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ED 495 Statistics for Teachers
Maxwell, Jacqueline O.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

ED 495 Statistics for Teachers

Semester

F2P 2006 EDG

Faculty

Maxwell, Jacqueline O.

Degrees/Certificates

Master of Science in Mathematics,Central Missouri State University,1999
Master of Arts in Physical Education, Brigham Young University, 1978
Bachelor of Arts,Purdue University,1972

Office Location

Academic Resource Center, room 132, Blue River Community College

Office Hours

10:00 am to 3:00 pm, Monday through Thursdays

Daytime Phone

816 220-6639

Other Phone

660 232-1860

E-Mail

Jacqueline.Maxwell@park.edu

jacque.maxwell@mcckc.edu

Semester Dates

October 23-December 11

Class Days

-M-----

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:
Aron,A.,Aron,E. and Coups,E.(2005) Statistics for the Behavioral and Social Sciences: A Brief Course. Upper Saddle River, NJ: Pearson Prentice Hall.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
This course is designed to teach teachers basic concepts of statistics: sampling and measurement; descriptive statistics; probability distributions and statistical inference, including tests of significance. It assumes no prior coursework in statistics but fluency in arithmetic, the use of a hand held calculator, and 2 years of high school algebra are mandatory. May be taken for graduate credit if admitted to graduate program and with permission of Director of Graduate Education. 3 cr.

Educational Philosophy:
The instructors role is to give the students the opportunity to actively participate in their learning experiences.  Math is not a spectator sport. My goal is to help students become critical thinkers as they read research papers,discuss and explore ideas.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate the ability to collect, analyze, and interpret data, especially numerical information.  [1.2.8.1, 1.2.8.3]
  2. Demonstrate an understanding of populations, samples, and sampling techniques. [1.2.8.1, 1.2.8.3]
  3. Organize and present data visually through graphs, histograms, frequency distributions, and stem-leaf displays.  [1.2.7.3, 1.2.8.4]
  4. Apply appropriate measures of central tendency and variation to analyze and interpret data. [1.2.8.1, 1.2.8.3]
  5. Apply the basic principles of probability as related to the statistical applications. [1.2.8.1]
  6. Apply the basic principles of descriptive and inferential statistics in the decision making process. [1.2.8.1, 1.2.8.3, 1.2.9.1]
  7. Apply appropriate hypothesis testing procedures and accurately interpret the results. [1.2.8.1, 1.2.8.3]
  8. Identify, apply, and evaluate varying practical uses for statistical procedures within the educational environment. [1.2.4.3, 1.2.5.1, 1.2.8.1, 1.2.8.3, 1.2.8.4, 1.2.9.1]


Core Assessment:

(Final Exam):  Students will complete an open book/open note final examination during the last scheduled class period.  Two (2) hours will be allocated for the exam.  Given hypothetical educational situations, the student will demonstrate knowledge of basic statistical terminology and concepts as applicable to an action research environment.  Computation of basic statistics is required. (100 points) (Revised 7/6/06)


Link to Class Rubric

Class Assessment:

Students will be assesed through the following methods.

1.  Class participation- Class participation includes contributing to class discussions and being ready for class by having completed readings and study questions.(8@20 points per week = 160)

2.  Weekly reflections:  Students will keep a weekly journal to reflect on the information discussed each class session.  Reflections will be written at the end of each class period and turned in.The insrtuctor will respond to the reflection and return the following week. ( 8 @ 10 points each=80)

3. Statistical Applications:(simmulated/actual)Students will use the statistical procedures and principles addressed each week to evaluate data and to make informed educational decisions related to curriculum development and revision, and or improvement of instructional practice.(7 @ 20 points = 140 )

4. Core Assesment (Final Exam):Students will complete  a final exam the last class period(see core assement above). This is worth 100 points.

