Literaturnachweis - Detailanzeige
| Autor/inn/en | Ferguson, Sarah L.; Walpole, Marybeth; Fall, Madjiguene S. B. |
|---|---|
| Titel | Achieving Statistics Self-Actualization: Faculty Survey on Teaching Applied Social Statistics |
| Quelle | In: Statistics Education Research Journal, 19 (2020) 2, S.57-75 (19 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1570-1824 |
| Schlagwörter | Statistics; Self Actualization; Teaching Methods; Teacher Attitudes; College Faculty; Learning Theories; Barriers; Tutoring; Feedback (Response); Self Esteem; Orientation |
| Abstract | In this paper, we detail a convergent mixed-methods survey of faculty teaching applied social statistics courses, analyzed through a framework of learning theory. The survey explored faculty perceptions and use of recommended strategies for statistics education, perceived barriers to student success, and general recommendations for instruction in applied statistics courses. Results indicate some consistency in practice with the recommendations in the literature, but a lack of consistency was noted for strategies such as student reflections, allowing multiple attempts on assignments, and others. Particular attention is paid to connecting the results to learning theory with the discussion framed around a Statistics Self-Actualization model based on Maslow's 1943 theory of Hierarchy of Needs. (As Provided). |
| Anmerkungen | International Association for Statistics Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: http://www.stat.auckland.ac.nz/~iase/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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