Guidelines For Instruction Research Articles

Revising the Guidelines for Assessment and Instruction of Statistics Education (GAISE) College Report

Revising the Guidelines for Assessment and Instruction of Statistics Education (GAISE) College Report

EXAMINING THE ROLE OF CONTEXT IN STATISTICAL LITERACY OUTCOMES USING AN ISOMORPHIC ASSESSMENT INSTRUMENT

The Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report advocates for use of real data with context and purpose. This work contributes to the growing literature on assessing statistical literacy by investigating the influence of context as it relates to assessment performance among post-secondary introductory statistics students. We discuss the development of an isomorphic form of an existing assessment instrument, and report results which concluded that test takers demonstrated lower statistical literacy scores when assessment tasks incorporated real data from published studies as context when compared with functionally similar tasks such as those with a contrived data set and a realistic context.

Textualization of Curriculum Guidelines for Mandarin Chinese Language Instruction in 12-Year Basic Education

Textualization of Curriculum Guidelines for Mandarin Chinese Language Instruction in 12-Year Basic Education

초등영어 쓰기에서 비계를 강화한 내용-언어 통합(CLIL) 모델 개발

Objectives CLIL(Content-Language Integrated Learning) is an approach that aims to teach subjects through a foreign language, with the dual purpose of content and language learning (Marsh, 2002). CLIL classes require precise mediation of curriculum objectives, language goals, cognitive goals, and cultural objectives. However, there has been a shortage of practical classroom examples, making it challenging for teachers in the field to implement CLIL effectively. This research proposes an approach to bulid a model to integrate coding content and English in line with the 4Cs framework(Coyle, 2006; Coyle et al., 2010).
 Methods Through peer teacher interviews, teacher journals, and student interviews, students' cognitive and language challenges was detected, thus the model incorporated support into the existing 4Cs framework.
 Results The support includes providing the native language, multi-modal learning materials, and collaborating. As a result, the 4CS framework with additional scaffolding was presented.
 Conclusions This research aims to provide guidelines for CLIL instruction, offering detailed examples of CLIL approaches according to specific topics to facilitate the implementation of content-language integration in real classroom settings.

Impact of Information Literacy on Academic Performance among Undergraduate Students in Nigeria

Purpose: The aim of the study was to investigate the impact of information literacy on academic performance among undergraduate students in Nigeria.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: A study on the impact of information literacy on academic performance among undergraduate students in Nigeria found a significant positive correlation between information literacy skills and academic achievement. The research highlighted that students with higher levels of information literacy were more likely to demonstrate better performance in their coursework, exams, and overall academic outcomes.
 Unique Contribution to Theory, Practice and Policy: Social cognitive theory, information processing theory& constructivist learning theory may be used to anchor future studies on the impact of information literacy on academic performance among undergraduate students in Nigeria. Integrate information literacy instruction into the university curriculum across disciplines, ensuring that students acquire essential skills for locating, evaluating, and utilizing information effectively. Develop national guidelines for information literacy instruction within Nigerian higher education institutions, outlining standards and best practices for integrating information literacy into the curriculum.

High school mathematics texts construction of statistics practices

IntroductionA robust understanding of statistics has become crucial in our data centric societies. In the school setting the teaching of statistics is situated within the mathematics curriculum in the U.S. However, many mathematics teachers often have little to no past experiences with statistics before teaching it. Given such circumstances, textbooks likely play a strong role influencing the statistics curriculum teachers enact for students. In this study, I investigate how the discourse of two common high school textbook series form what the actions are for doing statistics.MethodsFor this study I used a Foucauldian discourse analysis to inductively analyze the texts for the actions they create.ResultsOne of the main results of the study was that the actions are very routinized/algorithmic in nature. Furthermore, most actions were associated with analyzing data. I also contrast the findings of the analysis to the discourse of the field of statistics education, namely through the Guidelines for Assessment and Instruction in Statistics Education, which highlighted some significant absences including statistical questions to drive investigation and discussion of collecting data.DiscussionThe findings have implications for teacher education in terms of topics to focus teachers’ attention on and to help provide them further support with teaching to their students.

