TITLE

Teacher Perceptions and Attitudes About Teaching Statistics In P-12 Education

AUTHOR(S)
Mills, Jamie D.
PUB. DATE
June 2007
SOURCE
Educational Research Quarterly;Jun2007, Vol. 30 Issue 4, p16
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The teaching of statistics at the elementary and secondary level is a relatively new expansion of the curriculum. Considering the many challenges faced by teachers of statistics in higher education, there is a continuing need to evaluate and monitor teaching and learning at this level. The purpose of this study was to survey elementary and secondary teachers to determine their attitudes about statistics, their perceptions related to student attitudes and achievement, and their attitudes about their preparation and training. The findings based on the results of a survey suggest that although most of the teachers have overall positive attitudes about their statistics experiences, many were undecided about their experiences, and most reported that they need additional preparation and training. Implications are discussed from the results and suggestions are offered to statistics educators in an effort to improve and advance the teaching and learning of statistics in P-12 education.
ACCESSION #
25245972

 

Related Articles

  • COMPARISON OF NOVICE PROGRAMMERS' PERFORMANCES: Blended Versus Face-To-Face. Cakiroglu, Unal // Turkish Online Journal of Distance Education (TOJDE);Jul2012, Vol. 13 Issue 3, p135 

    This study investigated the effect of blended learning on novices' understandings of the introductory programming. A quasi-experimental design with participants of preservice computer and instructional technologies teachers, one control group (CG, N =64) and one experimental group (EG, N=61) who...

  • Dimensions of Teacher Immediacy as Predictors of Student Learning: A Chinese Perspective. Zhang, Qin; Zhang, Jibiao // Communication Research Reports;Nov2006, Vol. 23 Issue 3, p199 

    The purpose of this study was two-fold: (1) to use the Chinese Teacher Immediacy Scale to examine the relationship between teacher immediacy and affective and cognitive learning, and (2) to investigate which dimension of teacher immediacy was the most effective predictor of affective and...

  • Expert Teachers' Beliefs about Use of Critical-Thinking Activities with High-and Low-Advantage Learners. Torff, Bruce // Teacher Education Quarterly;Spring2006, Vol. 33 Issue 2, p37 

    The article discusses how teachers can help students gain critical thinking (CT) skills in the U.S. High CT and low CT activities have been the focus of the growing body of literature in teacher education and were believed to influence teacher's interaction with learners. It has been affirmed...

  • Coping with mismatched courses: students’ behaviour and performance in courses mismatched to their learning styles. Tzu-Chien Liu; Graf, Sabine // Educational Technology Research & Development;Dec2009, Vol. 57 Issue 6, p739 

    Although learning styles are considered as an important factor in education, students often have to learn in courses that do not support their learning styles. A challenge for technology facilitated learning is therefore to assist and help students to cope with courses that do not match their...

  • Negotiating a Shared Definition of Curriculum Integration: A Self-Study of Two Teacher Educators from Different Disciplines. Hall-Kenyon, Kendra M.; Smith, Leigh K. // Teacher Education Quarterly;Spring2013, Vol. 40 Issue 2, p89 

    The article presents a study of two teacher educators practicing in different disciplines. Topics covered include the efforts to promote curriculum integration in teacher education, the use of instructional practice in their education and the importance of integration to student learning. Also...

  • Collaborating about What?: An Instructor's Look at Preservice Lesson Study. Parks, Amy Noelle // Teacher Education Quarterly;Fall2009, Vol. 36 Issue 4, p81 

    The article explores the ways of a group of preservice teachers' engage in the development of lesson study in the U.S. The author investigated that resistance to collaboration may not be the biggest hindrance to enacting lesson studies with preservice teachers. However, she found that their...

  • DOES THE ACADEMICS OF THE CHILD IS INFLUENCED BY THE TEACHERS; A CASE OF PAKISTANI SCHOOL TEACHERS. Chauhdary, Abdul Qayyum; Hussain, Muhammad Athar // International Journal of Humanities & Social Science;Feb2012, Vol. 2 Issue 3, p207 

    Understanding the needs and interests of the children is a key area that the teacher should focus on. Academic achievement of slow learners demands for a motivating attitude on the part of the teachers. This paper describes the attitude of teachers towards slow learners' academic achievement....

  • LISTENING TO THE STUDENT VOICE: UNDERSTANDING THE SCHOOL-RELATED FACTORS THAT LIMIT STUDENT SUCCESS. SEGEDIN, LAUREN // McGill Journal of Education;Winter2012, Vol. 47 Issue 1, p93 

    Literature on social inequalities in schooling reveals that the school curriculum, streaming, and teacher expectations are school-related factors that limit student success. This study asks: How do the school curriculum, streaming and teacher expectations limit students who have been designated...

  • Message From the President of TECC. Childress, Vincent // Technology & Children;Dec2005, Vol. 10 Issue 2, p4 

    The article presents the author's comments on the certification at the master-teacher level. The process of earning National Board Certification is designed to make teachers reflect on their practice and the craft of teaching. According to him, the teacher must plan instruction in deliberate...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics