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This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2024, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2024, held in Porto, Portugal, from 20 to 22 of April 2024. This conference serves as a platform for scholars, researchers, practitioners, and students to come together and share their latest findings, ideas, and insights in the field of psychology. InPACT 2024 received 526 submissions, from more than 43 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 189 submissions (overall, 36% acceptance rate) were accepted for presentation at the conference.

Educational analytics tend toward aggregation, asking what a "normative" learner does. In "The Left Hand of Data," educational researchers Matthew Berland and Antero Garcia start from a different assumption--that outliers are, and must be treated as, valued individuals. Berland and Garcia argue that the aim of analytics should not be about enforcing and entrenching norms but about using data science to break new ground and enable play and creativity. From this speculative vantage point, they ask how we can go about living alongside data in a better way, in a more just way, while also building on the existing technologies and our knowledge of the present. "The Left Hand of Data" explores the many ways in which we use data to shape the possible futures of young people--in schools, in informal learning environments, in colleges, in libraries, and with educational games. It considers the processes by which students are sorted, labeled, categorized, and intervened upon using the bevy of data extracted and collected from individuals and groups, anonymously or identifiably. When, how, and with what biases are these data collected and utilized? What decisions must educational researchers make around data in an era of high-stakes assessment, surveillance, and rising inequities tied to race, class, gender, and other intersectional factors? How are these complex considerations around data changing in the rapidly evolving world of machine learning, AI, and emerging fields of educational data science? The surprising answers the authors discover in their research make clear that we do not need to wait for a hazy tomorrow to do better today.

Designed to be used as a primary text in introductory research methods courses, "Music Education Research: An Introduction" aims to orient even the most novice researchers toward basic concepts and methodologies. Offering sustained attention to historical, philosophical, qualitative, quantitative, and action research approaches, the book includes overviews of how to read, interpret, design, and implement research within each framework. Readers will also find advice for conducting a review of research literature, scholarly writing, and disseminating research. All in all, the book serves as an invitation to consider how conducting research can serve to satisfy curiosities while also contributing to our collective professional knowledge. Drawing from classroom-tested material and the authors' many collective years of experience as instructors of research method courses and mentors to music education graduate students, this book is a must-have resource for masters and doctoral students in search of a thorough and approachable overview of music education research.

The education landscape in the United States has been changing rapidly in recent decades: student populations have become more diverse; there has been an explosion of data sources; there is an intensified focus on diversity, equity, inclusion, and accessibility; educators and policy makers at all levels want more and better data for evidence-based decision making; and the role of technology in education has increased dramatically. With awareness of this changed landscape the Institute of Education Sciences at the U.S. Department of Education asked the National Academies of Sciences, Engineering, and Medicine to provide a vision for the National Center for Education Statistics (NCES)--the nation's premier statistical agency for collecting, analyzing, and disseminating statistics at all levels of education. "A Vision and Roadmap for Education Statistics" (2022) reviews developments in using alternative data sources, considers recent trends and future priorities, and suggests changes to NCES's programs and operations, with a focus on NCES's statistical programs. The report reimagines NCES as a leader in the 21st century education data ecosystem, where it can meet the growing demands for policy-relevant statistical analyses and data to more effectively and efficiently achieve its mission, especially in light of the Foundations for Evidence-Based Policymaking Act of 2018 and the 2021 Presidential Executive Order on advancing racial equity. The report provides strategic advice for NCES in all aspects of the agency's work including modernization, stakeholder engagement, and the resources necessary to complete its mission and meet the current and future challenges in education. [Contributors include Division of Behavioral and Social Sciences and Education; Committee on National Statistics; and Panel on a Vision and Roadmap for Education Statistics.]

"Methods and Procedures in PIRLS 2016" documents the development of the Progress in International Reading Literacy Study (PIRLS) assessments and questionnaires and describes the methods used in sampling, translation verification, data collection, database construction, and the construction of the achievement and context questionnaire scales. In particular, "Methods and Procedures" documents the numerous quality assurance steps and procedures implemented by all those involved in the PIRLS 2016 assessments, including the TIMSS & PIRLS International Study Center, IEA Amsterdam and IEA Hamburg, Statistics Canada, and the National Research Coordinators and their teams in the participating countries and benchmarking entities. This report contains four sections and fourteen chapters. Section 1, Instrument Development, contains the following chapters: (1) Developing the PIRLS 2016 Achievement Items (Ina V. S. Mullis and Caroline O. Prendergast); and (2) Developing the PIRLS 2016 Context Questionnaires (Martin Hooper and Bethany Fishbein). Section 2, Sampling, contains the following chapters: (3) Sample Design in PIRLS 2016 (Sylvie LaRoche, Marc Joncas, and Pierre Foy); (4) Estimating Standard Errors in the PIRLS 2016 Results (Pierre Foy and Sylvie LaRoche); and (5) Sample Implementation in PIRLS 2016 (Sylvie LaRoche and Pierre Foy). Section 3, Data Collection Procedures, contains: (6) Survey Operations Procedures in PIRLS 2016 (Ieva Johansone); (7) Translation and Layout Verification for PIRLS 2016 (David Ebbs and Erin Wry); (8) Quality Assurance Program for PIRLS 2016 (Ieva Johansone and Erin Wry); and (9) Creating the PIRLS 2016 International Database (Sebastian Meyer, Mark Cockle, and Milena Taneva). Section 4, Reporting, contains: (10) Reviewing the PIRLS 2016 Achievement Item Statistics (Pierre Foy, Michael O. Martin, Ina V. S. Mullis, and Liqun Yin); (11) PIRLS 2016 Achievement Scaling Methodology; (12) Scaling the PIRLS 2016 Achievement Data (Pierre Foy and Liqun Yin); (13) Using Scale Anchoring to Interpret the PIRLS and ePIRLS 2016 Achievement Scales (Ina V. S. Mullis and Caroline O. Prendergast); and (14) Creating and Interpreting the PIRLS 2016 Context Questionnaire Scales (Michael O. Martin, Ina V. S. Mullis, Martin Hooper, Liqun Yin, Pierre Foy, Bethany Fishbein, and Jenny Liu). [Individual chapters contain references.]

This book brings together research from mathematics education and instructional design to describe the development and impact of online environments on prospective and practicing teachers' learning to teach mathematics. The move to online learning has steadily increased over the past decade. Its most rapid movement occurring in 2020 with most instruction taking place remotely. Chapters in this book highlight issues related to teacher learning in three main contexts: formal, informal, and experiential or practice-based. This volume brings together researchers from the different but related fields of instructional design and mathematics education to engage in dialogue around how we design and study the impacts of online learning in general and online mathematics education more specifically. The book is very timely with most instruction taking place online and mathematics educators addressing challenges related to supporting teachers' formal, informal, and experiential learning online. A chapter in each section will synthesize ideas presented by instructional designers and mathematics educators as it relates to teacher learning in each context. At the end of each section, a retrospective chapter is presented to reflect on what the different perspectives offer to better understand mathematics teacher learning in online environments. This book is of interest to mathematics educators, researchers, teacher educators, professional development providers, and instructional designers.

This completely updated edition of "The Almanac of American Education" helps users understand and compare the quality of education at the national, state, and county levels. Compiled from official U.S. government sources, this book contains historical and current data, insightful analysis, and useful graphs that provide compelling insights into the state of education in America. "The Almanac" provides national coverage of school enrollment and educational attainment, looking at American education from a variety of different angles. It is organized into three sections: Part A--National Education Statistics; Part B--Region and State Education Statistics; and Part C--County Education Statistics. "The Almanac's" contents and coverage allow users to answer--and ask--important questions about education, including: (1) What are the nationwide trends in earnings by educational attainment level?; (2) Is the earnings gap between high school graduates and college graduates growing or shrinking?; (3) What is the average cost to attend college?; (4) Which states have the highest and lowest high school dropout rates?; (5) How do unemployment rates differ by educational attainment?; and (6) What is the correlation between family income and kindergarten and preschool enrollment? [For the 11th Edition, see ED596452.]

The primary purpose of this book is to offer a broad-based examination into the role of scientific inquiry in contemporary special education. As with the first two editions, which were published in 2001 and 2011, the goal is to provide a comprehensive overview of the philosophical, ethical, methodological, and analytical fundamentals of social science and educational research. Aspects of special education research that distinguish it from scientific inquiry in other fields of education and human services are specified. Foremost among these distinctions are the research beneficiaries--children with disabilities, their parents, the special educators; availability of federal funds for research and demonstration projects that seek to improve educational outcomes; and the historical, philosophical, and legislative bases for the profession of special education. This new edition represents a revision of more than 30 percent with over 250 new references. Each chapter is thoroughly updated with new developments in research topics, designs, and methods that have emerged over the past decade in the field of special education. This unique book is an excellent resource guide for graduate-level students, practitioners, teachers in the field of special education, disability studies, early intervention, school psychology, and child and family services. This book contains the following chapters: (1) Introduction to Research in Special Education; (2) Getting Started in Special Education Research-Variables, Research Questions, and Hypotheses; (3) Measurement and Statistics in Special Education Research (Co-written with Jian Li); (4) Ethical Issues and Guidelines for Special Education Research (Co-written with Mykal Leslie, Zachary Strickler, and Stuart Rumrill); (5) Research Validity; (6) Quantitative Research Designs; (7) Qualitative Research Designs (Tricia Niesz, Lynn Koch, Jennifer Davenport, Stuart Rumrill, and Melissa Jones Wilkins); (8) Narrative Literature Reviews; (9) Anatomy of a Research Article and Guidelines for Critique; and (10) The Future of Special Education Research. A bibliography and an index are included. [For the second edition, see ED516426.]

This completely updated edition of "The Almanac of American Education" helps users understand and compare the quality of education at the national, state, and county levels. Compiled from official U.S. government sources, this book contains historical and current data, insightful analysis, and useful graphs that provide compelling insights into the state of education in America. The "Almanac" provides national coverage of school enrollment and educational attainment, looking at American education from a variety of different angles. It is organized into three sections: Part A--National Education Statistics; Part B--Region and State Education Statistics; and Part C--County Education Statistics. The "Almanac's" contents and coverage allow users to answer--and ask--important questions about education, including: (1) What are the nationwide trends in earnings by educational attainment level?; (2) Is the earnings gap between high school graduates and college graduates growing or shrinking?; (3) What is the average cost to attend college?; (4) Which states have the highest and lowest high school dropout rates?; (5) How do unemployment rates differ by educational attainment?; and (6) What is the correlation between family income and kindergarten and preschool enrollment? [For the Tenth Edition, see ED585615].

"Mathematical Thinking: From Assessment Items to Challenging Tasks" is a compilation of 36 problem-based lessons that encourage students to engage in productive struggle and deep thinking. Its 36 full-length lessons for grades 2-8 are each inspired by an actual test item from the National Assessment of Educational Progress (NAEP). Students will be exposed to the tasks used on assessments, become more confident in solving them, and see how their problem-solving ability stacks up against students nationwide. "Mathematical Thinking" includes chapters on these subjects: Number and Operations; Algebraic Thinking; Geometry and Measurement; and Data Analysis, Statistics, and Probability. Each chapter begins by explaining how its topic has been treated in the NAEP assessment and what skills its lessons are designed to build. Each activity includes the NAEP item that inspired it, sample student responses, and the percentage of students who completed it correctly. All activities include these elements: (1) Learning and performance goals, and a list of relevant Common Core standards and mathematical practices; (2) A list of materials needed--with all activity sheets and templates available for download and printing at NCTM's More4U website; (3) A step-by-step lesson plan in Launch-Explore-Summarize format, with questions and prompts to pose to students and a range of possible responses they might give; and (4) Gearing Up and Gearing Down sections to customize and extend the lessons. With these assessment-based lessons, teachers can not only help students become more adept at reaching a correct answer on tests, but they can also help them do so by becoming better mathematical thinkers and problem solvers. This book contains the following chapters: (1) Number and Operations (Peter Kloosterman, Doris Mohr, Michael Roach, and Gina Borgioli Yoder); (2) Algebraic Thinking (Sheryl Stump, Peter Kloosterman, Doris Mohr, and Shelby P. Morge); (3) Geometry and Measurement (Crystal Walcott, Mark Creager, Paula R. Stickles, and Peter Kloosterman); (4) Data Analysis, Statistics, and Probability (Shelby P. Morge, Michael Daiga, and Peter Kloosterman,).

"The Wiley Handbook of Action Research in Education" is the first book to offer theoretical, conceptual, and applied/practical presentations of action research as it is found and conducted solely in educational settings. Covering primarily PK-12 educational settings, the book utilizes a cross-section of international authors and presentations to provide global perspectives on action research in education. Part I of "The Wiley Handbook of Action Research in Education" focuses on various foundational aspects and issues related to action research. Part II is centered on chapters that present theories and principles that help to guide the use of action research in educational contexts. Part III focuses on specific applications of educational action research in practice. Part IV provides an outlet for seven educational practitioners to share their experiences in conducting action research. Each of these authors also discusses the importance and value that action research has had on him or her, both professionally and personally: (1) Discuss action research in PK-12, as well as in higher education settings; (2) The first book to focus on the importance and application of action research exclusively in educational settings; (3) Offers world perspectives on action research in education; and (4) Written by a team of international scholars. "The Wiley Handbook of Action Research in Education" is an excellent book for advanced undergraduate students, graduate students, and scholars studying and/or researching educational action research. Following an Introduction (Craig A. Mertler) this book is organized into the following chapters: (1) Education Action Research: With and for the Next Generation (Hilary Bradbury, Rolla Lewis, and Dusty Columbia Embury); (2) History of Action Research in Education (Cher C. Hendricks); (3) The Body of Literature on Action Research in Education (Michelle Vaughan); (4) US Perspectives on Action Research in Education (Andrea C. Burrows); (5) Worldwide Perspectives on Action Research in Education (Ernest Stringer, Bob Dick, and Jack Whitehead); (6) Rigor in Educational Action Research and the Construction of Knowledge Democracies (Lonnie L. Rowell); (7) Theory in Educational Action Research (Ernest Stringer); (8) Legitimacy of and Value in Action Research (Debra M. Dosemagen and Eileen M. Schwalbach); (9) Comparing and Contrasting Action Research and Action Learning (Tom Bourner and Cheryl Brook); (10) The Underlying Importance of Context and Voice in Action Research (Jack Whitehead); (11) Supportive Contexts for Action Research (Jennifer J. Lesh and Jennifer Gleason); (12) Action Research for Teacher Professional Development: Being and Becoming an Expert Teacher (Andrew Johnson); (13) Action Research as Professional Learning for Educators (Tara Flynn and Catherine D. Bruce); (14) Action Research as Inquiry in Professional Practice Doctoral Programs (Ray R. Buss); (15) Participatory Action Research (PAR) in Education (Marie Paz Morales); (16) Action Research and Popular Education: Implications for Twenty-First Century Leadership and Research Practices (Linnea L. Rademaker); (17) Action Research for Social Justice Advocacy (Mary Brydon-Miller and Bruce Damons); (18) Innovations in the Dissemination of Action Research: Rhetoric, Media, and Communication (Danah Henriksen and Punya Mishra); (19) Action Research for Systemic Change in Education (Emily F. Calhoun); (20) The Promise and Future of Action Research in Education (Bob Dick); (21) The Experience of Students and Faculty When Elements of Bloom's Mastery Learning Are Used in an Online Statistics Course: A Participatory Action Research Study (Patrick Casselman); (22) The Function of Freedom: Practitioner Action Research in Emancipatory Social Justice Teacher Education (Amy Rector-Aranda); (23) Practitioner Action Research in an Urban STEM High School (Douglas M. Stevens); (24) Action Research as Professional Development: A Study of the Impact of Collaborative Analysis of Student Work on Teacher Practice and Student Writing (Kristin Shealy); (25) Exploring Literature Circles Discussions Through Action Research (Gail Sigelakis); (26) Story as an Organizing and Inquiry Tool for Action Research Partnerships Committed to Social Justice and Educational Change (Mark Kohan); and (27) Investigating the Benefits of Curriculum-Based Readers Theatre for English Language Learners Through an Innovative Professional Learning Community Model (Samantha N. Uribe). An index is included.

This monograph addresses the current needs for science education at all levels of higher education. It proceeds from assumptions that the national debate for scientific understanding matters. It explores science in society and strategies for curricular integration in honors. The hope is that this monograph will further the discussion of science and science teaching within honors experiences and will further the engagement of students with the tenets of science applicable to the society and future they face. If it reveals more untapped opportunities and legitimate questions than staid answers and predictable examples, it will have succeeded. The following contents are included: (1) Preface (Dail W. Mullins, Jr.); and (2) Introduction (Ellen B. Buckner and Keith Garbutt). Section I: What is Science in Honors?: (3) One Size Does Not Fit All: Science and Mathematics in Honors Programs and Colleges (Keith Garbutt); (4) Encouraging Scientific Thinking and Student Development (Ellen B. Buckner); and (5) Information Literacy as a Co-requisite to Critical Thinking: A Librarian and Educator Partnership (Paul Mussleman and Ellen B. Buckner). Section II: Science and Society: (6) SENCER: Honors Science for All Honors Students (Mariah Birgen); (7) Philosophy in the Service of Science: How Non-Science Honors Courses Can Use the Evolution-ID Controversy to Improve Scientific Literacy (Thi Lam); (8) Recovering Controversy: Teaching Controversy in the Honors Science Classroom (Richard England); and (9) Science, Power, and Diversity: Bringing Science to Honors in an Interdisciplinary Format (Bonnie K. Baxter and Bridget M. Newell) Section III: Science and Mathematics in Honors for the Non-Science Student: (10) Honors Science for the Non-Science-Bound Student: Where Have We Gone Wrong? (Bradley R. Newcomer); (11) Engaging the Honors Student in Lower-Division Mathematics (Minerva Cordero, Theresa Jorgensen, and Barbara A. Shipman); (12) Statistics in Honors: Teaching Students to Separate Truth from "Damned Lies" (Lisa W. Kay); and (13) Is Honors General Chemistry Simply More Quantum Mechanics? (Joe L. March). Section IV: Science in Honors for the Science Student: (14) Communicating Science: An Approach to Teaching Technical Communication in a Science and Technology Honors Program (Cynthia Ryan, Michele Gould, and Diane C. Tucker); (15) Designing Independent Honors Projects in Mathematics (Minerva Cordero, Theresa Jorgensen, and Barbara A. Shipman); and (16) Honors Senior Theses Are ABET Friendly: Developing a Process to Meet Accreditation Requirements (Michael Doran). Section V: Interdisciplinary Approaches in Honors Science Curricula: (17) Interdisciplinary Science Curricula in Honors (Dail W. Mullins, Jr.); (18) The Science of Humor: An Interdisciplinary Honors Course (Michael K. Cundall, Jr.); and (19) An Interdisciplinary Understanding of a Disease: Project for an Honors-Embedded Biochemistry Course (Kevin M. Williams). Section VI: Thinking like a Scientist: A Toolkit: (20) Replacing Appearance with Reality: What Should Distinguish Science in an Honors Program? (Larry J. Crockett); (21) Confronting Pseudoscience: An Honors Course in Critical Thinking (Keith Garbutt); and (22) Science Education: The Perils of Scientific Illiteracy, the Promise of Science Education (Glenn M. Sanford). An Acknowledgements section (Ellen B. Buckner and Keith Garbutt) and an About the Authors section are included. (Individual papers contain references.)

