Relevant bibliographies by topics / Education – Research – Statistics

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education – Research – Statistics'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Education – Research – Statistics"

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Jolliffe, Flavia, and Iddo Gal. "Statistics Education Research Journal." MSOR Connections 4, no. 3 (2004): 58. http://dx.doi.org/10.11120/msor.2004.04030058.

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Jollifte, Flavia. "Statistics Education Research Journal (SERJ)." MSOR Connections 2, no. 3 (2002): 5. http://dx.doi.org/10.11120/msor.2002.02030005.

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Huh, Myung-Hoe. "Law and Statistics: Education, Applications and Research." Korean Journal of Applied Statistics 23, no. 4 (2010): 725–38. http://dx.doi.org/10.5351/kjas.2010.23.4.725.

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Ograjenšek, Irena, and Iddo Gal. "Enhancing Statistics Education by Including Qualitative Research." International Statistical Review 84, no. 2 (2015): 165–78. http://dx.doi.org/10.1111/insr.12158.

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Ottaviani, Maria-Gabriella. "Research into Statistics Education as a Discipline." International Statistical Review 73, no. 2 (2007): 207–9. http://dx.doi.org/10.1111/j.1751-5823.2005.tb00272.x.

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Asher, William. "The Role of Statistics in Research." Journal of Experimental Education 61, no. 4 (1993): 388–93. http://dx.doi.org/10.1080/00220973.1993.10806599.

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Puryear, Jeffrey M. "International education statistics and research: Status and problems." International Journal of Educational Development 15, no. 1 (1995): 79–91. http://dx.doi.org/10.1016/0738-0593(94)e0015-g.

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Darmi, Mario. "Statistics in aquacultural research." Journal of Biological Education 30, no. 1 (1996): 52–56. http://dx.doi.org/10.1080/00219266.1996.9655477.

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Merrill, Ray M., Christopher A. Lindsay, Eric C. Shields, and Julianne Stoddard. "Perspective: Have the Focus and Sophistication of Research in Health Education Changed?" Health Education & Behavior 34, no. 1 (2006): 10–25. http://dx.doi.org/10.1177/1090198106288564.

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This study assessed the types of research and the statistical methods used in three representative health education journals from 1994 through 2003. Editorials, commentaries, program/practice notes, and perspectives represent 17.6% of the journals’ content. The most common types of articles are cross-sectional studies (27.5%), reviews (23.2%), and analytic studies (i.e., case-control, cohort, and experimental studies) (18.4%). The estimated annual percentage change across the study period in these types of articles was 3.3, -9.3, and 5.5, respectively. A significant increase was observed in use of descriptive statistics (estimated annual percentage change = 2.4), parametric test statistics (4.4), nonparametric test statistics (3.5), epidemiologic statistics (10.3), generalized linear models (6.8), validation statistics (6.7), and other statistics (8.2). Movement toward increasing use of cross-sectional studies, analytic study designs, and statistical methods—representing greater emphasis on needs assessment for health education, health education program development, and program evaluation—indicates the need for better quantitatively trained health educators.
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Gal, Iddo, and Irena Ograjenšek. "Official Statistics and Statistics Education: Bridging the Gap." Journal of Official Statistics 33, no. 1 (2017): 79–100. http://dx.doi.org/10.1515/jos-2017-0005.

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Abstract This article aims to challenge official statistics providers and statistics educators to ponder on how to help non-specialist adult users of statistics develop those aspects of statistical literacy that pertain to official statistics. We first document the gap in the literature in terms of the conceptual basis and educational materials needed for such an undertaking. We then review skills and competencies that may help adults to make sense of statistical information in areas of importance to society. Based on this review, we identify six elements related to official statistics about which non-specialist adult users should possess knowledge in order to be considered literate in official statistics: (1) the system of official statistics and its work principles; (2) the nature of statistics about society; (3) indicators; (4) statistical techniques and big ideas; (5) research methods and data sources; and (6) awareness and skills for citizens’ access to statistical reports. Based on this ad hoc typology, we discuss directions that official statistics providers, in cooperation with statistics educators, could take in order to (1) advance the conceptualization of skills needed to understand official statistics, and (2) expand educational activities and services, specifically by developing a collaborative digital textbook and a modular online course, to improve public capacity for understanding of official statistics.
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Dissertations / Theses on the topic "Education – Research – Statistics"

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Schneider, William Ray. "The Relationship Between Statistics Self-Efficacy, Statistics Anxiety, and Performance in an Introductory Graduate Statistics Course." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3335.

