Editors Manfred Borovcnik, Jennifer Kaplan, Maxine Pfannkuch and Beth Chance are pleased to announce the publication of a new issue of the Statistics Education Research Journal (SERJ).

Volume 17, Number 1, May 2018

Editorial (and front matter)

https://iase-web.org/documents/SERJ/SERJ17(1)_Editorial.pdf

Sampling in the Wild: How Attention to Variation Supports Middle School Students' Sampling Practice

Michelle E. Forsythe

https://iase-web.org/documents/SERJ/SERJ17(1)_Forsythe.pdf

Preservice Teachers Comparing Groups with Tinkerplots—An Exploratory Laboratory Study

Daniel Frischemeier and Rolf Biehler

https://iase-web.org/documents/SERJ/SERJ17(1)_Frischemeier.pdf

Secondary Mathematics Teachers' Planned Approaches for Teaching Standard Deviation

Maryann E. Huey, Joe Champion, Stephanie Casey, and Nicholas H. Wasserman

https://iase-web.org/documents/SERJ/SERJ17(1)_Huey.pdf

Effects of Question Stem on Student Descriptions of Histograms

Jennifer Kaplan, Alexander Lyford, and Jeremy Jennings

https://iase-web.org/documents/SERJ/SERJ17(1)_Kaplan.pdf

Comparing Student Success and Understanding in Introductory Statistics under Consensus and Simulation-Based Curricula

Laura Hildreth, Jim Robison-Cox, and Jade Schmidt

https://iase-web.org/documents/SERJ/SERJ17(1)_Hildreth.pdf

The Impact of a Flipped Classroom Model of Learning on a Large Undergraduate Statistics Class

Perpetua Lynne Nielsen, Nathan William Bean, and Ross Allen Andrew Larsen

https://iase-web.org/documents/SERJ/SERJ17(1)_Nielsen.pdf

Evaluation of Theoretical and Empirical Characteristics of the Communication, Language, And Statistics Survey (CLASS)

Amy E. Wagler and Lawrence M. Lesser

https://iase-web.org/documents/SERJ/SERJ17(1)_Wagler.pdf

Conferences

https://iase-web.org/documents/SERJ/SERJ17(1)_conferences.pdf

Please visit the main SERJ page at http://iase-web.org/Publications.php?p=SERJ for information about submitting manuscripts for review, and to access past issues.

We apologize if you receive duplicate copies of this announcement or if you received it in error.

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