5. Mini project- develops a limited quantitative action research project specific to an area of personal interest.Response includes an appropriate research hypothesis,methodology, test statistic, confidence interval, and interpretation of analysis. This is due the final class period. This is worth 70 points.

 

Grading:

Grade is based on total points. 90% and above is an A, 80 to 89% is a B, 70 to 79% is a C, 60 to 69% is a D. Below 60% is an F.

A =495-550

B= 440-494

C= 385-439

D= 330-384

F = 329 or less.

Late Submission of Course Materials:

All work is expected to be done on time.There will be a grade reduction of 20% for late work.These policies may be modified for unique or extenuationg circumstances.

 

Classroom Rules of Conduct:
My major rule of conduct is respect. Respect for your classmates, instructor and yourself.  This includes coming to class ontime, not talking when others are presenting information, or participating in any activity  that detracts from the learning environment.

Week,Week,Week

Date,Date,Date

Topics/Assignments,Topics/Assignments,Topics/Assignments

One,One,One

October 23,2006,October 23,2006,October 23,2006

Introduction,use of technology,Visual representation of Data,the Mean, Variance,Standard Deviation, and Z scores. Textbook CH 1 & 2
,Introduction,use of technology,Visual representation of Data,the Mean, Variance,Standard Deviation, and Z scores. Textbook CH 1 & 2
,Introduction,use of technology,Visual representation of Data,the Mean, Variance,Standard Deviation, and Z scores. Textbook CH 1 & 2

Two,Two,Two

October 30, 2006,October 30, 2006,October 30, 2006

Correlation & Prediction, Normal Curve, Probability,and Population versus Sample. Text ch 3&4,Correlation & Prediction, Normal Curve, Probability,and Population versus Sample. Text ch 3&4,Correlation & Prediction, Normal Curve, Probability,and Population versus Sample. Text ch 3&4

Three,Three,Three

November 6,2006,November 6,2006,November 6,2006

Introduction to hypothesis Testing and the Means of samples. CH 5 & 6,Introduction to hypothesis Testing and the Means of samples. CH 5 & 6,Introduction to hypothesis Testing and the Means of samples. CH 5 & 6

Four,Four,Four

November 13, 2006,November 13, 2006,November 13, 2006

Making Sense of statistical significance: Decision Errors,Effect Size, and statistical power. Choose topic for mini research design. Ch7 in the Text.,Making Sense of statistical significance: Decision Errors,Effect Size, and statistical power. Choose topic for mini research design. Ch7 in the Text.,Making Sense of statistical significance: Decision Errors,Effect Size, and statistical power. Choose topic for mini research design. Ch7 in the Text.

Five,Five,Five

November 20, 2006,November 20, 2006,November 20, 2006

Introduction to t-test and the t test for independent means. Ch 8 & 9,Introduction to t-test and the t test for independent means. Ch 8 & 9,Introduction to t-test and the t test for independent means. Ch 8 & 9

Six,Six,Six

November 27,2006,November 27,2006,November 27,2006

Introduction to Analysis of Variance, Chi-Square Tests and strategies when population distributions are not normal. Ch 10 & 11.,Introduction to Analysis of Variance, Chi-Square Tests and strategies when population distributions are not normal. Ch 10 & 11.,Introduction to Analysis of Variance, Chi-Square Tests and strategies when population distributions are not normal. Ch 10 & 11.

Seven,Seven,Seven

December 4, 2006,December 4, 2006,December 4, 2006

Making Sense of advanced statistical procedures in Research Articles. Finish work on mini research project. review for final exam. Ch 12.,Making Sense of advanced statistical procedures in Research Articles. Finish work on mini research project. review for final exam. Ch 12.,Making Sense of advanced statistical procedures in Research Articles. Finish work on mini research project. review for final exam. Ch 12.

Eight,Eight,Eight

December 11, 2006,December 11, 2006,December 11, 2006

Presentation of research projects. Final exam,Presentation of research projects. Final exam,Presentation of research projects. Final exam


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90
Attendance is very important in doing well.  You can't make up classroom discussions. If emergencies come up, please contact your instructor as soon as possible.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .


Attachments:
SFE  graphic

Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Content-Given a data set, demonstrates the ability to accurately compute measures of central tendency and select the best measure for the data given.                                                                                                      
Outcomes
1, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Exceeds expectations – Computes 3 measures of central tendency correctly and provides rationale for selecting the best measure Meets expectations – Computes 3 measures of central tendency correctly Does not meet expectations – Computes 1 or 2 measures of central tendency correctly. Shows no evidence of meeting expectations – Fails to compute any measures of central tendency correctly 
Content (2)-Demonstrates knowledge of the principles of hypotheses testing.                                                                                                                                                                                
Outcomes
7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Exceeds expectations – All of the following: is able to write a null hypothesis, identify dependent and independent variables, select an appropriate test of significance, and provide an explanation why the test was selected. Meets expectations –Is able to write a null hypothesis, identify dependent and independent variables, select an appropriate test of significance, but fails to provide an explanation why the test was selected. Does not meet expectations – Two of the following the following: is able to write a null hypothesis, identify dependent and independent variables,  select an appropriate test of significance, and provide an explanation why the test was selected. Shows no evidence of meeting expectations One or fewer of the following: is able to write a null hypothesis, identify dependent and independent variables, select an appropriate test of significance, and provide an explanation why the test was selected. 
Analysis-Given a hypothetical situation, correctly identifies the various types of research parameters (variables) included in the study                                                                                                                   
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Exceeds expectations – Identifies 4 out of 4 parameters Meets expectations – Identifies 3 out of 4 parameters Does not meet expectations – Identifies 1 or 2 parameters Shows no evidence of meeting expectations – Fails to identify any parameters correctly. 
Synthesis-Correctly synthesizes and interprets data in computing standard scores                                                                                                                                                                           
Outcomes
1, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Exceeds expectations – Correctly computes standard scores for two sets of data and reaches the appropriate decision Meets expectations – Correctly computes standard scores for two sets of data but does not reach the appropriate decision Does not meet expectations – Fails to computes standard scores correctly but does recognize that the principle of standard score is appropriate to use Shows no evidence of meeting expectations – Does not recognize that the principle of standard scores should be used in this situation 
Synthesis (2)-Given a hypothetical situation, correctly identifies key elements and formulates a response denoting an understanding of data scales                                                                                                         
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Exceeds expectation – Contains all of the following: An appropriate description of rank order scales, a description of performance related statistics (grades), and a statement related to the fact that the two are not measuring the same thing Meets expectations - Contains two of the following: An appropriate description of rank order scales, a description of performance related statistics (grades), and a statement related to the fact that the two are not measuring the same thing Does not meet expectations - Contains only one of the following: An appropriate description of rank order scales, a description of performance related statistics (grades), and a statement related to the fact that the two are not measuring the same thing Shows no evidence of meeting expectations – Fails to use any appropriate concepts in the evaluation process. 
Evaluation-Given a hypothetical situation, uses the principle of correlation to reach appropriate conclusions regarding data presented                                                                                                                     
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Exceeds expectations – Correctly answers two selected response and one short answer question Meets expectations – Correctly answers two of the following from two selected response and one short answer question Does not meet expectations – Correctly answers one of the following from two selected response and one short answer question Shows no evidence of meeting expectation – Fails to answer any questions correctly 
Terminology-Accurately identifies the appropriate measurement scale given five hypothetical measurements                                                                                                                                                   
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Exceeds expectations – Correctly identifies 5 out of 5 measurement scales. Meets expectations – Correctly identifies 4 out of 5 measurement scales Does not meet expectations – – Correctly identifies 2 or 3 measurement scales Shows no evidence of meeting expectations - Correctly identifies 0 or 1 measurement scales 

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Last Updated:10/26/2006 5:07:56 PM