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The purpose of this study was to determine the relationship between statistics self-efficacy, statistics anxiety, and performance in introductory graduate statistics courses. The study design compared two statistics self-efficacy measures developed by Finney and Schraw (2003), a statistics anxiety measure developed by Cruise and Wilkins (1980), and a course performance measure. To view self-efficacy from two perspectives, the Current Statistics Self-Efficacy (CSSE) assessed student confidence in their ability to complete specific statistics tasks in the present, whereas Self-Efficacy to Learn Statistics (SELS) assessed student confidence in their ability to learn statistics in the future. The performance measure was the combined average of the midterm and final exam scores only, excluding grades from other course activities. The instruments were distributed to four sections of an introductory graduate statistics course (N=88) in a College of Education at a large metropolitan university during the first week of the semester during Fall 2009 and Spring 2010. Both of the statistics self-efficacy measures revealed a low to moderate inverse relationship with statistics anxiety and a low to moderate direct relationship with each other. In this study there was no correlation between statistics anxiety (CSCS), statistics self-efficacy (CSSE and SELS), and course performance. There was high internal reliability for each instrument's items making the instruments suitable for use with graduate students. However, none of the instruments' results were significant in relation to course performance with graduate students in this sample. Unlike prior research involving undergraduate-level statistic students that has reported a relationship between the CSSE and SELS, the present study, involving graduate students, did not find any significant correlation with performance. Additional research is suggested to investigate the reasons for the differences between the studies.
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Doyle, Philip Gerard. "Developing statistical literacy with students and teachers in the secondary mathematics classroom." The University of Waikato, 2008. http://hdl.handle.net/10289/2324.

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This thesis investigates the teaching of statistical literacy in the first two years of secondary school mathematics. The teachers involved in the research aim to make changes to classroom practice in the teaching and learning of statistics and statistical literacy in response to changes in the New Zealand curriculum. An action research methodology is adopted by the research. A group of three teachers and the author undertake an action research cycle of planning, observing, acting and reflecting in three different Year 9 and 10 mathematics classrooms. The research documents the designing and implementing of strategies by a group of teachers in a mathematics department for integrating statistical literacy into teaching programmes. The research adopts framework for improving practice that utilise models for statistical literacy and thinking and principles for teaching with a language learning or literacy focus. Data is collected through discussions with teachers, observations of lessons and interviews with teachers and students. Themes emerge from the data. They include the significance of teacher and student concepts of statistics and statistical literacy, the importance of language and literacy in the statistics classroom, the adoption of teaching principles to facilitate statistical literacy and the challenge of adopting a critical literacy stance in the statistics classroom. The study highlights the importance of literacy and language skills in statistical literacy. The research concludes that the important changes needed for developing statistical literacy are about classroom methodology rather than content knowledge and shows that adoption of language learning principles into the teaching programme may achieve this.
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Hsu, Chung-Yuan. "Formative Research on an Instructional Design Model for the Design of Computer Simulation for Teaching Statistical Concepts." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1258048389.

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Trivette, Carol M., Michael Garrett, Hongxia Zhao, and Carol Landry. "Research Evidence for Environment Recommended Practices." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4436.

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Sirkin, Jeffrey M. "Quantifying the probabilities of selection of surface warfare officers to executive officer." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2006. http://library.nps.navy.mil/uhtbin/hyperion/06Sep%5FSirkin.pdf.

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Thesis (M.S. in Operations Research)--Naval Postgraduate School, September 2006.<br>Thesis Advisor(s): Robert A. Koyak. "September 2006." Includes bibliographical references (p. 51). Also available in print.
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Hibbard, Susan. "Exploring Evaluation in School Districts: School District Evaluators and Their Practice." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3514.

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This study explored the evaluation practices of internal evaluators in public school districts in a large southern state. The individuals who conduct evaluations in school districts as internal evaluators were identified and background information was collected. The education and training in evaluation was investigated and the types of evaluations typically conducted by those individuals. Respondents (n = 134) revealed conducting evaluations was a secondary role and part of their main job responsibilities. The types of evaluations carried out and the way in which evaluation was practices were revealed. A descriptive framework of the individuals who conduct evaluations in school districts and the ways those evaluations were carried out is presented. Six dimensions were used to summarize evaluation practice: Holistic, Mixed Method Decision Making, Procedures Valued, People Valued, Users Engaged/Embodied, Evaluator as Mediator. Three one-way MANOVAs were conducted to identify differences in evaluation practice. Differences in practice were found among evaluators based on the highest degree obtained, and area of highest degree held by respondents.
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Blomberg, Per. "Informell Statistisk Inferens i modelleringssituationer : En studie om utveckling av ett ramverk för att analysera hur elever uttrycker inferenser." Licentiate thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45572.

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Syftet med denna studie är att bidra med ökad kunskap om lärande och undervisning i informell statistisk inferens. I studien användes en kvalitativ forskningsstrategi inriktad mot prövning och generering av teorier med inspiration av grounded theory. Studiens kunskapsfokus är riktad mot karakterisering av statistiska processer och begrepp där system av begreppsramverk om informell statistisk inferens och modellering utgör en central del av forskningen. För att erhålla adekvat empiri utformades en undervisningssituation där elever engagerades med att planera och genomföra en undersökning. Studien genomfördes i en normal klassrumssituation där undervisningen inriktades mot ett område inom sannolikhet och statistisk där bland annat lådagram och normalfördelning med tillhörande begrepp introduceras. Det empiriska materialet samlades in genom videoinspelning och skriftliga redovisningar. Materialet analyserades genom ett sammansatt ramverk om informell statistisk inferens och modellering. Resultatet av analysen visar exempel på hur elever kan förväntas uttrycka aspekter av informella statistisk inferens då de genomför statistiska undersökningar. Vidare utvecklades ett ramverk som teoretiskt beskriver informell statistisk inferens i modelleringssituationer. Studien pekar på att ISI-modellering har potential att användas för att analysera hur informell statistisk inferens kan komma till uttryck och att identifiera potentiella inlärningsmöjligheter för studenter att utveckla sin förmåga att uttrycka informella statistisk slutledning och att identifiera potentiella inlärningsmöjligheter för elever att utveckla sin förmåga att uttrycka informella inferenser.<br>The purpose of this study is to improve our knowledge about teaching and learning of informal statistical inference. A qualitative research strategy is used in the study that focuses on the testing and generation of theories inspired by grounded theory. The knowledge focus of the study is aimed at the characterisation of statistical processes and concepts where systems of concept frameworks about informal statistical inference and modelling represent an essential part of the research. In order to obtain adequate empirical data, a teaching situation was devised whereby students were involved in planning and implementing an investigation. The study was conducted in a normal classroom situation where the teaching was focused on an area in probability and statistics that included the introduction of box plots and normal distribution with related concepts. The empirical material was collected through video recordings and written reports. The material was analysed using a combined framework of informal statistical inference and modelling. The results of the analysis highlight examples of how students can be expected to express aspects of informal statistical inference within the context of statistical inquiry. A framework was also developed aimed to theoretically depict informal statistical inference in modelling situations. The study suggests that this framework has the potential to be used to analyse how informal statistical inference of students are expressed and to identify potential learning opportunities for students to develop their ability to express inferences.
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Ribeiro, Silverio Domingos. "As pesquisas sobre o ensino da estatística e da probabilidade no período de 2000 a 2008: uma pesquisa a partir do banco de teses da CAPES." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/10837.

