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ERIC Number: ED546340
Record Type: Non-Journal
Publication Date: 2012
Pages: 201
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-2757-5
The GAISE College Report: The American Statistical Association Meets Sound Pedagogy in Central Virginia
Wood, Beverly L.
ProQuest LLC, Ph.D. Dissertation, University of Virginia
Research in undergraduate statistics education often centers on the introductory course required for a large percentage of college students. While acknowledging the diverse setting, audience, and purpose of introductory courses, existing research assumes that courses offered by different disciplines share the same goals and teaching practices. The purpose of this study is to examine the objectives for student outcomes and pedagogical delivery of introductory statistics courses in various academic departments to provide explicit evidence for this assumption. The American Statistical Association's "Guidelines for Assessment and Instruction in Statistics Education" (GAISE) are meant to apply to all introductory courses. The College Report's Goals for Students and Recommendations for Teaching are used as a framework for a qualitative study of the way in which introductory courses in various settings deliver instruction. Four descriptive case studies are presented through a pattern-matching analysis followed by a cross-case analysis. All four cases demonstrate many of the goals and teaching strategies recommended by GAISE, even though none of the professors had prior knowledge of the guidelines. The goal that students be able to critique published statistics resonated with participating instructors but was barely evident in any of the courses. The recommendation to use real data had the least evidence in all cases. Emphasis on statistical literacy and thinking as well as stress on conceptual understanding aligned with GAISE in every case. This study supports the GAISE assumption that its goals for students and recommendations for teaching are broad enough to apply to introductory courses in a variety of disciplines. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia