{"id":576,"date":"2020-06-08T16:04:53","date_gmt":"2020-06-08T16:04:53","guid":{"rendered":"https:\/\/mixingin.com\/?p=576"},"modified":"2020-06-10T17:01:46","modified_gmt":"2020-06-10T17:01:46","slug":"resource-for-the-love-of-teaching-undergraduate-statistics","status":"publish","type":"post","link":"https:\/\/teachpsychscience.org\/index.php\/resource-for-the-love-of-teaching-undergraduate-statistics\/576\/statistics\/","title":{"rendered":"Resource: For the Love of Teaching Undergraduate Statistics"},"content":{"rendered":"\n
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“Statistics education,\u00a0 a crucial component of the undergraduate psychology curriculum, is one of the most challenging topics for students to learn and for faculty to teach.\u00a0\u00a0For the Love of Teaching Undergraduate Statistics\u00a0is designed to provide readers with advice, best practices, and fun ideas for teaching an\u00a0introductory statistics course to undergraduate psychology students. Each chapter\u00a0is informed by the 2014 American Psychological Association Statistical Literacy Task Force guidelines as well as the Guidelines for Assessment and Instruction in Statistics Education (GAISE) from the American Statistical Association. Chapters are organized into five sections: \u00a0course design, semester-long course projects, learning and engagement activities,\u00a0teaching\u00a0advanced topics, and\u00a0utilizing\u00a0open\u00a0access\u00a0statistical software. It concludes with a compendium of additional\u00a0resources, organized by chapter topics. \u00a0 \u00a0ISBN: 978-1-941804-57-5” <\/p>\n\n\n\n

**For great information on teaching statistics online, please see Chapter 2.**<\/strong><\/p>\n\n\n\n

Beyer, A. & Peters, A. (Eds). (2020). For the love of teaching undergraduate statistics. Retrieved from the Society for the Teaching of Psychology web site: http:\/\/teachpsych.org\/ebooks\/ <\/p>\n\n\n\n

Chapter List<\/strong><\/p>\n\n\n

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1.     <\/span><\/span>Show Your Students that Statistics are Everywhere by Jessica Hartnett<\/p>\n

2.     <\/span><\/span>Teaching Statistics Online: Advice for Being Your Best No Matter the Modality by Georjeanna Wilson-Doenges<\/p>\n

3.     <\/span><\/span>Flipping the Script on Stats Education: Presenting Evidence for and a Guide to Flipping the Psychology Stats Classroom by Donelle
Posey and Amy T. Nusbaum <\/p>\n

4.     <\/span><\/span>Encouraging Reflective Learning in Introductory Statistics by Ashley Waggoner Denton <\/p>\n

5.     <\/span><\/span>Passion-Driven Statistics by Kristel M. Gallagher, Kristin R. Flaming, and Lisa C. Dierker<\/p>\n

6.     <\/span><\/span>Teaching Statistics for Social Justice: A \u201cRecipe\u201d for Project Implementation by Charles R. Collins<\/p>\n

7.     <\/span><\/span>News Students Use: Critical Evaluation Assignment for Undergraduate Statistics Course by Alisa Beyer<\/p>\n

8.     <\/span><\/span>Statistics and Writing Together at Last: Dual Skills of the Critical Thinker by Connor P. Principe<\/p>\n

9.     <\/span><\/span>The Important Yet Difficult Task of Making Statistics Engaging by Janet M. Peters<\/p>\n

10.  <\/span><\/span>Puzzling it Out: A Collaborative Review Activity by Miranda M. McIntyre<\/p>\n

11.  <\/span><\/span>Engaging Students in Statistics: The Power of Manipulatives by Joshua D. Fetterman and Meredith E. Kneavel <\/p>\n

12.  <\/span><\/span>Using StatHand to Improve Students\u2019 Statistic Selection Skills by Peter J Allen, Jessica L Fielding, Ryan H S Kay, and Elizabeth C East<\/p>\n

13.  <\/span><\/span>Feeling Good About Teaching the New Statistics by Tamarah Smith<\/p>\n

14.  <\/span><\/span>Meta-Analysis as a Tool for Increasing Students\u2019 Scientific Thinking by Jennifer V. Fayard<\/p>\n

15.  <\/span><\/span>Advice and Activities for Teaching Replication in Statistics Courses by Nathaniel R.Greene, Mike Corcoran, and Lisa M. Bauer<\/p>\n

16.  <\/span><\/span>Reject Rejecting the Null Hypothesis: Using Confidence Intervals to Encourage Meta-analytic Thinking by Thomas Cavanagh <\/p>\n

17.  <\/span><\/span>Using Jamovi in an Undergraduate Psychological Statistics Course: A Free Alternative that Promotes Conceptual Understanding and Active Learning by  Abby Heckman Coats and Andrew Mienaltowski <\/p>\n

18.  <\/span><\/span>Yes, Beginning Statistics Students Can Use R! by Jennifer E. Samson <\/p>\n

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Please click here <\/a>for a copy of the e-book. <\/p>\n

<\/p>","protected":false},"excerpt":{"rendered":"

From the website: “Statistics education,\u00a0 a crucial component of the undergraduate psychology curriculum, is one of the most challenging topics for students to learn and for faculty to teach.\u00a0\u00a0For the Love of Teaching Undergraduate Statistics\u00a0is designed to provide readers with advice, best practices, and fun ideas for teaching an\u00a0introductory statistics course to undergraduate psychology students. […]<\/p>\n","protected":false},"author":4,"featured_media":577,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"default","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[4],"tags":[63,59,103,153,58],"_links":{"self":[{"href":"https:\/\/teachpsychscience.org\/index.php\/wp-json\/wp\/v2\/posts\/576"}],"collection":[{"href":"https:\/\/teachpsychscience.org\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/teachpsychscience.org\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/teachpsychscience.org\/index.php\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/teachpsychscience.org\/index.php\/wp-json\/wp\/v2\/comments?post=576"}],"version-history":[{"count":2,"href":"https:\/\/teachpsychscience.org\/index.php\/wp-json\/wp\/v2\/posts\/576\/revisions"}],"predecessor-version":[{"id":648,"href":"https:\/\/teachpsychscience.org\/index.php\/wp-json\/wp\/v2\/posts\/576\/revisions\/648"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/teachpsychscience.org\/index.php\/wp-json\/wp\/v2\/media\/577"}],"wp:attachment":[{"href":"https:\/\/teachpsychscience.org\/index.php\/wp-json\/wp\/v2\/media?parent=576"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/teachpsychscience.org\/index.php\/wp-json\/wp\/v2\/categories?post=576"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/teachpsychscience.org\/index.php\/wp-json\/wp\/v2\/tags?post=576"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}