This submission presents sixteen issues of Fast Facts from the Library Research Service covering topics regarding academic, public, school and special libraries in Colorado, the Mountain West and Southwest Regions. The following are Fast Facts titles from 2006 (1) Colorado Public Library Performance Rankings (2004 Data); (2) How Librarians Help College Students at Colorado Correctional Facilities; (3) Home-Based Education and Colorado Public Libraries (Holly Cole); (4) The Average Copyright of Colorado School Library Books is (Still) 15 Years Old (Holly Cole); (5) Remote and On-site Use of Colorado Academic Libraries (Don Dickenson); (6) Early Literacy Initiative Impacts Public Library Services for Young Children (Robbie Bravman Marks); (7) Salaries of Librarians and Other Professionals Working in Libraries (Jennifer French); (8) Training Jumpstarts Early Literacy Services (M. Claire Williamson); (9) Access to Internet Goes Hand in Hand with Other Public Library Services & May Attract Library Visitors (Keith Curry Lance); (10) Challenged Materials in Colorado Public Libraries, 2005 (Holly Cole); (11) How Students and Faculty Use Academic Libraries Differently (Don Dickenson); (12) Special Library Salaries in Mountain Region Lag Behind Nation (Holly Cole); (13) Earning of Library Staff in Mountain West Low Compared to Workers in Similar Jobs (Jennifer French); (14) Salaries of Academic Librarians in the West & Southwest Region (Jennifer French); (15) Non-MLS Reference Salaries in Academic Libraries Lag Behind Peers (Jennifer French); and (16) Colorado Public Librarians Eligible for Public Assistance.

Mathematics has become increasingly important in this technological age. That is why it is even more important for children to learn mathematics at home as well as in school. This second edition of Helping Your Children Learn Math is for parents of children in kindergarten through fifth grade. It has been revised to include a variety of activities that will help children learn and apply mathematical concepts such as geometry, algebra, measurement, statistics, and probability in useful and fun ways. All of the 29 activities in this book relate mathematics to everyday life and complement many school mathematics lessons. Additional resources are also listed at the end. (ASK)

When it comes to mathematics, standards aligned is achievement aligned… In the short time since "The Common Core Mathematics Companions" for grades K-2, 3-5 and 6-8 burst on the scene, they have been lauded as the best resources for making critical mathematics ideas easy to teach. With this brand-new volume, high school mathematics success is at your fingertips. Page by page, the authors lay out the pieces of an in-depth explanation, including: (1) The mathematical progression of each conceptual category, starting with modeling as a unifying theme, and moving through number & quantity, algebra, functions, geometry, and statistics and probability, building from the 8th grade standards; (2) The mathematics embedded in each conceptual category for a deeper understanding of the content; (3) How standards connect within and across domains, and to previous grade standards, so teachers can better appreciate how they relate; (4) How standards connect with the standards for mathematical practice, with a focus on modeling as a unifying theme; and (5) Example tasks, progressions of tasks, and descriptions of what teachers and students should be doing to foster deep learning. "The Common Core Mathematics Companion: The Standards Decoded, High School" has what every high school teacher needs to provide students with the foundation for the concepts and skills they will be expected to know.

This volume, a comprehensive survey and critical analysis of today's issues in mathematics education, distills research to build knowledge and capacity in the field. The compendium is a valuable new resource that provides the most comprehensive evidence about what is known about research in mathematics education. The 38 chapters present five sections that address research about (1) foundations, (2) methods, (3) mathematical processes and content, (4) students, teachers, and learning environments, and (5) futuristic issues. Each chapter offers a synthesis of research with an eye to the historical development of a research topic and, in particular, historical milestones of the research about the topic. Section 1, Foundations, contains: (1) Research: To Inform, Deform, or Reform? (Jere Confrey); (2) Linking Research and Practice in Mathematics Education: Perspectives and Pathways (Edward A. Silver and Crystal Lunsford); (3) Education Reform, Research, and Policy: Interwoven Influences on Mathematics Education in the United States (Joan Ferrini-Mundy); (4) A Taxonomy of Approaches to Learning Trajectories and Progressions (Joanne Lobato and C. David Walters); (5) The Role of Theory Development in Increasing the Subject Specificity of Research on Mathematics Teaching.(Patricio Herbst and Daniel Chazan); and (6) Exploring Different Theoretical Frontiers for Different (and Uncertain) Possibilities in Mathematics Education Research (David W. Stinson and Margaret Walshaw). Section 2, Methods, contains: (7) Qualitative Methods (Elizabeth de Freitas, Stephen Lerman, and Amy Noelle Parks); (8) Aligning Statistical Modeling With Theories of Learning in Mathematics Education Research (Finbarr C. Sloane and Jesse L. M. Wilkins); and (9) Conducting Design Studies to Investigate and Support Mathematics Students' and Teachers' Learning (Paul Cobb, Kara Jackson, and Charlotte Dunlap Sharpe). Section 3, Mathematical Processes and Content, contains: (10) Research on the Teaching and Learning of Proof: Taking Stock and Moving Forward (Gabriel J. Stylianides, Andreas J. Stylianides, and Keith Weber); (11) The Teaching and Learning of Mathematical Modeling (Gabriele Kaiser); (12) Providing Support for Student Learning: Recommendations from Cognitive Science for the Teaching of Mathematics (Jon R. Star and Lieven Verschaffel); (13) Early Number and Operations: Whole Numbers (Arthur J. Baroody with David J. Purpura); (14) Learning and Teaching Measurement: Coordinating Quantity and Number (John P. Smith III and Jeffrey E. Barrett); (15) Algebraic Thinking in the Elementary and Middle Grades (Ana C. Stephens, Amy B. Ellis, Maria Blanton, and Bárbara M. Brizuela); (16) Variation, Covariation, and Functions: Foundational Ways of Thinking Mathematically (Patrick W. Thompson and Marilyn P. Carlson); (17) The Learning and Teaching of Geometry (Nathalie Sinclair, Michelle Cirillo, and Michael de Villiers; (18) Teaching and Learning Probability and Statistics: An Integrated Perspective (Cynthia W. Langrall, Katie Makar, Per Nilsson, and J. Michael Shaughnessy); (19) Understanding the Concepts of Calculus: Frameworks and Roadmaps Emerging From Educational Research (Sean Larsen, Karen Marrongelle, David Bressoud, and Karen Graham); and (20) Post-Calculus Research in Undergraduate Mathematics Education (Chris Rasmussen and Megan Wawro). Section 4, Students, Teachers, and Learning Environments, contains: (21) Language Diversity and Mathematics: Second Language, Bilingual, and Multilingual Learners (Richard Barwell, Judit N. Moschkovich, and Mamokgethi Setati Phakeng); (22) Race and Mathematics Education (Danny Bernard Martin, Celia Rousseau Anderson, and Niral Shah); (23) Identity in Research on Mathematics Education (Jennifer M. Langer-Osuna and Indigo Esmonde); (24) Research on Gender and Mathematics (Sarah Theule Lubienski and Colleen M. Ganley); (25) The Complexities of Mathematical Engagement: Motivation, Affect, and Social Interactions (James Middleton, Amanda Jansen, and Gerald A. Goldin); (26) The Multimodal Material Mind: Embodiment in Mathematics Education (Luis Radford, Ferdinando Arzarello, Laurie Edwards, and Cristina Sabena); (27) Highlighting Heritages and Building Tasks: A Critical Analysis of Mathematics Classroom Discourse Literature (Beth Herbel-Eisenmann, Tamsin Meaney, Jessica Pierson Bishop, and Einat Heyd-Metzuyanim); (28) Research on Core Practices in K--12 Mathematics Teaching (Victoria R. Jacobs and Denise A. Spangler); (29) Research on Mathematics Professional Development (Paola Sztajn, Hilda Borko, and Thomas M. Smith); (30) Issues in Curriculum Studies: Evidence-Based Insights and Future Directions (Gwendolyn M. Lloyd, Jinfa Cai, and James E. Tarr); and (31) Technology for Learning Mathematics (Jeremy Roschelle, Richard Noss, Paulo Blikstein, and Nicholas Jackiw). Section 5, Futuristic Issues, contains: (32) Mathematics Educational Neuroscience: Promises and Challenges (Anderson Norton and Martha Ann Bell); (33) Instruction That Meets the Needs of Students With Mathematics Disabilities and Difficulties (Anne Foegen and Barbara Dougherty); (34) Creativity and Giftedness in Mathematics Education: A Pragmatic View (Bharath Sriraman and Per Haavold); (35) Assessment in the Era of Teacher Accountability (Peter Kloosterman and Hugh Burkhardt); (36) Doctorates in Mathematics Education: How They Have Evolved, What Constitutes a High-Quality Program, and What Might Lie Ahead (Robert E. Reys); (37) Mathematics Education at U.S. Public Two-Year Colleges (Vilma Mesa); and (38) Toward a Vibrant and Socially Significant Informal Mathematics Education (Ricardo Nemirovsky, Molly L. Kelton, and Marta Civil).

