An Analysis of High School Students Taking Statistics Using the HSLS:09 Dataset [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).

Autor/in	Weiland, Travis
Titel	An Analysis of High School Students Taking Statistics Using the HSLS:09 Dataset [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Students; Statistics; Longitudinal Studies; Access to Education; Equal Education; Gender Differences; Racial Differences; Socioeconomic Status; Credits; Academic Achievement; Student Attitudes; Self Efficacy; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Education; Access; Bildung; Zugang; Bildungszugang; Geschlechterkonflikt; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Schulleistung; Schülerverhalten; Self-efficacy; Selbstwirksamkeit
Abstract	In this study I report results of an quantitative analysis using a large scale public dataset (HSLS:09) to investigate which students are taking statistics courses in high school to begin to understand the access students have to opportunities to learn statistics concepts and practices in high schools in the United States. The main result of this study is that predominantly the top academically performing high school students are earning credit for taking statistics. This is concerning as all students should have experiences learning concepts and practices from statistics to be prepared to engage in and play active roles in today's data centric societies. In line with the conference theme of looking forward, implications for future research and policy are discussed. [For the complete proceedings, see ED606531.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01