clickers
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=1669This reference resource explores the use of clickers, or personal response systems, in the classroom. Main points of discussion include what clickers are, who is using them, what makes them unique, why they are considered significicant, the downsides, and teaching and learning implications.Wed, 13 Dec 2006 10:17:08 -0500How Statistical Educators Can Attract Students to the Discipline of Statistics
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=1601This website is a resource of teaching methods and approaches thatinstructors at all levels of statistics education can use to generate student interest in pursuing more study or a career in the field of statistics.Wed, 27 Sep 2006 11:21:22 -0400Royal Statistical Society Center for Statistical Education
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=1275This website's purpose it to promote the improvement of statistical education, training and understanding. You will find activities, resources and current news to help in teaching statistics.Fri, 2 Jun 2006 03:40:30 -0400Group Discussion in Online Statistics Courses
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=1247This case study discussess methods to successfully adapt graduate-level statistics courses for the online environment. Using small-group discussion assignments is not only a great way to create an interactive learning community; it also provides instructors with valuable information about students' reasoning.Mon, 24 Apr 2006 03:34:03 -0400The Assessment Challenge in Statistics Education
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=1164This site provides the contents of the online book "The Assessment Challenge in Statistics Education".Tue, 22 Nov 2005 05:03:14 -0500What Are The Odds?
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=1254This website provides lesson plans, activities, a problem bank, and links to references that meet NCTM standards for probability.Mon, 12 Sep 2005 01:12:10 -0400Reading and Interpreting Tables and Graphs Involving Rates and Percentages
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=1141This survey assesses statistical literacy. The survey focuses on the general use of informal statistics in everyday situations: reading and interpreting tables and graphs involving rates and percentages.Fri, 26 Aug 2005 02:48:13 -0400Correlation, Determination, and Causality In Introductory Statistics
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=1140This article discusses teaching causality without being discipline specific. It explains the causal differences between description, prediction and explanation.Fri, 26 Aug 2005 02:41:54 -0400STATISTICAL LITERACY: READING TABLES OF RATES AND PERCENTAGES
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=1139This paper presents rules for determining whether an index variable in such a table is part or whole depending on whether the associated margin value is an average, a sum or a 100% sum. Tables with missing margin values â€“ date-indexed tables, half tables and control tables â€“ are analyzed. Recommendations are made to improve reader understanding of any table involving rates or percentages.Thu, 25 Aug 2005 12:26:13 -0400Three Graphs to Promote Statistical Literacy
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=1138This paper presents three graphs that are used in teaching students majoring in business and the humanities. These graphs show the influence of confounding, the meaning of statistical significance, and the influence of confounding on statistical significance.Thu, 25 Aug 2005 12:21:16 -0400Statistical Literacy Curriculum Design
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=1137A specially-designed statistical literacy course is needed for college students in majors that donâ€™t require statistics or mathematics. This paper suggests that key topics in conditional probability, multivariate regression and the vulnerability of statistical significance to confounding should be included and presents some new ways to teach these ideas.Thu, 25 Aug 2005 12:17:47 -0400The First Day of Class
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=78This one-page document gives some helpful tips about the first day of class. It gives short advice on creating a first impression, establishing rapport, clarifying expectations, collecting information and building excitement.Tue, 9 Aug 2005 01:51:10 -0400Use of R as a Toolbox for Mathematical Statistics Exploration
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=434This site links to the article "Use of R as a Toolbox for Mathematical Statistics Exploration," to activities demonstrating the use of R programming language, and to the site where users can download R. Activities cover the following topics: calculation of a running variance, maximization of a non-linear function, resampling of a statistic, simple Bayesian modeling, sampling from multivariate normal, and estimation of power. Tue, 17 May 2005 03:23:33 -0400Maths, Stats & OR Network
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=544This site provides tutorials and applets which cover topics including analysis of variance, chi-square, descriptive statistics, discrete random variables, graphs and plots, operational research, probability, p-values, regression analysis, relationships, sampling distributions, specialized topics, statistical inference, normal distribution, and t-distribution. It also provides teaching resources on planning, assessments, and motivation.Mon, 16 May 2005 09:50:49 -0400EXCITE
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=933"EXCITE is a collection of teaching materials developed by the Centers for Disease Control and Prevention (CDC) to introduce students to public health and epidemiology. Students will learn about the scientific method of inquiry, basic biostatistics, and outbreak investigation. EXCITE adapts readily to team teaching across a variety of subjects, including mathematics, social studies, history, and physical education."Fri, 13 May 2005 04:12:13 -0400Internet For Social Statistics
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=770This site is a tutorial that lets you practice your internet information skills in searching and researching statistics in the social sciences. This site has indexed other statistics resources into five main categories: Official Statistics, Published Statistics, Timely Statistics, Datasets for Secondary Analysis, and Statistical Help and Teaching Materials. Fri, 13 May 2005 03:36:38 -0400ARTIST Projects
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http://www.causeweb.org/cwis/index.php?P=FullRecord&ResourceId=499This site describes and explains the use of students projects and their assessment capabilities and purposes. It lists a few student projects by authors and also scoring rubrics and samples of students work.Fri, 13 May 2005 03:22:37 -0400