Applying Sociocultural Theory to Teaching Statistics for Doctoral Social Work Students

Autor/inn/en	Mogro-Wilson, Cristina; Reeves, Michael G.; Charter, Mollie Lazar
Titel	Applying Sociocultural Theory to Teaching Statistics for Doctoral Social Work Students
Quelle	In: Journal of Teaching in Social Work, 35 (2015) 1-2, S.151-165 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2014.976354
Schlagwörter	Social Work; Graduate Students; Doctoral Programs; Sociocultural Patterns; Statistics; Course Descriptions; Hypothesis Testing; Qualitative Research; Feedback (Response); Student Attitudes; Surveys; Statistical Analysis; Michigan + Suchen Sie Ihr Suchwort? Soziale Arbeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Soziokulturelle Theorie; Statistik; Kursstrukturplan; Hypothesenprüfung; Hypothesentest; Qualitative Forschung; Schülerverhalten; Survey; Umfrage; Befragung; Statistische Analyse
Abstract	This article describes the development of two doctoral-level multivariate statistics courses utilizing sociocultural theory, an integrative pedagogical framework. In the first course, the implementation of sociocultural theory helps to support the students through a rigorous introduction to statistics. The second course involves students developing and testing their own hypotheses on secondary data sets, writing conference abstracts, and presenting at a mock conference. Quantitative and qualitative data from student feedback highlight the impact of this course, and findings from a short survey of doctoral programs suggest the widespread need for an effective approach to teaching doctoral-level statistics. The course model presented can be easily implemented in other doctoral programs of social work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01