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Made available in DSpace on 2016-04-27T16:57:01Z (GMT). No. of bitstreams: 1 Silverio Domingos Ribeiro.pdf: 715642 bytes, checksum: f552fbb19004ba25b8a521049da119ef (MD5) Previous issue date: 2010-10-28<br>Secretaria da Educação do Estado de São Paulo<br>This study was aimed at collecting all the academic and scientific researches from the Capes Thesis bank, Such data referred to the studies related to the problems concerning the Statistics and Probability teaching; by taking into account the Masters and Phd s degrees which took place from 2000 to 2008. We have compiled fiftyeight researches from twenty-two universities located in the South, Southeast and Midwest of Brazil. Based on the summaries of such researches, we analyzed them and came up with five themes. Our aim is to present this academic and scientific study in a systematic way, in order to provide references for future researchers, concerning the Statistics and Probability teaching. Regarding each theme, we made a meta-analysis of the researches and we can point out that in the theme concerning the process of teaching and learning of Statistics and Probability there was the occurrence of a significant number of studies that used computers as a resource for the teaching of Statistics and Probability. In this thematic line we could also find studies that investigated what the implications of an approach by using the thematic modeling to promote a critical Mathematics were. According to the main theme on the initial and continuing training of teachers of mathematics, most studies were concerned about the attitudes, satisfaction and belief of the teachers in relation to the understanding of this issue. In the theme identified as the teaching practice, beliefs, conceptions and practical knowledge, a great number of researches focused their investigation on the issue of teaching Statistics and Probality at both elementary and high school. In this axis we feel that there is a lack of studies which investigate the use of computers in teaching practice and the effect of this approach in the belief of the teachers in relation to the study of Statistics and Probability. The main theme, about the usage of ICTs in Statistics teaching, investigated how the computer could become a facilitator for the teaching of such subject. Besides, the theme line distance learning (ODL) was investigated by two surveys. In the Theme about curriculum changes, most researches dealt with the issue of conceptual errors in textbooks and their influence in the classroom practice<br>Este trabalho teve como objetivo fazer um levantamento da produção acadêmica que consta no Banco de Teses da Capes, referente aos trabalhos relacionados com a problemática do ensino da Estatística e da Probabilidade, considerando-se os níveis de mestrado e doutorado, no período de 2000 a 2008. Para levantar essa produção utilizamos como palavras-chave: Ensino da Estatística e Ensino da Probabilidade. A partir dessa pesquisa compilamos cinquenta e oito trabalhos, sendo quarenta e três dissertações e treze teses. Estes trabalhos foram produzidos por vinte e duas universidades localizadas em três regiões brasileiras: Sul, Sudeste e Centro-Oeste. Tomando como base os resumos dessas obras, os trabalhos foram analisados e categorizados em cinco eixos temáticos com intuito de apresentar essa produção de modo sistematizado, oferecendo uma referência para o estudo às futuras pesquisas relacionadas com essa temática. Considerando cada eixo temático, realizamos uma metanálise das pesquisas em que podemos apontar os seguintes resultados. No eixo temático referente ao processo de ensino e aprendizagem da estatística e da probabilidade observamos a ocorrência de um número significativo de pesquisas que utilizaram os computadores como recurso para o ensino da estatística e da probabilidade. Nesse eixo temático também encontramos trabalhos que investigaram quais eram as implicações de uma abordagem utilizando a Modelagem Matemática para promover uma Matemática Crítica. No eixo temático sobre a formação inicial e continuada dos professores de matemática, os trabalhos, na sua maioria, abordaram a questão das atitudes, satisfação e concepção dos professores com relação à compreensão deste assunto. No eixo temático identificado com a prática docente, crenças/ concepções e saberes práticos, um número maior de pesquisas focou suas investigações na problemática do ensino da estatística e da probabilidade no ensino fundamental e médio. Neste eixo sentimos a ausência de trabalhos que investigassem a utilização dos computadores na prática de ensino e qual a influência dessa abordagem para a concepção dos professores com relação ao estudo da estatística e da probabilidade. No eixo temático sobre a utilização das TICs no ensino da estatística, as pesquisas investigaram como o computador pode ser um facilitador para o ensino desta disciplina. Ainda neste eixo temático o ensino à distância (EAD) foi investigado 6 através de duas pesquisas. No eixo temático sobre as mudanças curriculares, grande parte das pesquisas se ocupou da questão dos erros conceituais nos livros didáticos e a influência destes para a prática de sala de aula
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Roodt, Estee. "Job demands and job resources as predictors of dispositional employability of academics in South Africa." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/31564.

