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ED 495 Statistics for Teachers
Longenecker, Dale


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.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



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

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 495 Statistics for Teachers

Semester

F1P 2009 EDO

Faculty

Longenecker, Dale

Title

Adjunct Faculty

Degrees/Certificates

B.S. Secondary Math Education - Oklahoma Wesleyan University
M.A. Educational Leadership - University of Kansas
Ed.D. Educational Leadership - University of Kansas

Daytime Phone

816-359-5700

E-Mail

Dale.Longenecker@pirate.park.edu

longeneckerd@parkhill.k12.mo.us

Semester Dates

August 16, 2009 to October 9, 2009

Class Days

---W---

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. ISBN: 0-13-147452-9  Note: The listed ISBN includes the student version of SPSS which is a course requirement. 

 

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/.


Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.


Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.


FAQ's for Online Students - You might find the answer to your questions here.

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/.

http://faculty.vassar.edu/lowry/VassarStats.html

Course Description:
ED 495 Statistics for Teachers: This course is designed to each teachers basis 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 high school algebra is mandatory. May be taken for graduate credit if admitted to graduate program and with permission of Director of Graduate Education.

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:
•Participation - Student attendance and participation is essential in achieving maximum learning.  It is generally expected that students will attend all scheduled class sessions and contribute to the classroom learning.  Class discussion and group participation each class meeting –8 at 10 points = 80 points. 
•Statistical Applications (Simulated/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 the improvement of instructional practice. {5 at 50 points each = 250 points 
•Final examination/Project - A final examination will be taken in a proctored testing environment on the 8th week of the course (100 points).  

Grading:
A = 90 - 100%
B = 80-89%
C = 70-79% 
D = 60-69% 
F = 59% or less

Late Submission of Course Materials:
Submission of Late Work: All assignments must be completed and submitted by the due date.  You will receive a reduction in your score for each day that your assignment is late as indicated by the scoring rubric.  No assignment may be submitted that is more than four days late unless arrangements have been made in advance with the instructor.  

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 2008-2009 Undergraduate Catalog Page 87

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 2009-2010 Undergraduate Catalog Page 92

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 "F".
  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 2009-2010 Undergraduate Catalog Page 95

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 .



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:8/16/2009 12:41:39 PM