Educational strategies have evolved over the years, due to research breakthroughs and the application of technology. By using the latest learning innovations, curriculum and instructional design can be enhanced and strengthened. The "Handbook of Research on Driving STEM Learning with Educational Technologies" is an authoritative reference source for the latest scholarly research on the implementation and use of different techniques of instruction in modern classroom settings. Featuring exhaustive coverage on a variety of topics including data literacy, student motivation, and computer-aided assessment, this resource is an essential reference publication ideally designed for academicians, researchers, and professionals seeking current research on emerging uses of technology for STEM education. Following the Preface by María-Soledad Ramírez-Montoya, this book contains the following chapters: (1) Training Educational Researchers in Science and Mathematics: A Case Study Through a Binational Workshop Mexico-UK (María-Soledad Ramírez-Montoya); (2) Using Modeling and Simulation to Learn Mathematics (Ruth Rodríguez Gallegos); (3) Teachers and Mathematical Modeling: What Are the Challenges? (Samantha Analuz Quiroz Rivera and Ruth Rodríguez Gallegos); (4) Data Literacy and Citizenship: Understanding "Big Data" to Boost Teaching and Learning in Science and Mathematics (Eddy L. Borges-Rey); (5) Financial Literacy: Gaps Found Between Mexican Public and Private, Middle, and High-School Students (Adriana Berenice Valencia Álvarez and Jaime Ricardo Valenzuela González); (6) A Project-Based Learning Approach: Developing Mathematical Competences in Engineering Students (Ismael Osuna Galan and Alejandro Miguel Rosas-Mendoza); (7) Didactic Sequences Teaching Mathematics for Engineers With Focus on Differential Equations (Luis Ramón Siero González and Avenilde Romo Vázquez); (8) Making Links Between Solutions to an Unstructured Problem: The Role of Pre-Written, Designed Student Responses (Sheila Evans); (9) Assessing Authentic Intellectual Work in Mathematics Tasks (Lesly Yahaira Rodríguez Martínez, María Guadalupe Pérez Martínez, and Adriana Mercado Salas); (10) The Importance of the Disciplinary Perspective in Educational Research (Ross Kerr Galloway and Paul Hernandez-Martinez); (11) Learning Biology With Situated Learning in Mexican Zapoteca Tele-Secondary Schools (Paulina Guerrero-Gutiérrez); (12) Transformations of the Concept of Linear Function in Technological High Schools (Rebeca Flores Garcia); (13) Measurement Instruments to Motivate Scientific Learning by Conceptual Change (Ana Marcela Monjardín Gopar and Gerónimo Mendoza Meraz); (14) Test Design to Assess the Qualities of Science Students' Prior Knowledge (Luis Hernán Arellano Ulloa, Gerónimo Mendoza Meraz, and Ana Cecilia Villarreal Ballesteros); (15) Argumentation Schema to Analyze High School Students' Scientific Reasoning (Ricardo Lorenzo De la Garza, Genaro Zavala, and Alma Adrianna Gómez Galindo); (16) Accurate Items for Inaccurate Conceptions in Undergraduate Physics Students (Eder Hernandez and Genaro Zavala); (17) A Look into Students' Interpretation of Electric Field Lines (Esmeralda Campos and Genaro Zavala); (18) Research-Based Strategies in an Electric Circuits Lab: Tutorials and RealTime Physics Approaches (Monica Quezada-Espinoza and Genaro Zavala); (19) Integration of Digital Technologies: Collaborative Practices in Teaching Mathematics (Andrés Vázquez Faustino); (20) The Effectiveness of Computer-Aided Assessment for the Purposes of a Mathematical Sciences Lecturer (Stephen James Broughton, Paul Hernandez-Martinez, and Carol L. Robinson); (21) Construction of the Definite Integral Concept Using Open Source Software (Lizzeth Aurora Navarro-Ibarra, Omar Cuevas-Salazar, and Alan Daniel Robles-Aguilar); (22) Context as Action in the Teaching of Statistical Concepts: An Activity Theory Perspective (Helen Harth); (23) Statistics in Journalism Practice and Higher Education (Jairo A. Lugo-Ocando); (24) Understanding Quality of Statistics in News Stories: A Theoretical Approach from the Audience's Perspective (Alessandro Martinisi); and (25) The Uses of Science Statistics in the News Media and on Daily Life (Renata Faria Brandao). A compilation of references, a section about the contributors, and an index are included.

The ability to effective learn, process, and retain new information is critical to the success of any student. Since mathematics are becoming increasingly more important in our educational systems, it is imperative that we devise an efficient system to measure these types of information recall. "Assessing and Measuring Statistics Cognition in Higher Education Online Environments: Emerging Research and Opportunities" is a critical reference source that overviews the current state of higher education learning assessment systems. Featuring extensive coverage on relevant topics such as statistical cognitions, online learning implications, cognitive development, and curricular mismatches, this publication is ideally designed for academics, students, educators, professionals, and researchers seeking innovative perspectives on current assessment and measurement systems within our educational facilities.

Learn the most effective ways to teach elementary math, no matter how much experience you have with the subject. In this book, Fuchang Liu takes you through many common mistakes in math instruction and explains the misunderstandings behind them. He points out practices that should be avoided, helping you to adjust your lessons so that all students can achieve success. You'll discover how to: (1) Increase your confidence with core math principles and reasoning; (2) Set your students on the path toward eventually developing more complex math skills; (3) Improve student achievement by approaching problems in logical yet creative ways; (4) Overcome common challenges faced by students and teachers; and (5) Teach problem solving for different learning styles. Every chapter reconsiders well-established ways of teaching all areas of elementary math, from addition and subtraction to statistics and graphs. Helpful examples and tips are scattered throughout the book, offering revisions to the way these topics are often presented in the classroom. Also included are group study ideas for principals and instructional coaches so your school or district can work on the book together. With this practical guide, you'll be ready to help students truly develop their math understanding.

With more than 115,000 psychology majors graduating each year, it is an understatement to say that competition is fierce. Whether you plan to go to graduate school or to enter the world of work, a decent GPA is not enough to make you stand out. So, how can you gain a competitive edge? Like a trusted advisor, this book steers you to the experiences outside the classroom that will help you build your professional portfolio and show prospective employers and graduate school programs that you have the skills they want--researching, writing, public speaking, and statistical reasoning. Since professional research experience remains the most important avenue for fostering and demonstrating these skills, the authors emphasize ways to get involved in scholarly research, including finding research opportunities, conducting the research, going to scholarly conferences, and presenting findings in papers and talks. The only book devoted to undergraduate professional skills in psychology, this second edition provides a new overview of the kinds of research experiences you might seek, no matter what type of college you are attending, as well as tips for writing your CV and personal statement, succeeding in classes, and thinking about options after college. In short, this consummate guide provides all the help you will need to get the most out of your psychology degree.

In recent years, linguists have increasingly turned to the cognitive sciences to broaden their investigation into the roots and development of language. With the advent of cognitive-linguistic, usage-based and complex-adaptive models of language, linguists today are utilizing approaches and insights from cognitive psychology, neuropsychology, social psychology and other related fields. A key result of this interdisciplinary approach is the concept of entrenchment--the ongoing reorganization and adaptation of communicative knowledge. Entrenchment posits that our linguistic knowledge is continuously refreshed and reorganized under the influence of social interactions. It is part of a larger, ongoing process of lifelong cognitive reorganization whose course and quality are conditioned by exposure to and use of language and by the application of cognitive abilities and processes to language. This volume enlists more than two dozen experts in the fields of linguistics, psycholinguistics, neurology, and cognitive psychology in providing a realistic picture of the psychological and linguistic foundations of language. Contributors examine the psychological foundations of linguistic entrenchment processes, and the role of entrenchment in first-language acquisition, second-language learning, and language attrition. Critical views of entrenchment and some of its premises and implications are discussed from the perspectives of dynamic complexity theory and radical embodied cognitive science. Following an introduction by the editor, chapters include: (1) A Framework for Understanding Linguistic Entrenchment and Its Psychological Foundations (Hans-Jörg Schmid); (2) Entrenchment in Cognitive Grammar (Ronald W. Langacker); (3) Entrenchment in Construction Grammar (Martin Hilpert and Holger Diessel); (4) Entrenchment Effects in Language Change (Hendrik De Smet); (5) The Corpus-Based Perspective on Entrenchment (Anatol Stefanowitsch and Susanne Flach); (6) Entrenchment From a Psycholinguistic and Neurolinguistic Perspective (Alice Blumenthal-Dramé); (7) Entrenchment as Onomasiological Salience (Dirk Geeraerts); (8) Memory Consolidation (Atsuko Takashima and Iske Bakker); (9) On the Automaticity of Language Processing (Robert J. Hartsuiker and Agnes Moors); (10) Statistical Learning as a Domain-General Mechanism of Entrenchment (Ethan Jost and Morten H. Christiansen); (11) Entrenchment, Gestalt Formation, and Chunking (Fernand Gobet); (12) The Roles of Analogy, Categorization, and Generalization in Entrenchment (Anne-Kristin Cordes); (13) Salience, Attention, and Perception (Franziska Günther, Hermann J. Müller, and Thomas Geyer); (14) Entrenchment in First Language Learning (Anna L. Theakston); (15) Entrenchment in Second-Language Learning (Brian MacWhinney); (16) Entrenchment and Language Attrition (Rasmus Steinkrauss and Monika S. Schmid); (17) Entrenchment, Embeddedness, and Entanglement: A Dynamic Complexity View (Philip Herdina); (18) Entrenchment: A View From Radical Embodied Cognitive Science (Stephen J. Cowley); and (19) Linguistic Entrenchment and Its Psychological Foundations (Hans-Jörg Schmid). An index is included.

This directory is aimed at increasing understanding of functions and problems of families, by providing information on research activities which fall within the goals of the International Year of the Family (IYF) initiative. Compiled through a cooperative effort of the Australian Institute of Family Studies and The United Nations Secretariat for the IYF, the directory contains 332 entries from 47 countries. Research activities include research conducted to investigate family issues and problems; studies to determine characteristics of family structures in different regions; collections of statistical data on families; reviews of public and private institutions providing family care programs; evaluation of innovative family programs; reviews of family-related policies; and studies on the legal, social, and economic rights of families. Each directory entry lists country name, project name, organizations involved, contact person, summary, timetable, funding source and amount, and keywords. A separately-bound Supplement contains entries received after the publication deadlines for the main volume. It contains 107 research projects from 21 countries. (BGC)

The activities of an increasingly technological society call for greater command of science and mathematics at the precollege level than at any time in the past. Yet evidence from numerous studies indicates that the majority of U.S. citizens are not being equipped with the scientific and mathematical tools needed to participate in that technological society. Some studies point to an increased demand for science and mathematics teachers as well as an inadequate supply of qualified individuals to fill those positions. In this report, statistics on supply, demand, and quality as they pertain to science and mathematics teachers were evaluated and it was concluded that the available data are inadequate. The available data and model of labor market influences were evaluated and analyzed and it was found that there is a great diversity in labor market situations and in the actions taken by applicants and school systems to balance supply and demand. Chapter titles include: (1) "Determining Teacher Demand"; (2) "Determining Supply: Individual and District Activities"; (3) "Monitoring the Supply Pool of Science and Mathematics Teachers"; (4) "Statistics Related to the Quality of Science and Mathematics Teaching"; and (5) "Data Needs and Research Opportunities." Appendices include a list of panel activities, a list of national data sets on teacher supply and demand, availability of state data, a list of acronyms, and a set of biographical sketches of panel members. A list of over 400 references is provided. (CW)

