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Improving the teaching and learning of statistics

LEARNING AND INSTRUCTION 2025年 95卷

作者： Schoen, Robert C. Rhoads, Christopher Perez, Alexandra Jacobbe, Tim Li, Lanrong Florida State Univ Coll Educ Sch Teaching & Learning Tallahassee FL 32306 USA Neag Sch Educ 249 Glenbrook RdUnit 3064Charles B Gentry Bldg Storrs CT 06269 USA Southern Methodist Univ Simmons Sch Educ & Human Dev 3101 Univ Blvd Dallas TX 75205 USA MetaMetrics Inc Durham NC USA

Background: Statistical literacy is more important now than ever. Mathematics teachers are often expected to teach statistics, but statistics and mathematics differ in important ways. The mathematics teaching workforce needs more opportunities to learn statistics and how to teach it accurately and effectively. Aims: This study was designed to estimate the effects of an intervention. The intervention consisted of a combination of an inquiry-oriented curriculum replacement unit and teacher learning opportunities in statistics and probability. Primary outcomes of interest were instructional practice and student understanding of statistics and probability. Sample: The study sample included seventh-grade teachers and their students (age 13) in a single, urban school district in the southeastern United States. There were 74 classrooms represented in the analytic sample for the instructional outcome and 2,283 students in the analytic sample for the student outcome. Methods: Schools were randomly assigned to the treatment or control conditions with equal probability of assignment to condition. Treatment-condition teachers participated in four days of professional learning workshops focused on teaching a 20-day curriculum unit. The Instructional Quality Assessment was used to measure instructional practice. The Levels of Conceptual Understanding in Statistics assessment instrument was used to measure student learning outcomes. Data analysis used hierarchical linear modeling. Results: Positive, statistically significant effects on both instructional practice (ES = .99) and student understanding of statistics (ES = .25) were found. Conclusions: The study results indicate that the inquiry-oriented lessons in the curriculum-with the support of teacher-learning opportunities-can improve instruction and increase student learning in statistics.

关键词： Curriculum Teacher professional development Statistics education Many-facet rasch hierarchical linear modeling

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Adolescent Exposure to Restorative Practices and Their Perceptions of Support, Structure, and Bullying in the School Climate

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AERA OPEN 2024年 10卷

作者： Gregory, Anne Huang, Francis L. Ward-Seidel, Allison Rae Rutgers State Univ Grad Sch Appl & Profess Psychol Newark NJ 07103 USA Univ Missouri Dept Educ Sch & Counseling Psychol Stat Measurement & Evaluat Educ Program Columbia MO USA Univ Virginia Virginia Beach VA USA

This study investigated whether a restorative practice initiative improved school climate. The study presents findings from a cluster randomized, controlled trial conducted with 2,248 students from grades 5 to 12 (38% Black, 32% Hispanic) attending 18 schools in the U.S. Northeast. After 1 year of implementation, the experimental analyses of the whole-school initiative did not result in more positive perceptions of school climate for students in the intervention schools compared with students in the control schools. Correlational analyses were also conducted with student surveys in both intervention and control schools. Based on student report, restorative practice exposure in all 18 schools was associated with positive perceptions of the school climate. This suggests that initiatives may need to focus on fidelity of implementation and consistent implementation across more years for substantive school climate gains.

关键词： classroom management conflict resolution disparities equity professional development educational reform hierarchical linear modeling experimental design survey research restorative practices social emotional learning school climate restorative justice authoritative discipline student surveys

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Does Universal SEL Promote Academic Success? Examining Learner Outcomes Under Routine Conditions in First-Grade Classrooms

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AERA OPEN 2024年 10卷

作者： Hart, Susan Crandall Diperna, James C. Lei, Pui-Wa Zhao, Hui Sun, Tianying Li, Xinyue Husmann, Kyle Penn State Univ University Pk PA 16802 USA Cambium Assessment Washington DC 20007 USA

Although proponents suggest that universal social-emotional learning (SEL) programs promote academic achievement, few studies have directly tested these outcomes under routine conditions in schools. Forty first-grade classrooms participated in an effectiveness trial in which schools (N = 13) were randomly assigned to implementation of a universal SEL program (SSIS SEL CIP) or control (business-as-usual practices) conditions within sites/regions. Teachers in the treatment condition prepared for and implemented the program in accordance with their typical local practices. There were no statistically significant main effects on teacher-rated student engagement, motivation, and academic skills. Effect sizes, however, were medium to large and positive for academic engaged time and math achievement. Students with lower teacher-rated academic motivation at pretest also were more likely to improve after program exposure. These findings help identify considerations for further studying the potential academic outcomes resulting from implementing universal SEL under typical conditions.