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Background and Aim The South African higher education sector has undergone numerous changes over the past years due to external factors such as globalisation, managerialism and neo-liberalism (Ntshoe, Higgs, Higgs&Wolhuter, 2008). Furthermore De Villiers and Steyn (2009) add that state funding of higher education in South Africa has been decreased to such an extent that higher education institutions (HEI’s) have been unable to parallel the increase in the number of students enrolled per year. As mentioned by Mouton (2010) universities in sub-Saharan Africa continue to operate under conditions which are seriously under-resourced, which poses significant challenges for the scholars concerned. The changes in the Higher Education Institutional environment have forced HEI’s to increase their level of output in terms of: enrollments, qualifications awarded, research output and institution size and number of disadvantaged students (De Villiers&Steyn, 2009) in order to remain competitive. The number of changes in performance outputs as well as the growing market for competitive higher education (HE) has greatly impacted the job demands of academics in South Africa. The environment in which academics in South Africa function now demands more of them than in previous years. For example the employment relationship has changed (i.e. teacher-driven to student-driven), altering the type of work that people do, when they work and how much they do (Barkhuizen, Rothmann&Van de Vijver, in press). Accordingly, it appears that the job demands of academics have escalated, whilst the levels of support and other resources have declined. The objective of this study was to investigate whether job demands and resources are significant predictors of dispositional employability of academics in South Africa. Method A cross–sectional research design was followed. The Job Characteristics Scale developed by Barkhuizen and Rothman (2005) and the Dispositional Measure of Employability (Fugate&Kinicki, 2008) were used as measures in this study. A total of 360 questionnaires were sent out to the sample, of which 158 completed questionnaires were received, but only 146 of these responses could be used for data analyses. This represents a 40.55% response rate. Results The results showed that there is a significant relationship between job demands and the change identity of the academics and that job demands do act as a predictor of the dispositional employability of academics in terms of their change identity. No significant relationship between the job resources and the dispositional employability of the academics were found, however all of the dimensions of DE had a positive relationship with job resources. A significant relationship between job demands and the ethnicity, home language, age, the respondent’s job level and the number of hours they work was found. However, no statistically significant differences were found within gender, qualifications, job categories, years in service and the number of years in current positions. According to the results the white ethnic group experiences higher job demands than the black ethic group. Furthermore respondents speaking either Afrikaans or English experience higher job demands then respondents speaking indigenous languages. In relation to this, the age group 50 to 59 experience higher job demands compared to that of the age group 20-29. Associate professors experience higher job demands than junior lecturers. No significant relationship between the academics’ perception of their job resources and their demographic characteristics was found. There are significant differences between the DE of the academics and their ethnicity, home language, job category, years in service and hours of work. No statistically significant differences were found within gender, age, qualifications, job level or years in the current position. The Black ethnic group indicates higher levels of resilience and motivation compared to the other ethnic groups, and indigenous languages have higher levels of resilience compared to the other two language groups. Academics that function as both researchers and lecturers have higher levels of career proactivity compared to the academics that function only as a researcher or lecturer. Respondents that have been in the industry for between zero to 10 years have a higher level of resilience compared to the respondents who have served for longer. The working hours of group four (between 31 to 40 hours) show higher levels of resilience compared to the other groups.<br>Dissertation (MCom)--University of Pretoria, 2012.<br>Human Resource Management
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Jensen, Shawn V. "Correlating Factors Between Student Participation and Student Learning Via a Service Learning Project in Secondary Education: A Case Study." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1163.pdf.

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Books on the topic "Education – Research – Statistics"

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Brian, Everitt, ed. Statistics in education. Arnold, 1997.

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Eichler, Andreas, and Lucía Zapata-Cardona. Empirical Research in Statistics Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38968-4.

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Ben-Zvi, Dani, Katie Makar, and Joan Garfield, eds. International Handbook of Research in Statistics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-66195-7.

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Rothstein, Anne L. Research design and statistics for physical education. Prentice-Hall, 1985.

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Picciano, Anthony G. Educational research primer. Continuum, 2004.

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Singh, Yogesh Kumar. Fundamental of research methodology and statistics. New Age International (P) Ltd., Publishers, 2006.

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Educational research: The ethics and aesthetics of statistics. Springer, 2010.

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Lestinen, Leena. Higher education and research in Finland. Ministry of Education, Dept. for Higher Education and Research, 1988.

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Burrill, Gail, and Dani Ben-Zvi, eds. Topics and Trends in Current Statistics Education Research. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-03472-6.

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E, Bickel William, ed. Decision-oriented educational research. Kluwer-Nijhoff Pub., 1986.

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Book chapters on the topic "Education – Research – Statistics"

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Petocz, Peter, Anna Reid, and Iddo Gal. "Statistics Education Research." In International Handbook of Research in Statistics Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66195-7_3.

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Cohen, Louis, Lawrence Manion, and Keith Morrison. "Descriptive statistics." In Research Methods in Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-40.

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Cohen, Louis, Lawrence Manion, and Keith Morrison. "Inferential statistics." In Research Methods in Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-41.

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Cohen, Louis, Lawrence Manion, and Keith Morrison. "Inferential statistics." In Research Methods in Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315456539-42.

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Eichler, Andreas, and Lucía Zapata-Cardona. "Empirical Research in Statistics Education." In ICME-13 Topical Surveys. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38968-4_1.

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Zieffler, Andrew, Joan Garfield, and Elizabeth Fry. "What Is Statistics Education?" In International Handbook of Research in Statistics Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66195-7_2.

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Wild, Christopher J., Jessica M. Utts, and Nicholas J. Horton. "What Is Statistics?" In International Handbook of Research in Statistics Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66195-7_1.

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Arnold, Pip, Jere Confrey, Ryan Seth Jones, Hollylynne S. Lee, and Maxine Pfannkuch. "Statistics Learning Trajectories." In International Handbook of Research in Statistics Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66195-7_9.

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Watson, Jane, Noleine Fitzallen, Jill Fielding-Wells, and Sandra Madden. "The Practice of Statistics." In International Handbook of Research in Statistics Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66195-7_4.

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da Ponte, João Pedro, and Jennifer Noll. "Building Capacity in Statistics Teacher Education." In International Handbook of Research in Statistics Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66195-7_14.

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Conference papers on the topic "Education – Research – Statistics"

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Sanders, Kate, Judy Sheard, Brett A. Becker, Anna Eckerdal, Sally Hamouda, and Simon. "Inferential Statistics in Computing Education Research." In ICER '19: International Computing Education Research Conference. ACM, 2019. http://dx.doi.org/10.1145/3291279.3339408.

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Bingxue, Song, Xie Yushu, Zeng Yao, Wang Peiyi, and Wang Tong. "Research on comprehensive statistics index system in Beijing." In Education (ICCSE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccse.2010.5593730.

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Wessa, Patrick, and Sio-Iong Ao. "Reproducible Computing: a new Technology for Statistics Education and Educational Research." In IAENG TRANSACTIONS ON ENGINEERING TECHNOLOGIES VOLUME 2: Special Edition of the World Congress on Engineering and Computer Science. AIP, 2009. http://dx.doi.org/10.1063/1.3146201.