As high school students make more and more important decisions, their need for financial literacy increases significantly. To succeed in life, they need both an understanding of financial issues and the math skills to make financially sound choices. With all the requirements and standards to be met in high schools today, how can teachers find room to include financial literacy? The key is to integrate financial topics into mathematics instruction, using everyday topics to bring math concepts to life. This book's ten chapters provide lessons and activities on important financial skills to handle such experiences as making investments, buying insurance, understanding a credit score, leasing or buying a car, and choosing and paying for education after high school. The related mathematical skills include analyzing and representing data, evaluating probabilities, modeling real-life situations, creating functions, and more. Each chapter includes: (1) a "Balance Sheet" summing up the mathematical and financial literacy knowledge that students will take from the lesson; (2) relevant Common Core mathematics standards and practices and Jump$tart financial literacy standards; (3) a full lesson plan, complete with sections on the "Sales Pitch," the "Fine Print," and "Closing the Deal"; (4) activity sheets and other classroom material, which are also available for download at NCTM's More4U website; and (5) suggestions for extended learning, including references and resources. The book begins with a Foreword by Neale Godfrey, an Introduction, and ten chapters divided into three parts. Part 1: Algebra and Functions, contains-- Chapter 1: Your Best Interest: Finding the Right Place to Save Money; Chapter 2: Grow Me the Money! Evaluating Investment Options; and Chapter 3: Fast Cash: Pawnshops and Payday Loans. Part 2: Modeling, contains-- Chapter 4: Know the Score: Measuring and Reporting Creditworthiness; Chapter 5: Unraveling the Mystery of Credit Card Payments; and Chapter 6: Learning to Appreciate Depreciation. Part 3: Data Analysis and Statistics, contains: Chapter 7: Investigating Investments: Which Is Better?; Chapter 8: Wall Street Apples: Following Stock Values over Time; Chapter 9: To Educate or Not to Educate: Is Postsecondary Education Worth It?; and Chapter 10: Risky Business: Insurance and Probability. Appended is Financial Literacy Resources. [For "On the Money: Math Activities to Build Financial Literacy Grades 6-8," see ED566539.]

Understanding today's Vocational Education and Training (VET) systems requires a comprehension of the rise and development, i.e. of the foundations of topical VET. This book provides a comparative view of its development in Europe. The contributions of renowned authors give insight into conceptual questions, cases, and challenges in this field.

The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students' learning experience and maximize competency in the areas of science, technology, engineering, and mathematics. "Improving K-12 STEM Education Outcomes through Technological Integration" focuses on current research surrounding the effectiveness, performance, and benefits of incorporating various technological tools within science, technology, engineering, and mathematics classrooms. Focusing on evidence-based approaches and current educational innovations, this book is an essential reference source for teachers, teacher educators, and professionals interested in how emerging technologies are benefiting teaching and/or learning efficacy. Following a foreword (Loretta Jones) and a preface (Michael J. Urban, David A. Falvo), chapters include: (1) Using Technology to Enhance Science Literacy, Mathematics Literacy, or Technology Literacy: Focusing on Integrated STEM Concepts in a Digital Game (Isha DeCoito, and Tasha Richardson); (2) Media Literacy as a Pathway to Bridge the Digital and STEM Divides: Interest Driven Media Projects for Teachers in the Trenches (Lesley K. Smith, Juliette N. Rooney-Varga, Anne U. Gold, David J. Oonk, and Deb Morrison); (3) Sounding Out Science: Using Assistive Technology for Students with Learning Differences in Middle School Science Classes (Clement Vashkar Gomes, and Felicia Moore Mensah); (4) Promoting English Language Acquisition in Secondary Mathematics through Dialogic Integration of Instructional Technology (Bethany Reichen, Alandeom W. Oliveira, Gretchen Oliver, and Autumn Joy Florencio-Wain); (5) Examining the Levels of Reasoning Used by Urban Elementary Black Girls Engaging in Technology-Enhanced Inquiry (Gayle A. Buck, Nicole Beeman-Cadwallader, and Amy Trauth-Nare); (6) Motivating Inquiry-Based Learning Through a Combination of Physical and Virtual Computer-Based Laboratory Experiments in High School Science (Niwat Srisawasdi); (7) The Power of Computational Modeling and Simulation for Learning STEM Content in Middle and High Schools (Mahnaz Moallem, Shelby P. Morge, Sridhar Narayan, and Gene A. Tagliarini); (8) Visualizing Condensation: Integrating Animation-Developing Technology in Chemistry Classes (Sevil Akaygun); (9) STEM Learning in Middle Grades by Technology-Mediated Integration of Science and Mathematics: Results of Project SMILE (Pradeep Maxwell Dass, and John T. Spagnolo); (10) A Qualitative Study of Teachers' Understanding of Sustainability: Education for Sustainable Development (ESD), Dimensions of Sustainability, Environmental Protection (Hsiaowei Cristina Chang, Resa Marie Kelly, and Ellen P. Metzger); (11) Coupling Geospatial and Computer Modeling Technologies to Engage High School Students in Learning Urban Ecology (Dennis J. DeBay, Amie Patchen, Anne C. Vera Cruz, Paul E. Madden, Yang Xu, Meredith Houle, and Michael Barnett); (12) Using Technology to Rethink the Intersection of Statistics Education and Social Justice (Lisa L. Poling, Nirmala Naresh, and Tracy J. Goodson-Espy); (13) Using Authentic Earth Data in the K-12 Classroom (Meghan E. Marrero, Amanda M. Gunning, and Karen Woodruf); (14) Exploring Physics and Technology: A Study in Teaching Kinematics to Student-Athletes (Loraine Snead, and Yushaneen Simms); (15) Computer Programming in Elementary and Middle School: Connections across Content (Danielle Boyd Harlow, Hilary Dwyer, Alexandria K. Hansen, Charlotte Hill, Ashley Iveland, Anne E. Leak, and Diana M. Franklin); (16) Technology's Role in Supporting Elementary Preservice Teachers as They Teach: An Urban STEM Afterschool Enrichment Program (Anne Pfitzner Gatling); (17) Technology-Assisted Formative Assessment (Karen E. Irving); and (18) Using Reason Racer to Support Argumentation in Middle School Science Instruction (Marilyn Ault, Jana Craig-Hare, James D. Ellis, Janis Bulgren, Isa Kretschmer, and Bruce B. Frey). A section about the contributors and an index are included.

To succeed in college, career, and life, students need to become financially literate. But understanding the basics of a long-term investment or a short-term loan is not enough without the math skills to make financially sound choices. In the already full curriculum of middle schools today, how can teachers find room to include financial literacy? The key is to integrate financial topics into mathematics instruction, using everyday topics such as spending, saving, and earning to bring math concepts to life. "On the Money: Math Activities to Build Financial Literacy, Grades 6-8" does exactly that. The fourteen chapters in "On the Money" provide lessons and activities on such financial topics as jobs and net pay, sales discounts, credit card management, car insurance, and paying for college. The related mathematical skills include determining percentages, analyzing and representing data, evaluating probabilities, creating functions, and more. Each chapter includes: (1) a "Balance Sheet" summing up the mathematical and financial literacy knowledge that students will take from the lesson; (2) relevant Common Core mathematics standards and practices and Jump$tart financial literacy standards; (3) a full lesson plan, complete with sections on the "Sales Pitch," the "Fine Print," and "Closing the Deal"; (4) downloadable activity sheets and other classroom material available on NCTM's More4U website; and (5) suggestions for extended learning, including references and resources. The book opens with a Foreword by Neale Godfrey, an Introduction and fourteen chapters divided into three parts. Part 1: Ratios and Proportional Relationships and the Number System contains--Chapter 1: What Will You Net? Determining Your Take-Home Pay; Chapter 2: Planning for College: Tuition, Books, Board, and More; Chapter 3: Avoiding a Credit Card Catastrophe; Chapter 4: How to Double Your Money, and Other Investment Insights; and Chapter 5: Debunking the Deception of Double Discounts. Part 2: Expressions, Equations, and Functions contains--Chapter 6: Pawnshop Prowess; Chapter 7: Budget Sense: Managing the Income and Outflow of Money; Chapter 8: How Much Will You Save? Strategies for Percent Discounts; and Chapter 9: Which Car Is the Better Deal? Part 3: Statistics and Probability contains--Chapter 10: Help Wanted: Calling All Middle Schoolers!; Chapter 11: Show Me the Money! Determining How Much You Can Make; Chapter 12: Gas Prices around the World; Chapter 13: Be Sure to Insure: Exploring the Chance of Car Damage; and Chapter 14: Only Time Will Tell: How Much Will You Pay for Gas? Appended is Financial Literacy Resources. [For "On the Money: High School Mathematics Activities to Build Financial Literacy," see ED566542.]

Most questions in social and biomedical sciences are causal in nature: what would happen to individuals, or to groups, if part of their environment were changed? In this groundbreaking text, two world-renowned experts present statistical methods for studying such questions. This book starts with the notion of potential outcomes, each corresponding to the outcome that would be realized if a subject were exposed to a particular treatment or regime. In this approach, causal effects are comparisons of such potential outcomes. The fundamental problem of causal inference is that we can only observe one of the potential outcomes for a particular subject. The authors discuss how randomized experiments allow us to assess causal effects and then turn to observational studies. They lay out the assumptions needed for causal inference and describe the leading analysis methods, including matching, propensity-score methods, and instrumental variables. Many detailed applications are included, with special focus on practical aspects for the empirical researcher. This book is divided into seven parts. The table of contents presents them as follows: Part I, Introduction, presents the following chapters: (1) Causality, The Basic Framework; (2) A Brief History of the Potential Outcomes Approach to Causal Inference;and (3) A Classification of Assignment Mechanisms. Part II, Classical Randomized Experiments, contains: (4) A Taxonomy of Classical Randomized Experiments; (5) Fisher's Exact P-Values for Completely Randomized Experiments; (6) Neyman's Repeated Sampling Approach to Completely Randomized Experiments; (7) Regression Methods for Completely Randomized Experiments; (8) Model- Based Inference for Completely Randomized Experiments; (9) Stratified Randomized Experiments; (10) Pairwise Randomized Experiments; and (11) Case Study: An Experimental Evaluation of a Labor Market Program. Part III, Regular Assignment Mechanisms: Design, contains: (12) Unconfounded Treatment Assignment; (13) Estimating the Propensity Score; (14) Assessing Overlap in Covariate Distributions; (15) Matching to Improve Balance in Covariate Distributions; and (16) Trimming to Improve Balance in Covariate Distributions. Part IV, Regular Assignment Mechanisms: Analysis, contains: (17) Subclassification on the Propensity Score; (18) Matching Estimators; (19) A General Method for Estimating Sampling Variances for Standard Estimators for Average Causal Effects; and (20) Inference for General Causal Estimands. Part V, Regular Assignment Mechanisms: Supplementary Analysis, contains: (21) Assessing Unconfoundness; and (22) Sensitivity Analysis and Bounds. Part VI, Regular Assignment with NonCompliance: Analysis, contains (23) Instrumental Variables Analysis of Randomized Experiments with One-Sided Noncompliance; (24) Instrumental Variables Analysis of Randomized Experiments with Two-Sided Noncompliance; and (25) Model-Based Analysis in Instrumental Variable Settings: Randomized Experiments with Two-Sided Noncompliance. Part VII, Conclusion, contains: (26) Conclusions and Extensions. References and an Index are also provided.