关键词： achievement program evaluation student behavior/attitude classroom research elementary schools experimental research hierarchical linear modeling experimental design multi-site studies social-emotional learning universal program academic outcomes effectiveness trial routine conditions SSIS SEL CIP

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Are Law Schools Cream-Skimming to Bolster Their Bar Exam Pass Rates? A Multilevel Regression Approach to Estimate How Attrition and Transfer Rates Affect Bar Passage

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AERA OPEN 2024年 10卷

作者： Scott, Jason M. Jackson, Joshua L. Pals, Andrea M. AccessLex Inst 10 North High St Suite 400 W Chester PA 19380 USA Arnold Ventures 1776 1St NW Washington DC USA

Law schools are held accountable on many fronts to achieve and maintain high bar passage rates. While the course of legal education itself, along with various interventions, is a key driver of bar exam performance, Bahadur et al. (2021) suggests that obscure institutional practices might be inflating institutional bar passage performance. Such practices could include recruitment and admission of transfer students and academic attrition. We examine this hypothesis to assess the influence of both attrition and transfer on law schools' bar passage differential using fixed-effects and between-within models. We also utilize Poisson regression to explore the effect of geographical proximity to other law schools on transfer rates. We find that, on average, neither attrition nor transfer activity substantively affect bar passage performance, and that although geographic proximity to other schools is related to transfer rates, this relationship does not result in notable differences in bar passage.

关键词： Equity hierarchical linear modeling Higher Education Law/Legal Law Schools Legal Education Regression Analyses Research Methodology

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Where Are the English Learners and Students With Disabilities in Gifted Education?

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AERA OPEN 2024年 10卷

作者： Peters, Scott J. Johnson, Angela NWEA Res Consulting Partnerships Portland OR 97209 USA Amer Inst Res Rockville MD USA

Prior research documented disproportional representation across racial, ethnic, and socioeconomic lines within the population of students identified as gifted and talented (GT). Less research has focused on what predicts improved representation for English learners (ELs) or students with disabilities (SwDs), or how state GT policies facilitate such representation. This paper attempted to fill that void by analyzing data from the Civil Rights Data Collection and Stanford Education Data Archive along with original coding of state GT policies. We found that while ELs and SwDs are disproportionately underrepresented within the population of students identified as gifted, state mandates for schools to offer GT, requirements for formal gifted education plans, and regular audits for compliance were correlated with higher rates of GT service availability and greater representation among ELs and SwDs. We further describe the characteristics of the top 5% of schools with the highest GT representation for ELs and SwDs.

关键词： bilingual/bicultural descriptive analysis English learners equity gifted education hierarchical linear modeling secondary data analysis special education students with disabilities

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Comparing Parametric and Nonparametric Methods for Heterogeneous Treatment Effects 1

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87th Annual Meeting of the Psychometric-Society

作者： Kim, Jee-Seon Liao, Xiangyi Loh, Wen Wei Univ Wisconsin Dept Educ Psychol Madison WI 53706 USA Emory Univ Dept Quantitat Theory & Methods Atlanta GA 30322 USA

ISBN: (数字)9783031277818

ISBN: (纸本)9783031277832;9783031277818;9783031277801

Efforts to estimate treatment effects and draw causal inferences based on observational data are increasingly relevant with the abundance of such data in the social and behavioral sciences. Although the average treatment effect (ATE) might be the first step in the analysis, the main goal often concerns conditional average treatment effects (CATEs) of particular subgroups or treatment effects conditioning on a (set of) covariate(s). This study examines several parametric and nonparametric methods for CATE estimation. Specifically, we apply two machine learning methods, causal forest(CF) and Bayesian additive regressiontrees (BART), and two doubly-robust multilevel modeling approaches to the synthetic data used for the data challenge at the 2018 Atlantic Causal Inference Conference. We conclude with a discussion on the issues and challenges of different methods in estimating and interpreting CATE.

关键词： Conditional average treatment effects Multilevel models hierarchical linear modeling Machine learning Propensity scores Observational studies Causal forest Bayesian Additive Regression Trees (BART) Clustered data Doubly-robust estimators

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Differential Prediction for Disadvantaged Students and Schools: The Role of High School Characteristics

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AERA OPEN 2024年 10卷

作者： Mbekeani, Preeya P. Koretz, Daniel Amer Inst Res 10 S Riverside PlazaSuite 600 Chicago IL 60606 USA Harvard Univ Cambridge MA USA

Validity studies of college admissions tests have found that, on average, students who are Black or Hispanic earn lower freshman grade-point averages (FGPAs) than predicted by these test scores. This differential prediction is used as a measure of bias. These studies, however, conflate student and school characteristics. The differential prediction affecting minoritized groups may arise in part because they attended high schools in which college enrollees, regardless of race, perform worse than predicted. Using data on students who graduated from New York City public high schools in 2011 and enrolled in the City University of New York, we examined this using college admissions and high school test scores. There was no differential prediction based on race/ethnicity among students within high schools when school characteristics were accounted for. Instead, overprediction of FGPA was associated with the school proportion of enrolled Black and Hispanic students. Overprediction was larger in models with high school test scores.

关键词： assessment college admissions tests differential prediction hierarchical linear modeling high schools high-stakes testing

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Testing an Explanation for Summer Learning Loss: Differential Examinee Effort Between Spring and Fall

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EDUCATIONAL EVALUATION AND POLICY ANALYSIS 2024年第3期46卷 581-590页

作者： Kuhfeld, Megan Soland, James Register, Brennan McEachin, Andrew NWEA Portland OR 97209 USA Univ Virginia Curry Sch Educ & Human Dev Quantitat Methods Charlottesville VA USA Univ Maryland College Pk MD USA

Summer learning loss is a perennial concern for educators and parents alike. However, researchers have recently questioned whether summer learning loss is just a statistical artifact driven by how achievement is measured across the school year. In this study, we empirically investigated a plausible critique of summer learning loss research, namely that students do not put forth their best effort on the fall test compared with the spring test. While we cannot conclude based on our findings that students do in fact lose ground during the summer, we did not find evidence that seasonal differences in test effort are a main driver of summer learning patterns estimated with MAP Growth assessments.

关键词： achievement testing educational policy hierarchical linear modeling summer learning loss test effort

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Intraclass Correlations for Evaluating the Effects of Teacher Empowerment Programs on Student Educational Outcomes

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EDUCATIONAL EVALUATION AND POLICY ANALYSIS 2023年第1期45卷 134-156页

作者： Shen, Zuchao Curran, F. Chris You, You Splett, Joni Williams Zhang, Huibin Arizona State Univ Sanford Sch Social & Family Dynam Tempe AZ 85287 USA Univ Florida Coll Educ Educ Leadership & Policy Gainesville FL 32611 USA Univ Florida Coll Educ Educ Policy Res Ctr Gainesville FL 32611 USA Peking Univ Natl Ctr Hlth Profess Educ Dev Inst Med Educ Beijing Peoples R China Univ Florida Sch Psychol Program Coll Educ Gainesville FL 32611 USA Univ Florida Res & Evaluat Methodol Program Coll Educ Gainesville FL 32611 USA

Programs that improve teaching effectiveness represent a core strategy to improve student educational outcomes and close student achievement gaps. This article compiles empirical values of intraclass correlations for designing effective and efficient experimental studies evaluating the effects of these programs. The Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) data are used to estimate empirical design parameter values in the setting of students nested within teachers nested within schools. The results show that intraclass correlations at the school level are relatively stable, and those at the teacher level increase along with grade level. We illustrate the utility of the results by demonstrating how to leverage this information to design more efficient and effective experimental studies.

关键词： evaluation professional development program evaluation school teacher effectiveness hierarchical linear modeling experimental design research methodology

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Inclusive leadership and knowledge sharing in Japanese workplaces: the role of diversity in the biological sex of workplace personnel

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PERSONNEL REVIEW 2023年第5期52卷 1405-1419页

作者： Morinaga, Yuta Sato, Yuki Hayashi, Shohei Shimanuki, Tomoyuki Musashi Univ Fac Econ Tokyo Japan Ryutsu Keizai Univ Fac Econ Ryugasaki Japan Meiji Gakuin Univ Fac Econ Tokyo Japan Hitotsubashi Univ Grad Sch Business Adm Tokyo Japan

Purpose - This study aims to examine the impact of managers' inclusive leadership (IL) on knowledge-sharing (KS) behavior. Additionally, the authors consider the cross-level moderation effect of diversity in the biological sex of employees on the relationship between IL and employee KS behaviors. Design/methodology/approach - A two-wave questionnaire survey was conducted in a large Japanese company. The sample included 827 employees (254 men and 573 women) in 129 groups. The authors, then, conducted a cross-level analysis using hierarchical linear modeling (HLM). Findings - IL promotes two types of KS among employees: knowledge donating (KD) and knowledge collecting (KC). Additionally, the moderating effects of employee biological-sex diversity on the relationship between IL and KS varied according to the KS type. IL had a positive effect on KD only in groups with higher biological-sex diversity, and did not affect groups with lower biological-sex diversity. Biological-sex diversity did not moderate the relationship between IL and KC. Practical implications - This study has practical implications, especially for personnel departments with high diversity in employees' biological sex. Further, to improve employees' KS behaviors, it may be important to develop managers' IL skills. Originality/value - This is the first study that explores the relationship between IL and KS and the first to provide evidence of the moderating effect of diversity of employee's biological sex.

关键词： Inclusive leadership Knowledge sharing Diversity hierarchical linear modeling

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