Joan Garfield

Bio: Joan Garfield is an academic researcher from University of Minnesota. The author has contributed to research in topics: Statistics education & Statistical literacy. The author has an hindex of 35, co-authored 108 publications receiving 6374 citations. Previous affiliations of Joan Garfield include Iowa State University.

The challenge of developing statistical literacy, reasoning and thinking

Abstract: Statistical Literacy, Reasoning, and Thinking: Goals, Definitions, and Challenges.- Towards an Understanding of Statistical Thinking.- Statistical Literacy.- A Comparison of Mathematical and Statistical Reasoning.- Models of Development in Statistical Reasoning.- Reasoning about Data Analysis.- Learning to Reason About Distribution.- Conceptualizing an Average as a Stable Feature of a Noisy Process.- Reasoning About Variation.- Reasoning about Covariation.- Students' Reasoning about the Normal Distribution.- Developing Reasoning about Samples.- Reasoning about Sampling Distribitions.- Primary Teachers' Statistical Reasoning about Data.- Secondary Teachers' Statistical Reasoning in Comparing Two Groups.- Principles of Instructional Design for Supporting the Development of Students' Statistical Reasoning.- Research on Statistical Literacy, Reasoning, and Thinking: Issues, Challenges, and Implications.

How students learn statistics

Abstract: Summary Research in the areas of psychology, statistical education, and mathematics education is reviewed and the results applied to the teaching of college-level statistics courses. The argument is made that statistics educators need to determine what it is they really want students to learn, to modify their teaching according to suggestions from the research literature, and to use assessment to determine if their teaching is effective and if students are developing statistical understanding and competence.

Difficulties in Learning Basic Concepts in Probability and Statistics: Implications for Research.

Abstract: There is a growing movement to introduce elements of statistics and probability into the secondary and even the elementary school curriculum, as part of basic literacy in mathematics. Although many articles in the education literature recommend how to teach statistics better, there is little published research on how students actually learn statistics concepts. The experience of psychologists, educators, and statisticians alike is that a large proportion of students, even in college, do not understand many of the basic statistical concepts they have studied. Inadequacies in prerequisite mathematics skills and abstract reasoning are part of the problem. In addition, research in cognitive science demonstrates the prevalence of some "intuitive" ways of thinking that interfere with the learning of correct statistical reasoning. The literature reviewed in this paper indicates a need for collaborative, cross-disciplinary research on how students come to think correctly about probability and statistics.

How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics

Abstract: Summary This paper provides an overview of current research on teaching and learning statistics, summarizing studies that have been conducted by researchers from different disciplines and focused on students at all levels. The review is organized by general research questions addressed, and suggests what can be learned from the results of each of these questions. The implications of the research are described in terms of eight principles for learning statistics from Garfield (1995) which are revisited in the light of results from current studies.

The Assessment Challenge in Statistics Education

Abstract: This prospective book discusses conceptual and pragmatic issues in the assessment of statistical knowledge and reasoning skills and the use of assessments to improve instruction among students at college and pre-college levels. It is designed primarily for academic audiences involved in teaching statistics and mathematics, and in teacher education and training. The book is divided in four sections: (I) Assessment goals and frameworks, (2) Assessing conceptual understanding of statistical ideas, (3) Innovative models for classroom assessments, and (4) Assessing understanding of probability. Both editors are involved in assessment issues in statistics. The book is written by leading researchers, statistics math educators and curriculum developers.

Active learning increases student performance in science, engineering, and mathematics

Abstract: creased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

Standards for educational and psychological testing

Abstract: Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Development and Validation of A

Abstract: Objectives: Lao Juan (LJ, 劳倦) is a syndrome described in Chinese medicine (CM) that manifests with : Lao Juan (LJ, 劳倦) is a syndrome described in Chinese medicine (CM) that manifests with fatigue, fever, spontaneous sweating, indigestion, work-induced pain, weakness of the limbs, and shortness of breath. fatigue, fever, spontaneous sweating, indigestion, work-induced pain, weakness of the limbs, and shortness of breath. The present study was conducted to examine the reliability and validity of a Lao Juan Questionnaire (LJQ). The present study was conducted to examine the reliability and validity of a Lao Juan Questionnaire (LJQ). Methods: A total of 151 outpatients and 73 normal subjects were asked to complete the LJQ. Seventy-three normal subjects A total of 151 outpatients and 73 normal subjects were asked to complete the LJQ. Seventy-three normal subjects were additionally asked to complete the Chalder Fatigue Scale (CFS). Twelve clinicians determined whether the were additionally asked to complete the Chalder Fatigue Scale (CFS). Twelve clinicians determined whether the 151 outpatients exhibited LJ or not. The internal consistency and construct validity for the LJQ were estimated using 151 outpatients exhibited LJ or not. The internal consistency and construct validity for the LJQ were estimated using data from the outpatient subjects. The CFS data were used to examine the concurrent validity of the LJQ. Total LJQ data from the outpatient subjects. The CFS data were used to examine the concurrent validity of the LJQ. Total LJQ scores and the clinicians' diagnoses of the outpatients were used to perform receiver operating characteristics (ROC) scores and the clinicians' diagnoses of the outpatients were used to perform receiver operating characteristics (ROC) curve analyses and to defi ne an optimum cut-off score for the LJQ. curve analyses and to defi ne an optimum cut-off score for the LJQ. Results: The 19-item LJQ had satisfactory internal : The 19-item LJQ had satisfactory internal consistency (α=0.828) and concurrent validity, with signifi cant correlations between the LJQ and the CFS subscales. consistency (α=0.828) and concurrent validity, with signifi cant correlations between the LJQ and the CFS subscales. In the test of construct validity using principal component analysis, a total of six factors were extracted, and the overall In the test of construct validity using principal component analysis, a total of six factors were extracted, and the overall variance explained by all factors was 59.5%. In ROC curve analyses, the sensitivity, specifi city, and area under the variance explained by all factors was 59.5%. In ROC curve analyses, the sensitivity, specifi city, and area under the curve were 76.0%, 59.2%, and 0.709, respectively. The optimum cut-off score was defi ned as six points. curve were 76.0%, 59.2%, and 0.709, respectively. The optimum cut-off score was defi ned as six points. Conclusions: Our results suggest that the LJQ is a reliable and valid instrument for evaluating LJ. Our results suggest that the LJQ is a reliable and valid instrument for evaluating LJ. KEYWORDS Chinese medicine, chronic fatigue syndrome, Chinese medicine-pattern Chinese medicine, chronic fatigue syndrome, Chinese medicine-pattern

Multimedia in Learning

Abstract: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.