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The article discusses the use of deliberate team-based learning and practice in a decision-theoretic perspective to transform introductory biostatistics education. It states that medical education facilities are starting to implement the approach as an important teaching method. According to the author, teaching probability is also essential to change biostatistics learning since it is an important part of medicine.

This article explores the definition of archaeological education with reference to its archaeological and educational context. Archaeological and educational theories relevant to archaeological education are set out, outlining a clearer theoretical understanding of the subject. This is developed through the description of a research project examining the theoretical basis for archaeological education. What results is an understanding of how different theories can be used to describe archaeological education and how they are applied in practical terms. This reflects the strong influence of processual archaeology on all areas of archaeological practice. [ABSTRACT FROM AUTHOR]

This article examines the experiential values of archaeological television, through the case study of Time Team. It proposes a framework of analysis and provides new evidence to demonstrate how this TV series has contributed to the construction of the current public understanding of archaeology. By exploring the composition of the more dedicated audience of Time Team and their viewing experiences, it is argued that television can facilitate inclusive kinds of engagement with the past, and offer meaningful opportunities for learning. Based on the research outcomes, the conclusions will consider possible scenarios for the future of the audiovisual communication of archaeology in the UK. [ABSTRACT FROM AUTHOR]

The article discusses the myths about the quality of higher education. It notes that the most pervasive myth about higher education has more to do with the relationship between outcomes and money. There is evidence, it adds, that variations in spending have little to no effect on higher education performance. The selectivity and learning myth is also discussed as well as other factors in correlation with higher education.