국가교육과정 개혁에 관한 미 체육교육자들의 인식고찰

This study was to explore physical education (PE) teachers’ and PE teacher educators’ perceptions on a standardized national PE curriculum in the United States (U.S.). 11 PE teachers (female=6, male=5) and 12 teacher educators (female=6, male=6) were purposefully selected to participate in in-depth interviews that were coded and analyzed. Themes indicated most teacher educators were strongly opposed because of the rigidity of such a standardized approach while PE teachers showed relatively positive sentiment. In addition, the majority of participants believe that a nationwide PE curriculum would not be successfully implemented in the U.S. due, in part, to the geographical differences and sociocultural diversity. The field of P-12 PE must offer clearer and more aligned guidelines for standards-based curriculum, assessment, and instruction. Also, PE curricula would need to allow for local flexibility and teacher autonomy in order to maintain educational adaptability and coherence.

Integrating Ethics into the Guidelines for Assessment and Instruction in Statistics Education (GAISE)

Statistics education at all levels includes data collected on human subjects. Thus, statistics educators have a responsibility to educate their students about the ethical aspects related to the collection of those data. The changing statistics education landscape has seen instruction moving from being formula-based to being focused on statistical reasoning. The widely implemented Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report has paved the way for instructors to present introductory statistics to students in a way that is both approachable and engaging. However, with technological advancement and the increase in availability of real-world datasets, it is necessary that instruction also integrate the ethical aspects around data sources, such as privacy, how the data were obtained and whether participants consent to the use of their data. In this article, we propose incorporating ethics into established curricula and integrating ethics into undergraduate-level introductory statistics courses based on recommendations in the GAISE Report. We provide a few examples of how to prompt students to constructively think about their ethical responsibilities when working with data.

Transforming Curriculum and Building Capacity in K–12 Data Science Education

The recently released and updated Pre-K–12 Guidelines for Assessment and Instruction in Statistics Education (GAISE II; Bargagliotti et al., 2020) provides guidance as to how teachers can support the development of data literacy for all students in the pre-K–12 curriculum. However, to truly meet the vision of the GAISE II report and to support all students in developing data literacy for today’s societies, significant transformations need to be made to the educational system as a whole to build capacity for such development. In this article we discuss the current state of the K–12 curriculum focusing on the mathematics curriculum where statistics and data concepts are most frequently situated, presenting some challenges and exciting examples. We then discuss areas of need for capacity building that must come at all levels, including: K–12 school curriculum, K–12 teacher professional development, K–12 teacher preparation, statistics and data science education research, and policies. We also provide a set of recommendations for building capacity to develop the data literacy of all students through the teaching of data science and statistics concepts and practices in the K–12 mathematics curriculum to support democratic equity through engaged citizenship.

Teaching Statistical Literacy and Data Analysis to Students With Mathematics Difficulties

Being able to understand, interpret, and critically evaluate data is necessary for all individuals in our society. Using the PreK-12 Guidelines for Assessment and Instruction in Statistics Education-II (GAISE-II; Bargagliotti et al., 2020) curriculum framework, the current paper outlines five evidence-based recommendations that teachers can use to build understanding of statistical investigation and data analysis for students with mathematics difficulties, including: (1) Explicitly teach important vocabulary related to statistical investigation and data analysis, (2) Introduce the steps and purpose of statistical investigation, (3) Guide students through the statistical investigation process, (4) Link investigative questions to word problem types to solve, and (5) Build understanding of variability throughout.

Emergency department opioid discharge instructions: a multidisciplinary national Delphi study.

Currently, there are no Canadian guidelines for discharge instruction to be given to patients receiving an opioid prescription in the ED. This likely contributes to inadequate discharge instructions for these potentially dangerous medications. The principal goal of this study was to develop an interdisciplinary Canadian consensus regarding important concepts to be included in written opioid discharge instructions within the ED setting. We conducted a modified Delphi study between May and August 2021. The national multidisciplinary panel consisted of 23 healthcare professionals and one patient partner. The survey consisted of 19 initial concepts developed after a review of the literature and a meeting with local experts. The panel added four new concepts after the first survey round. Three rounds of online surveys were distributed in total. Panel consensus was defined a priori as a disagreement index score less than 1, in accordance with the RAND/UCLA Appropriateness Method. We achieved a 100% response rate in round one and a 96% response rate in rounds two and three of our Delphi study. There was group consensus (disagreement index = 0.66, median importance = 9) that all patients receiving opioid prescriptions from the ED should receive written discharge instructions. The interdisciplinary panel arrived at a consensus on 21/23 concepts for ED opioid discharge instructions. The concepts with the highest level of agreement were related to minimizing the use of the prescribed opioid medication and opioid use safety (mixing with drugs/alcohol, storage, and impairment). This Delphi study with a national, multidisciplinary panel achieved consensus on 21 concepts that should be included in written discharge instructions to patients receiving an opioid prescription upon discharge from the ED.

The Biblical Dimension of Religious Instruction in Poland

The article concerns the issue of religious instruction in Polish state schools, especially its inspiration from the Bible as the primary source of the transmission of faith. When religious education classes were introduced in schools, a confessional model of their performance was adopted, thus leading to establishing closer ties with churches and religious associations as well as developing personal faith. The methodology of my research was based on analysing the current anchoring of the teaching of religion in the Polish state law and the guidelines of the Catholic Church. Next, the 2018 Core Curriculum for the Catechesis of the Catholic Church in Poland, related to the reform of the Polish education system and the completely new situation resulting from the liquidation of the junior high school stage of education, was used to show biblical guidelines for religious instruction and a set of methodological tools that guarantee its effectiveness. Confessional religion classes are currently organized in all government-run schools in Poland, and according to recent statistical data they significantly contribute to their better functioning. Consequently, there is a need to appeal for the continuation of religious education in schools and its modification based on multimedia technology, and there is a necessity to overcome the tendency to remove classes of religion from Polish public schools.

Using photographs as data sources to tell stories GAISE II, Level B

This article is the third in a series of four introducing Pre-K–12 Guidelines for Assessment and Instruction in Statistics Education II: A Framework for Statistics and Data Science Education report and its three developmental levels (GAISE II). While broadly the levels—A, B, and C—align with elementary, middle, and high school, students, regardless of age, when first introduced to statistics and data science are likely to start with Level A ideas building through Level B into Level C. This article illustrates Level B ideas through lessons that use photographs as data sources. The article looks at using questioning to guide statistical practice and how technology allows students to explore more sophisticated problems.

GAISE II: Bringing Data into Classrooms

The authors introduce the Pre-K–12 Guidelines for Assessment and Instruction in Statistics Education II (GAISE II): A Framework for Statistics and Data Science Education report.

Appropriate Instructional Practice in Physical Education: A Systematic Review of Literature From 2000 to 2020

ABSTRACT Appropriate instruction is a key component of quality physical education, which aligns student learning activities with grade-level learning outcomes. Historically, in the 1980s and late 1990s, an abundance of research was conducted to empirically link teacher effectiveness to student learning outcomes. In recent years, however, limited research has been published. Purpose: The purpose of this study was to: (a) identify research studies examining appropriate instructional practice in K–12 physical education since 2000, (b) describe the study characteristics and summarize the findings, (c) compare research to the SHAPE America’s guidelines for appropriate instruction, and (d) make recommendations for future research. Methods: This study was conducted using the Preferred Reporting Items for Systematic Reviews (PRISMA) standards of quality for reporting meta-analyses. A systematic search of five electronic databases was conducted. Two reviewers retrieved articles, assessed risk of bias, and performed data extraction. The findings were synthesized using a descriptive analysis. Results: A total of 37 articles met the inclusion criteria. A thematic analysis was conducted to reduce the included articles into four themes that influenced student outcomes: (1) student engagement and participation, (2) motivation, (3) student learning, and (4) physical activity and fitness. Conclusions: This review of the literature provides evidence of the benefits of effective teaching practices and suggests that future studies in instruction should focus on teacher effectiveness and its relation to student learning outcomes. Recommendations and future directions are discussed.

What Makes a Good Statistical Question?

The statistical problem-solving process is key to the statistics curriculum at the school level, post-secondary, and in statistical practice. The process has four main components: formulate questions, collect data, analyze data, and interpret results. The Pre-K-12 Guidelines for Assessment and Instruction in Statistics Education (GAISE) emphasizes the importance of distinguishing between a question that anticipates a deterministic answer and a question that anticipates an answer based on data that will vary, referred to as a statistical question. This article expands upon the Pre-K-12 GAISE distinction of a statistical question by addressing and identifying the different types of statistical questions used across the four components of the statistical problem-solving process and the importance of interrogating these different statistical question types. Since the publication of the original Pre-K-12 GAISE document, research has helped to clarify the purposes of questioning at each component of the process, to clarify the language of questioning, and to develop criteria for answering the question, “What makes a good statistical question?”

A review of group-based methods for teaching statistics in higher education

AbstractThe teaching of statistics in higher education in the UK is still largely lecture based. This is despite recommendations such as those given by the American Statistical Association’s Guidelines for Assessment and Instruction in Statistics Education report that more emphasis should be placed on active learning strategies where students take more responsibility for their own learning. One possible model is that of collaborative learning, where students learn in groups through carefully crafted ‘problems’, which has long been suggested as a strategy for teaching statistics. In this article, we review two specific approaches that fall under the collaborative learning model: problem- and team-based learning. We consider the evidence for changing to this model of teaching in statistics, as well as give practical suggestions on how this could be implemented in typical statistics classes in higher education.

A Cross-National Comparison of Statistics Curricula

The purpose of this study is to compare Turkey to several other countries such as Singapore, Korea, the United States, and New Zealand according to the field of statistics learning in the curriculum. GAISE (Guidelines for Assessment and Instruction in Statistics Education) framework suggests using the components of statistical process (formulate question, collect data, analyze data, interpret results) and developmental levels of statistical process (Levels A, B, and C) in such comparisons. It is found that in both Korea and Turkey, the number of learning outcomes of statistics, as well as the weight of learning outcomes in the curriculum, have been having a weaker profile than in other countries. The field of statistics learning is mostly condensed around Level A in Turkey. On the other hand, other countries in the study included more Level B and C. Considering the importance of statistics instruction, Turkey's national mathematics curriculum needs improvements in its field of statistical learning. This study suggests designing and developing new standards for teaching statistics that deal with higher developmental levels of statistical process.

Becoming a Student of Your Students: Trauma-Informed, Culturally Relevant Practices for Physical Education Teachers

The purpose of this article is to first provide PE teachers with an understanding of the different types of trauma students face, including traumatic events, historical trauma experienced by members of racial, ethnic, sexual, and religious minorities, as well as how trauma exposure interferes with student learning. Second, it will encourage teachers to build their own trauma-informed skills, such as self-awareness, self-care, self-regulation, and mindfulness in order to help them model healthy social and emotional skills for their students. Third, since PE teachers operate in a different environment than their classroom counterparts, they require a specialized set of guidelines for trauma-informed instruction that provides safety for all.

Let's Close the Gap: Revising Teaching Materials to Reflect How the Federal Reserve Implements Monetary Policy

<ns2:p>The topic of the Federal Reserve’s (the Fed’s) implementation of monetary policy has a significant presence in economics textbooks as well as standards and guidelines for economics instruction. This presence likely reflects the fact that it is the implementation framework that helps ensure that the Fed’s desired level of its policy interest rate is transmitted to financial markets, which helps it steer the economy toward the Congressional dual mandate of maximum employment and price stability. Over the past decade or so, the Fed has purposefully shifted the way it implements monetary policy to an environment with ample reserves in the banking system, and it has introduced new policy tools along the way. This paper shows that, unfortunately, many teaching resources are not in sync with the Fed’s current framework. We review six, 2020 or 2021 edition, principles of economics textbooks, and we find they vary greatly in their coverage of the concepts associated with the way the Fed implements policy today and in the longer run. We provide recommendations on how the authors can improve the next editions of their textbooks. We also review standards and guidelines used by secondaryschool educators. All of these are out of date, and we provide proposals for how these materials can be updated.</ns2:p>