ERIC Number: ED193240
Record Type: RIE
Publication Date: 1979-Aug-13
Reference Count: 0
American Statistical Association: 1979 Proceedings of the Section on Statistical Education (22nd, Washington, D.C., August 13-16, 1979).
American Statistical Association, Washington, DC.
Twenty-two papers and discussions presented at the 1979 annual meeting of the American Statistical Association are reproduced. Papers dealing with student evaluation of instruction include "An Analysis of Student Evaluation of Instruction and Relationships Among Salary, Chairman's Ratings, and Student Ratings of Faculty," by Alvin C. Rencher; "Administrative Use of Student Surveys: One View," by Paul D. Minton; and "Students' Evaluations: Their Antecedents and Aftermath," by W. F. Seibert and A.R. Starry. A "Report of the Committee on Training of Statisticians for Industry," is included, as well as remarks amplifying the report by Paul D. Minton. The topic of teaching service courses on statistics is covered by the following papers: "A Modular Self-Paced Statistics Course: Five Years' Experience," by Donald A. Anderson and William P. Cooke; "Student's Choice: Self-Pacing and/or the Lecture Method for Introductory Statistics," by Howard B. Christensen; and "The Elementary Statistics Course: Fact or Fiction," by J. Leroy Folks. "Teaching Statistics to Medical Specialists: Cardiologists," by James H. Ware, and a discussion following it by Dennis B. Gillings complete the theme papers. Thirteen additional papers are provided. (RL)
Descriptors: Higher Education, Mathematical Models, Mathematics Education, Mathematics Instruction, Physicians, Professional Education, Research Design, Statistical Analysis, Statistics, Student Evaluation of Teacher Performance, Teaching Methods, Testing
American Statistical Association, 806 15th St., N.W., Washington, DC 20005 ($6.00).
Publication Type: Speeches/Meeting Papers; Collected Works - Proceedings
Education Level: N/A
Authoring Institution: American Statistical Association, Washington, DC.
Note: Small print may be marginally legible.