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Na’imy Wan, Nurul, Norzalina Othman, Mohd Fauzi Zainol Abidin, Mazwin Tan, and Azhar Aziz. "MEASURING ENGINEERING TECHNOLOGY EDUCATION QUALITY FROM STUDENTS’ PERSPECTIVE." In Annual International Conference on Operations Research and Statistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1938_ors29.

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Sanders, Kate, Sally Hamouda, Brett A. Becker, et al. "How statistics are used in computing education research." In ITiCSE '18: 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. ACM, 2018. http://dx.doi.org/10.1145/3197091.3205810.

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Jurečková, Mária. "Statistics in School Mathematics." In 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.38.

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Anastasiadou, Sofia. "REPRESENTATIONS IN STATISTICS PROBLEM SOLVING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2159.

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U. I., Ogbonnaya. "Gender and Students’ Achievement in Statistics." In International Conference on Research in Education, Teaching and Learning. acavent, 2018. http://dx.doi.org/10.33422/icetl.2018.11.89.

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Abdullah, Rusli, Bahaman Abu Samah, Jusang Bolong, Jeffrey Lawrence D'Silva, and Hayrol Azril Mohamed Shaffril. "Infrastructure requirement of knowledge management system model of statistical learning tool (SLT) for education community." In STATISTICS AND OPERATIONAL RESEARCH INTERNATIONAL CONFERENCE (SORIC 2013). AIP Publishing LLC, 2014. http://dx.doi.org/10.1063/1.4894345.

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Wang, Liangliang. "Research on Relativistic Theory of Infinite Statistics Fields." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.5.

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Reports on the topic "Education – Research – Statistics"

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Hogan, Michael, and Michael Gallaher. Quantitative Indicators for Country-Level Innovation Ecosystems. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0051.1805.

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Innovation has been shown to be a key factor in determining a country’s competitiveness and economic growth potential. Through investments in education and research and development, many developing countries have tried to avoid the “middle income trap” of stagnation by working to create high-value employment opportunities. To better understand country-level readiness to innovate, we have compiled a set of publicly available data indicators and created a data tool to illustrate innovation capabilities and infrastructure by country. Our approach builds on and advances existing national innovation metrics by constructing transparent, publicly sourced indicators that emphasize changes over time and interrelationships between different indicators, as opposed to creating simple indices across groups of indicators. This occasional paper is targeted to an applied audience, explaining the methods used to assemble the data, an overview of the indicators, practical applications of the data, summary statistics, and data limitations. The data are not intended to be a tool for providing answers about innovation, but rather a starting point for future work including market landscaping, country-level diagnostics, and qualitative protocols for research.
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Halych, Valentyna. SERHII YEFREMOV’S COOPERATION WITH THE WESTERN UKRAINIAN PRESS: MEMORIAL RECEPTION. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11055.

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The subject of the study is the cooperation of S. Efremov with Western Ukrainian periodicals as a page in the history of Ukrainian journalism which covers the relationship of journalists and scientists of Eastern and Western Ukraine at the turn of the XIX-XX centuries. Research methods (biographical, historical, comparative, axiological, statistical, discursive) develop the comprehensive disclosure of the article. As a result of scientific research, the origins of Ukrainocentrism in the personality of S. Efremov were clarified; his person as a public figure, journalist, publisher, literary critic is multifaceted; taking into account the specifics of the memoir genre and with the involvement of the historical context, the turning points in the destiny of the author of memoirs are interpreted, revealing cooperation with Western Ukrainian magazines and newspapers. The publications ‘Zoria’, ‘Narod’, ‘Pravda’, ‘Bukovyna’, ‘Dzvinok’, are secretly got into sub-Russian Ukraine, became for S. Efremov a spiritual basis in understanding the specifics of the national (Ukrainian) mass media, ideas of education in culture of Ukraine at the end of XIX century, its territorial integrity, and state independence. Memoirs of S. Efremov on cooperation with the iconic Galician journals ‘Notes of the Scientific Society after the name Shevchenko’ and ‘Literary-Scientific Bulletin’, testify to an important stage in the formation of the author’s worldview, the expansion of the genre boundaries of his journalism, active development as a literary critic. S. Yefremov collaborated most fruitfully and for a long time with the Literary-Scientific Bulletin, and he was impressed by the democratic position of this publication. The author’s comments reveal a long-running controversy over the publication of a review of the new edition of Kobzar and thematically related discussions around his other literary criticism, in which the talent of the demanding critic was forged. S. Efremov steadfastly defended the main principles of literary criticism: objectivity and freedom of author’s thought. The names of the allies of the Ukrainian idea L. Skochkovskyi, O. Lototskyi, O. Konyskyi, P. Zhytskyi, M. Hrushevskyi in S. Efremov’s memoirs unfold in multifaceted portrait descriptions and function as historical and cultural facts that document the pages of the author’s biography, record his activities in space and time. The results of the study give grounds to characterize S. Efremov as the first professional Ukrainian-speaking journalist.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Incongruity between biological and chronologic age among the pupils of sports schools and the problem of group lessons effectiveness at the initial stage of training in Greco-Roman wrestling. Aleksandr S. Kuznetsov, 2021. http://dx.doi.org/10.14526/2070-4798-2021-16-1-19-23.

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Considerable influence and compulsory dropout among those, who go in for GrecoRoman wrestling at the age of 10-13, does not take into account the level of individual biological development and integral demands domination claimed on too high general physical training (GPT) (4) normatives fulfillment. It corresponds with general situation in the system of education (6, 9). In spite of uneven speed of biological development (1, 8, 9), there are general demands claimed on physical training at school for age groups (5) in accordance with chronologic age. The same situation is at sports schools. Technical and physical training lessons at Greco-Roman wrestling school at the stage of initial training are organized according to general group principle. Research methods. Information sources analysis and summarizing, questionnaire survey, coaches’ experience summarizing, methods of mathematical statistics. Results. The received research results led to the following conclusion: it is possible to solve the problem of dropping out of Greco-Roman wrestling sports schools in terms of minimal loss in the quality of sports training by means of dividing the training groups into subgroups. There different normatives of material mastering and set by standard physical qualities development are used. For this purpose we created the training groups and subgroups of the set objectives realization at Greco-Roman wrestling sports schools.
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Methodology of sports working capacity level increase in basketball players on the basis of stimulation and rehabilitation means. Viktor V. Andreev, Igor E. Konovalov, Dmitriy S. Andreev, Aleksandr I. Morozov, 2021. http://dx.doi.org/10.14526/2070-4798-2021-16-1-5-11.

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The increased level of modern sport development increases the demands claimed on different aspects of the training process with further rehabilitation organization and realization. That is why we still have the problem of an adequate and effective integral system creation. The mentioned direction has a direct connection with the activity of scientists, coaches- practitioners and sports clubs. They have to work within one mechanism of interaction. Materials. Studying the level of working capacity influence stimulation and organism rehabilitation means on an organism of basketball players from higher educational establishments on the basis of a wildgrowing plant root “snowdon rose” (Rhodiola rosea), classical massage with special oils and contrast shower application. Research methods. The following methods were used in the experiment: scientific-methodical sources analysis concerning the level of working capacity and athletes’ functional rehabilitation increase; functional tests; the received video material with the indices analysis; mathematical statistics. The research realization was on the basis of N.F. Katanov State University, Khakassia and Khakassia Technical Institute (branch) of Siberian Federal University in Abakan. Results. During the research work we stated qualitative and quantitative indices of athletes’ coordinating endurance with the help of video together with other mentioned above rehabilitation means; the received results were handled and we revealed positive changes in the studied information values of basketball players’ motor sphere and respiratory system. Conclusion. The results analysis, received after the research, helped to come to the following conclusion: out of the presented components the biological factor in a form of a wild-growing plant root “snowdon rose” (Rhodiola rosea) has the main influence on the working capacity and functional rehabilitation of basketball players’ organisms.
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