Despite increased interest in mobile devices as learning tools, the amount of available primary research studies on their integration into mathematics teaching and learning is still relatively small due to the novelty of these technologies. "Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education" presents the best practices in mathematics education research and teaching practice by providing an account of current and future trends and issues in mobile mathematics learning and associated technologies and educational methodologies. This edited volume approaches a broad audience including researchers and practitioners interested in the exploitation of mobile technologies in mathematics teaching and learning, as well as mathematics teachers at all levels. This premier reference source compiles the best practices and recommended processes for effectively utilizing the vast capabilities of mobile technologies in the mathematics classroom through a collection of chapters covering topics including, but not limited to, touch-enabled virtual mapping, perceptual learning technologies, mobile teaching, statistics apps for mobile devices, smartphones for the visually impaired, pedagogical and instructional design, and touch screen interfaces in algebraic instruction. Follwing a foreword (Celia Hoyles, Richard Noss, Tim Erickson) and a preface (Maria Meletiou-Mavrotheris, Katerina Mavrou, Efi Paparistodemou), the following chapters are presented: (1) Students' Kinaesthetic Interactions with a Touch-Enabled Virtual Mapping Tool (Theodosia Prodromou, Maria Meletiou-Mavrotheris, Andreas O. Kyriakides); (2) Graspable Mathematics: Using Perceptual Learning Technology to Discover Algebraic Notation (Erin Ottmar, David Landy, Erik Weitnauer, Rob Goldstone); (3) Whatever Be Their Number: Counting on the Visible, the Audible, and the Tangible (Nathalie Sinclair, David Pimm); (4) Learning Maths with Mobiles: Cross-Cultural Design of Technology with Experiences in South-Africa and Finland (Teija Vainio, Tanja Walsh); (5) Investigating the Mathematics of Inaccessible Objects: Algebra Videos with iPads (Susan Staats, David Ernst, Shelley Berken, Douglas Robertson); (6) Changing Children's Stance towards Mathematics through Mobile Teaching: The Case of Robot A.L.E.X. (Andreas O. Kyriakides, Maria Meletiou-Mavrotheris, Theodosia Prodromou); (7) Off-Line Communication in Mathematics Using Mobile Devices (Pierre Clanché, Antonín Jancarík, Jarmila Novotná); (8) An Exploration of Developing Mathematics Content for Mobile Learning (Vani Kalloo, Permanand Mohan); (9) Introducing iPads into Primary Mathematics Classrooms: Teachers' Experiences and Pedagogies (Catherine Attard); (10) A Multimodal Discourse on the Use of Touch Enabled Mobile Devices for Mathematics Education (Jenny Lane); (11) Probability and Statistics Apps for Mobile Devices: A Review (Howard P. Edwards); (12) Microworlds: Influencing Children's Approaches to Linear Equations (Stuart Cork); and (13) Using Smartphones for Orientation Training for the Visually Impaired (Georgios Stylianou, Katerina Mavrou). A section about the contributors and an index are also included.

Common Core education standards establish a clear set of specific ideas and skills that all students should be able to comprehend at each grade level. In an effort to meet these standards, educators are turning to technology for improved learning outcomes. "Cases on Technology Integration in Mathematics Education" provides a compilation of cases and vignettes about the application of technology in the classroom in order to enhance student understanding of math concepts. This book is a timely reference source for mathematics educators, educational technologists, and school district leaders employed in the mathematics education or educational technology fields. Following a foreword by Chandra Hawley Orrill and preface by Drew Polly, this book is organized into the following sections and chapters: Section 1: Leveraging Technology to Teach Specific Content: (1) Leveraging Dynamic and Dependable Spreadsheets Focusing on Algebraic Thinking and Reasoning; (Margaret L. Niess); (2) A Case Study of Primary School Students' Use of a Dynamic Statistics Software Package for Analyzing and Interpreting Data (Irene Kleanthous and Maria Meletiou-Mavrotheris); (3) Local Lotto: Mathematics and Mobile Technology to Study the Lottery (Vivian Lim, Erica Deahl, Laurie Rubel, and Sarah Williams); (4) Bringing Dynamic Geometry to Three Dimensions: The Use of SketchUp in Mathematics Education (Nicholas H. Wasserman); (5) Playing with Perpendicular Lines: The Case of Laura (Douglas A. Lapp and Dennis St. John); and (6) Students' Experiences Composing and Decomposing Two-Dimensional Shapes in First and Second Grade Mathematics Classrooms (Drew Polly, Trisha Hill, and Tabitha Vuljanic). Section 2: Leveraging Technology to Support Mathematical Practices: (7) Using New Technologies to Engage and Support English Language Learners in Mathematics Classrooms (Robert Pritchard, Susan O'Hara, and Jeff Zwiers); (8) The Port Lesson: Grade 5 Mathematics Modeling for a Local Context (Charles B. Hodges, Edie R. Hipchen, and Traci Newton); (9) What Does Technology Bring to the Common Core Mathematical Practices? (Marshall Lassak); (10) Utilizing Technology to Engage in Statistical Inquiry in Light of the Standards for Mathematical Practice (Christine Browning and Dustin Owen Smith); and (11) Using Dynamic Geometry Software to Engage Students in the Standards for Mathematical Practice: The Case of Ms. Lowe (Milan Sherman, Carolyn McCaffrey James, Amy Hillen, and Charity Cayton). Section 3: Examples of Technological Tools to Support Teaching and Learning: (12) Integrating Multimedia Animations to Support Common Core State Standards in Mathematics Classrooms (Jesus Trespalacios, Karen Trujillo, and Lida J. Uribe-Flórez); (13) Teaching Fundamental Math Concepts: There's an App for That ... Or is There? (Jennifer Wall and Michael P. Rogers); (14) Interactive Whiteboards: Preparing Secondary Mathematics Teachers to Avoid Catch-22 (Tracy Goodson-Espy and Lisa Poling); (15) Young Children, Mathematics, and Coding: A Low Floor, High Ceiling, Wide Walls Environment (George Gadanidis); (16) Leveraging Interactive Clickers as a Tool for Formative Assessment (Drew Polly, Elizabeth Rodgers, and Melissa Little); (17) Mathematics Gaming in Early Childhood: Describing Teacher Moves for Effective and Appropriate Implementation (Alejandra Salinas and Chu Ly); and (18) Using the AMC Anywhere Web-Based Assessment System to Examine Primary Students' Understanding of Number Sense (Christie Sullivan Martin and Drew Polly). Section 4: Leveraging Technology to Support Mathematics Education Courses and Programs: (19) Teaching and Learning the Common Core State Standards in Mathematics with Web 2.0 Tools (Jeffrey Hall, Lucy Bush, and William Lacefield); (20) Contextualizing Algebraic Word Problems through Story Using Technology (Terri L. Kurz, Barbara Bartholomew, Amanda Sibley, and Scott Fraser); (21) The Synergism of Mathematical Thinking and Computational Thinking (Gerard Rambally); and (22) Application of Information and Communication Technology to Create E-Learning Environments for Mathematics Knowledge Learning to Prepare for Engineering Education (Tianxing Cai). A compilation of references, an about the contributors section, and an index are also included.

Publicly available statistics from government agencies that are credible, relevant, accurate, and timely are essential for policy makers, individuals, households, businesses, academic institutions, and other organizations to make informed decisions. Even more, the effective operation of a democratic system of government depends on the unhindered flow of statistical information to its citizens. In the United States, federal statistical agencies in cabinet departments and independent agencies are the governmental units whose principal function is to compile, analyze, and disseminate information for such statistical purposes as describing population characteristics and trends, planning and monitoring programs, and conducting research and evaluation. The work of these agencies is coordinated by the U.S. Office of Management and Budget. Statistical agencies may acquire information not only from surveys or censuses of people and organizations, but also from such sources as government administrative records, private-sector datasets, and Internet sources that are judged of suitable quality and relevance for statistical use. They may conduct analyses, but they do not advocate policies or take partisan positions. Statistical purposes for which they provide information relate to descriptions of groups and exclude any interest in or identification of an individual person, institution, or economic unit. Four principles are fundamental for a federal statistical agency: relevance to policy issues, credibility among data users, trust among data providers, and independence from political and other undue external influence. "Principles and Practices for a Federal Statistical Agency: Fifth Edition" explains these four principles in detail.

Written in a humorous and encouraging style, this text shows how the most common statistical tools can be used to answer interesting real-world questions, presented as mysteries to be solved. Engaging research examples lead the reader through a series of six steps, from identifying a researchable problem to stating a hypothesis, identifying independent and dependent variables, and selecting and interpreting appropriate statistical tests. All techniques are demonstrated both manually and with the help of SPSS software. The book provides students and others who may need to read and interpret statistically based research with the essential knowledge and skills needed to make decisions based on data. Useful pedagogical features include: (1) Checklists of key words and formulas in every chapter; (2) Examples of SPSS screenshots used for analyzing data; (3) Cautionary notes plus "Putting It All Together" section recaps; (4) End-of-chapter self-quizzes (with full answers and explanations); and (5) Glossary of terms.

The new Common Core State Standards for Mathematics have been formulated to provide students with instruction that will help them acquire a thorough knowledge of math at their grade level, which will in turn enable them to move on to higher mathematics with competence and confidence. "Hands-on Activities for Teaching the Common Core Math Standards" is designed to help teachers instruct their students so that they will better understand and apply the skills outlined in the Standards. This important resource also gives teachers a wealth of tools and activities that can encourage students to think critically, use mathematical reasoning, and employ various problem-solving strategies.

Mathematics is often portrayed as an "abstract" cerebral subject, beyond the reach of many. In response, research with digital technology has led to innovative design in which mathematics can be experienced much like everyday phenomena. This lecture examines how careful design can "phenomenalise" mathematics and support not only engagement but also focus on key ideas. It argues that mathematical knowledge gained in this way prioritises the powerful reasons for doing mathematics, imbuing it with a sort of utility and offering learners hooks on which they can gradually develop fluency and connected understanding. Dave Pratt illustrates this lecture with examples taken from conventional topics such as number, algebra, geometry and statistics and from novel situations where mathematical methods are juxtaposed with social values. The suggestion that prioritising utility supports a more natural way of learning mathematics emerges directly from constructionist pedagogy and inferentialist philosophy.

Written by a social worker for social work students, this is a nuts and bolts guide to statistics that presents complex calculations and concepts in clear, easy-to-understand language. It includes numerous examples, data sets, and issues that students will encounter in social work practice. The first section introduces basic concepts and terms to provide a solid foundation in statistics. It also addresses tools used by researchers to describe and summarize data ranging from single variables to assessing the relationship between variables and cause and effect among variables. The second section focuses on inferential statistics, describing how researchers draw conclusions about whole populations based on data from samples. This section also covers confidence intervals and a variety of significance tests for examining relationships between different types of variables. Additionally, tools for multivariate analyses and data interpretation are presented. Key features include: (1) Addresses the role of statistics in evidence-based practice and program evaluation; (2) Features examples of qualitative and quantitative analysis; (3) Each chapter contains exercise problems and questions to enhance student learning; (4) Includes electronic data sets taken from actual social work arenas; and (5) Offers a full ancillary digital packet including a student guide to SPSS with accompanying Data Set, an Instructor's Manual, PowerPoint slides, and a Test Bank.

Algebra is the language that must be mastered for any course that uses math because it is the gateway for entry into any science, technology, engineering, and mathematics (STEM) discipline. This book fosters mastery of critical math and algebraic concepts and skills essential to all of the STEM disciplines and some of the social sciences. This book is written by practitioners whose primary teaching subject is not math but who use math extensively in their courses in STEM disciplines, social science statistics, and their own research. Moreover, in the writing of this book, the authors have used the teaching principles of anchoring, over-learning, pruning the course to its essentials, and using simple and familiar language in word problems. [For the "Math Remediation for the College Bound Workbook: Homework, Sample Tests, and Answer Keys", see ED530865.]

The purpose of the book is to provide teachers of psychology access to teaching techniques that epitomize "happy tact and ingenuity." The principle influence that teachers have on student behavior occurs in the classroom since, as noted by Erickson and Strommer, (1991), today's students spend relatively little time studying outside of class. When college teachers think about student engagement, they suggest that engaged students really want to learn, exceed expectations, and demonstrate passion and excitement (Barkley, 2009). In this book, the reader will find a host of ideas that should help create passion and excitement in the classroom. In this book, the authors describe engagement techniques that address topics within the context of a particular course in psychology. Each chapter provides an annotated bibliography of activities published elsewhere as well as a new unpublished activity that the author has used. The annotated bibliography outlines exercises and demonstrations that enhance student engagement relevant to the topic area that have been published in TOPS, the "Handbooks for Teaching Psychology," as well as activities recommended in various Instructor's manuals and those available through OTRP. The book is divided into five sections. The first section describes activities that can be used in the social, developmental, environmental, organizational, and cross-cultural psychology. The second section describes activities that can be used to teach sensation and perception, cognitive psychology, intelligence, language and related topics. In the third section, the editors offer teaching techniques relevant to biological psychology, research methods and related topics, as well as history and systems courses. Abnormal behavior, personality, gender and adjustment are all addressed in Section 4. Section 5 is devoted to activities that can be used in more than one course and include topics such as diversity, critical thinking, positive psychology and APA style writing. Section 1, Social and Developmental Psychology, contains: (1) How Engaging Are You? A Review of Teaching Methods to Engage Students in Child and Adolescent Psychology Courses (Aaron S. Richmond and Lisa Kindelberger Hagan); (2) Adult Development: Designing a Retirement and Care Plan for Older Adults (Maya M. Khanna); (3) Classroom Activities for a Course on Death, Dying, and Bereavement (Lisa M. Bauer); (4) Group Dynamics (Donelson R. Forsyth); (5) Engaging Students in Psychology and Law: An Exercise in Jury Selection (Kathryn T. Hendricks and Matthew T. Huss); (6) Engaging Students in Applied Social Psychology (Richard J. Harnish, K. Robert Bridges, Alecia V. Denillo, and Michelle L. Flaherty); (7) Teaching Environmental Psychology: Demonstrations and Exercises (Paul A. Bell, Patricia A. Romano, Thomas C. Greene, Jacob A. Benfield, Britt L. Mace and Gretchen A. Nurse); (8) Activities for Engagement in an Industrial/Organizational Psychology Course (Tracy E. Zinn and Whitney F. Smiley); and (9) Engaging Students in Cross-Cultural Psychology (Stephanie L. Anderson and Richard L. Miller). Section 2, Cognitive Processes, contains: (10) Sensation and Perception: Activities to Promote Learning and Clarify Student Perceptions (Cindy Gibson); (11) Engaging Students in Cognitive Psychology (David W. Carroll and Allen Keniston); (12) Exercises and Demonstrations for Motivation and Emotion Courses (Alan Hughes); (13) Is Your Educational Psychology Class Boring? A Review of Teaching Methods to Engage Your Students (Aaron S. Richmond); (14) Intelligence (Amber Esping and Jonathan Plucker); and (15) Engaging Students in the Psychology of Language (David W. Carroll and Eleni Pinnow). Section 3, Biological Processes, Research and the History of Psychology, contains: (16) Online Teaching Resources for Animal Behavior (Joseph J. Benz); (17) Activities for a Neuroscience Course (S. A. Lloyd, R. A. Shanks, and C. L. Robertson); (18) Physiological Psychology (Frank Ferraro, III); (19) Engaging Activities for Students Who are Learning Research Methods (William J. Lammers); (20) Activities for Student Engagement in a Statistics Course (Tracy Zinn and Whitney Smiley); (21) Activities for Engagement in a Psychometric Course (B. Jean Mandernach and Jana Hackathorn); and (22) Engaging Students in History and Systems of Psychology Courses (William Douglas Woody). Section 4, Abnormal Behavior and Personality, contains: (23) Creating Transformative Experiences for Students in Abnormal Psychology (Anton O. Tolman); (24) Health Psychology (Robin A. Anderson); (25) Engaging Students in Clinical Psychology Courses (Jeanne M. Slattery); (26) Human Sexuality (Karen Rayne and Missi Patterson); (27) Psychology of Religion (Kevin L. Ladd and Michael E. Nielsen); (28) The Psychology of Gender (Isabelle D. Cherney); (29) Personality (Marianne Miserandino); and (30) Teaching the Psychology of Adjustment (Dana S. Dunn, Elizabeth Yost Hammer and Wayne Weiten). Section 5, Activities That Can Be Used In More Than One Course, contains: (31) Ethics of Psychotherapy and Counseling (Mitchell M. Handelsman, Allison Bashe and Sharon K. Anderson); (32) Engaging Students in APA-Style Writing (Lynn A. Bruner); (33) On Happiness: Introducing Students to Positive Psychology (Dana S. Dunn, Brittany M. Beard and David J. Fisher); (34) Teaching about Diversity: Activities that Promote Student Engagement (Christie Cathey and Alexandra S. Ross); (35) Peace and War (Linda M. Woolf and Michael R. Hulsizer); (36) Nonverbal Communication (Don W. Stacks, Mark Hickson III, Jessica Deyo, and Price Walt); and (37) Critical Thinking Activities for the Teaching of Psychology (Paul C. Smith). Individual papers contain tables, figures, footnotes, references and appendices. [For Volume 1, "Promoting Student Engagement. Volume 1: Programs, Techniques and Opportunities," see ED533155.]

The goal of this second edition is to provide a comprehensive overview of the philosophical, ethical, methodological, and analytical fundamentals of social science and educational research, as well as specify aspects of special education research that distinguish it from scientific inquiry in other fields of education and human services. Foremost among these distinctions are the research beneficiaries: children with disabilities, their parents, and special educators; the availability of federal funds for research and demonstration projects that seek to improve educational outcomes for children with disabilities; and the historical, philosophical, and legislative bases for the profession of special education. This new edition represents a revision of over 40 percent of the text, with all chapters thoroughly updated with new developments in research topics, designs, and methods that have emerged over the past decade in the field of special education. Also presented is considerable text related to evidence-based practice and quality indicators for special education research in a design-specific context. In offering a broad-based examination of the role of scientific inquiry in contemporary special education, this new edition serves as a text and resource guide for graduate-level students, practitioners, and teachers in the fields of special education, disability studies, early intervention, school psychology, and child and family services. Further, the book aims to not only orient the student or practitioner to the fundamentals of research design, but also introduce him or her to the professional literature in this dynamic field. This book contains the following chapters: (1) Introduction to Research in Special Education; (2) Getting Started in Special Education Research--Variables, Research Questions, and Hypotheses; (3) Measurement and Statistics in Special Education Research (Shawn Fitzgerald, Phillip D. Rumrill, Jr. and Andrew L. Wiley); (4) Ethical Issues and Guidelines for Special Education Research; (5) Research Validity; (6) Quantitative Research Designs; (7) Qualitative Research Designs (Lynn C. Koch and Dent Gitchel); (8) Synthetic Literature Reviews; (9) Guidelines for Composing and Evaluating Research Articles; and (10) The Future of Special Education Research (Bryan G. Cook, Jenny C. Wells, Lysandra Cook and Scott L. Thomas). A bibliography and an index are included.

How can teachers learn what they need to know? Every community of educators, regardless of field or specialization, can benefit from being well informed about current research findings. A considerable amount of mathematics education research exists to inform teachers and administrators about teaching and learning mathematics. Research can show what is possible and what looks promising. It can demonstrate what is possible for students--what they can learn under specific kinds of conditions. Research can show that students can reach certain goals and that some kinds of instruction are especially effective in helping them get there. Learn how to use current research to improve the teaching and learning of mathematics. This book contains twelve stand-alone articles, each with a list of references, which put current research into the hands of school teachers. Each article addresses key practitioner-generated questions with brief, direct answers, devoid of technical language and theory. It also includes a "How to Use this Book" section that provides specific suggestions for using the book in professional development workshops and for making policy decisions. Following a preface by Joanne Lobato and Frank K. Lester Jr., this book contains the following articles: (1) Secondary School Students' Proportional Reasoning (Johannah Nikula); (2) The Role of Problem Solving in the Secondary School Mathematics Classroom (Rachel Wing DiMatteo and Frank K. Lester Jr.); (3) Learning and Teaching Algebra in Secondary School Classrooms (Mark J. Driscoll); (4) Geometry and Proof in Secondary School Classrooms (Mark J. Driscoll); (5) Probability and Statistics in Secondary School Classrooms (Cynthia W. Langrall and Edward S. Mooney); (6) The Role of Curricular Materials in Secondary School Mathematics Classrooms (Margaret S. Smith and Mary Kay Stein); (7) The Influence of Technology on Secondary School Students' Mathematics Learning (Rose Mary Zbiek); (8) Secondary School Mathematics Teachers' Classroom Practices (Fran Arbaugh); (9) Qualities of Effective Secondary School Mathematics Teachers (Fra Arbaugh); (10) How Teachers' Actions Affect What Students Learn in Secondary School Mathematics Classrooms (Rebecca McGraw); (11) Formative Assessment in Secondary School Mathematics Classrooms (Marjorie M. Petit, Judith S. Zawojewski, and Joanne Lobato); and (12) Language, Culture, and Equity in Secondary School Mathematics Classrooms (Judit N. Moschkovich).

Mathematics curriculum has long been a topic of keen interest in mathematics education and remains a central issue in efforts to improve mathematics learning opportunities for students. This Yearbook continues in a long line of National Council of Teachers of Mathematics Yearbooks that have addressed various facets of the changing mathematics curriculum. Although some factors such as tradition can inhibit significant change, other factors such as policy (e.g., federal No Child Left Behind legislation), societal needs (mathematically literate graduates), and technological advances (computer software, calculators) foster and accelerate the need for change. In the past year alone, a major state-initiated process for developing "common core standards" is underway. With 48 states and several territories participating in the articulation of "college and career-ready" high school graduation expectations and common K-12 standards, 2010 promises to be a landmark year of discussion and dialogue about mathematics curriculum. This Yearbook reflects some of the many issues that the field is currently discussing so it serves as both a record of current advances and a summary of challenges regarding curriculum. We hope that it will both guide and stimulate thinking about where we have been, where we are, and where we need to go. This year book is divided into five sections: (1) Curriculum Matters: Looking Back, Looking Forward; (2) The Intended Curriculum; (3) The Written Curriculum; (4) The Implemented Curriculum; and (5) Impact of Curriculum Materials on Students' and Teachers' Learning. A preface and introduction are also included.

E-learning has become a significant aspect of training and education in the worldwide information economy as an attempt to create and facilitate a competent global work force. "Cases on Successful E-Learning Practices in the Developed and Developing World: Methods for the Global Information Economy" provides eclectic accounts of case studies in different contexts of e-learning. This advanced publication provides critical insights for practitioners and executives concerned with the management of knowledge, information, and organizational development in various types of work environments and learning communities. Contents of this book include: (1) Virtual Structures and Collaborative Processes to Enhance Teaching and Learning Across Dispersed Sites (Ken Stevens); (2) Development and Evaluation of a Generic Re-Purposable e-Learning Object on Data Analysis (Jillian Griffiths and Jenny Craven); (3) Getting Teachers to use New Technology by just Giving them Time (Terry Haydn and Roy Barton); (4) Dealing with Affective Needs in E-Learning (Yi-Ching Chiu and John Cowan); (5) A Cyber-Apple for the Teacher (Mark Federman and Marilyn Laiken); (6) Cultural Implications of E-learning Access (& Divides) (Pauline Cheong and Judith Martin); (7) Application of VoiceXML in e-Learning Systems (A. Azeta, C. Ayo, A. Atayero and N. Ikhu-Omoregbe); (8) Technophobe to Technophile... Entering the Internet Culture (Pamela Anderson-Mejias); (9) An e-Training Support Program for Regional and Local Development (Vassilis Syrris and Fenia Tsobanopoulou); (10) The e-Learning Puzzle in Turkey (Selcuk Ozdemir); (11) Users' Satisfaction with e-Learning (Adeyinka Tella); (12) A Case Study Analysis of the Use of Online vs. Proctored Final Exams in Online Classes (Stuart Gold); (13) Sharing Insights (Carmen Perez-Fragoso); (14) The Effects of E-learning on African American Males (Tammy Graham and Stephenie Hewett); (15) "Cross Talk" (Susan Wegmann); (16) Building Quality Assessment into Online Courses Across the Institution (Michael Rodgers); (17) Case Study of the CUForum @ CUHK (Peter Jakubowicz); (18) Using Activity Theory to Guide E-Learning Initiatives (Neal Shambaugh); (19) Addressing Online Student Learning Environments and Socialization Through Developmental Research (Ruth Cook and Caroline Crawford); and (20) Teaching Statistics and Operations Research Online (A. Juan, J. Faulin, P. Fonseca, C. Steegmann, L. Pla and S. Rodriguez).

Reasoning about and making sense of statistics and probability are essential to students' future success. This volume belongs to a series that supports National Council of Teachers of Mathematics' (NCTM's) "Focus in High School Mathematics: Reasoning and Sense Making" by providing additional guidance for making reasoning and sense making part of the mathematics experiences of all high school students every day. Six investigations illustrate how to help high school students develop their skills in working with data. The investigations emphasize the roles of reasoning and sense making in defining a statistical question and collecting, analyzing, and interpreting data to answer it. The authors examine the key elements of statistical reasoning identified in "Focus in High School Mathematics: Reasoning and Sense Making" and elaborate on the associated reasoning habits. The investigations show how students can use these habits in analyzing data sets, constructing and comparing representations of data, and using samples and simulations to gather data. They reason about distributions of data and how to use measures of center, lines of best fit, and other tools and techniques to detect trends, make predictions, and determine the allowable scope of conclusions. The development of statistical reasoning must be a high priority for school mathematics. This book offers a blueprint for emphasizing statistical reasoning and sense making in the high school curriculum.

The most popular activities from APA's successful "Activities Handbooks for the Teaching of Psychology" are gathered together and updated in this book of teachers' favorites. The lesson plans, which encourage active learning and involve the whole class, have stood the test of time and proven themselves to be entertaining, effective, and easy to plan. Contributed by psychology teachers nationwide, the activities are most appropriate for courses at the college undergraduate or high school level, yet many are also applicable to more advanced classes. Both beginner and experienced teachers will appreciate the wide variety of teaching techniques described, including demonstrations, experiments, discussions, and simulations. Each lesson plan is presented in an easy cookbook format that lists materials needed, timeframe, instructions, and discussion items. The activities are grouped by topic and cover history, statistics, and research methods; the brain and sensory processes; perception; states of consciousness; learning and memory; thinking, problem-solving, and language; motivation and emotion; developmental psychology; personality; psychological disorders and treatments; social psychology; and race, gender, and multiculturalism. Busy teachers will find themselves turning to this book over and over again for inspiration.

This book provides a clear introduction to widely used topics in bivariate and multivariate statistics, including multiple regression, discriminant analysis, MANOVA, factor analysis, and binary logistic regression. The approach is applied and does not require formal mathematics; equations are accompanied by verbal explanations. Students are asked to think about the meaning of equations. For example, "How do researchers' decisions about treatment dosage levels and sample size tend to influence the magnitude of t and F ratios?" Each chapter presents a complete empirical research example to illustrate the application of a specific method, such as multiple regression. Although SPSS examples are used throughout the book, the conceptual material will be helpful for users of different programs. Each chapter has a glossary and comprehension questions. The robust Instructor's Resource CD-ROM include datasets in SPSS and Excel; answers to all comprehension questions; Microsoft[R] PowerPoint[R] slides for each chapter; a listing of useful Web sites; and more. The book begins with a clear review and a fresh perspective on concepts including effect size, variance partitioning, and statistical control. Depending on student background and the level of the course, instructors can begin with chapters that review basic material, or they can begin with more advanced topics and use earlier chapters as supplemental review material. The book examines three-variable research situations in detail and teaches students how to think about statistical control, which is essential for comprehension of multivariate analyses. It includes a chapter on reliability, validity, and multiple item scales, and draws extensively on path models to illustrate theories about possible causal and noncausal associations among variables, beginning with simple three-variable research situations. Finally, the book utilizes graphics to explain concepts such as variance partitioning, statistical control, and factor rotation. The 13 chapters comprising this book are: (1) Review of Basic Concepts; (2)Introduction to SPSS: Basic Statistics, Sampling Error, and Confidence Intervals; (3) Statistical Significance Testing; (4) Preliminary Data Screening; (5) Comparing Group Means Using the Independent Samples t Test; (6) One-Way Between-Subjects Analysis of Variance; (7) Bivariate Pearson Correlation; (8) Alternative Correlation Coefficients; (9) Bivariate Regression; (10) Adding a Third Variable: Preliminary Exploratory Analyses; (11) Multiple Regression with Two Predictor Variables; (12) Dummy Predictor Variables and Interaction Terms in Multiple Regression; and (13) Factorial Analysis of Variance.