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In this study, we investigated factors predictive of disconnection, or not being in education, employment, or training (NEET), among young adults with at least a 2‐year college degree. We also explored the extent to which disconnection influences civic participation and well‐being among NEETs with and without college degrees. The authors used 2012 and 2015 Organisation for Economic Co‐operation and Development (OECD) data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) for 29 countries, including the United States, along with US 2012 data from the Education Longitudinal Study of 2002 (ELS:2002), collected by the National Center for Education Statistics (NCES). Results highlight that college‐educated individuals whose parents have low levels of educational attainment actually have a higher likelihood of becoming NEET relative to college‐educated individuals whose parents are more highly educated. Study findings also emphasize the influence of economic and geographic differences (country‐level for OECD and county‐level for United States) on NEET rates, in addition to the extent to which mothers have a higher likelihood and fathers have a lower likelihood of being NEET relative to their childless peers and the influence of country‐level family leave policies on the odds of being NEET across the OECD. College field of study also emerges as an important influence on disconnection across the 29 OECD countries in the study, but not in the United States separately. Finally, comparing results for college‐educated NEETs and NEETs without degrees, we found that higher education appears to reduce the likelihood of community disengagement and reports of poor health among NEETs across the OECD countries. However, this is not the case within the United States where NEETs are less likely to be engaged in their communities and more likely to describe themselves as in poor health regardless of their educational attainment. [ABSTRACT FROM AUTHOR]

K–12 students are expected to acquire competence in data display as part of developing statistical literacy. To support research, assessment design, and instruction, we developed a hypothesized learning progression (LP) using existing empirical literature in the fields of mathematics and statistics education. The data display LP posits a progression of student understanding and learning of data display in terms of two progress variables: constructing data displays and interpreting data displays. An initial data display LP was revised through expert review and then supported the design of a set of data display tasks to elicit evidence of student knowledge and skills in constructing and interpreting data display. The data display LP and tasks presented in this research report can inform assessment development as well as classroom instruction, and they can be used for further studies on potential interactions between the two progress variables in students' development of data display knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The ability to read is a pronounced gatekeeper for access to learning and success in the workplace and life. However, many students are reluctant readers who either do not like to read or have trouble with reading as seen in their academic performance (NAEP, National Center for Education Statistics, 2019). This study sought to learn how the use of digital reading materials changes reluctant readers' reading motivation, reading tool preferences, and reading improvement (de Jong & Bus, 2002) and how electronic reading materials equip pre-service teachers to teach reading in the 21st century (Lamb & Johnson, 2011). Study results suggest reluctant readers showed improved motivation to read and preferred using digital readers and e-books (Melinis, 2011) as well as pre-service teacher candidates improving their use of digital tools to support reluctant readers' progress in reading (Lei, 2009; Sadaf, et.al.,2012). [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Globally, HIV/AIDS remains a significant public health issue particularly in Sub-Saharan Africa. Media exposure plays a significant role in raising community knowledge about HIV. Therefore, this study aimed to investigate the effect of media on comprehensive knowledge of HIV and its spatial distribution among reproductive-age women in Ethiopia.Methods: A secondary data analysis was done based on the 2016 Ethiopian Demographic and Health Surveys (EDHS). A total weighted sample of 15,683 reproductive-age women was included for analysis. For the spatial analysis, ArcGIS version 10.3 and SaTScan version 9.6 software were employed to explore the spatial distribution of comprehensive knowledge of HIV/AIDS and for identifying significant hotspot areas. For associated factors, the mixed-effect logistic regression model was fitted. Deviance and ICC were used for model comparison. In the multivariable analysis, Adjusted Odds Ratio (AOR) with 95% Confidence Interval (CI) was reported to declare significantly associated factors of comprehensive knowledge of HIV/AIDS.Results: The spatial analysis revealed that the spatial distribution of comprehensive knowledge of HIV/AIDS among reproductive-age women was significantly varied across the country. The SaTScan analysis identified significant clusters in the entire Somali region, the eastern part of Dire Dawa and Harari regions. Being rural (AOR = 1.52,95% CI:1.21-1.91), maternal age 25-34 years (AOR = 1.26,95% CI:1.14-1.40), aged ≥35 years (AOR = 1.20,95%CI:1.07-1.35), being Muslim (AOR = 0.68,95% CI:0.60-0.78), being protestant (AOR = 0.83,95% CI:0.71-0.96), poorer wealth (AOR = 1.26,95%CI:1.06-1.51), middle wealth (AOR = 1.34,95%CI:1.11-1.60), richer wealth (AOR = 1.36,95% CI:1.12-1.63), richest wealth (AOR = 1.72,95% CI:1.37-2.15), reading newspaper (AOR = 1.20,95%CI: 1.06-1.37), listening radio (AOR = 1.24,95% CI:1.10, 1.41), covered by health insurance (AOR = 1.23,95%CI:1.01-1.51), having primary education (AOR = 1.77,95% CI:1.57-1.99), having secondary education (AOR = 2.45,95%CI:2.10-2.86) and having higher education (AOR = 3.04,95%CI:2.52-3.65) were significantly associated with comprehensive knowledge of HIV/AIDS.Conclusion: Spatial distribution of comprehensive knowledge of HIV/AIDS among reproductive-age women was significantly varied across the country with significant hotspot areas with poor comprehensive knowledge of HIV/AIDS identified in the Somali region, the eastern part of Dire Dawa and Harari Regions. media exposure was a significant predictor of comprehensive knowledge of HIV/AIDS among reproductive-age women in Ethiopia. Therefore, the government should scale up public health programs in the hot spot areas and provide health information using different media. [ABSTRACT FROM AUTHOR]

Personalized medicine asks if a new treatment will help a particular patient, rather than if it improves the average response in a population. Without a causal model to distinguish these questions, interpretational mistakes arise. These mistakes are seen in an article by Demidenko that recommends the "D-value," which is the probability that a randomly chosen person from the new-treatment group has a higher value for the outcome than a randomly chosen person from the control-treatment group. The abstract states "The D-value has a clear interpretation as the proportion of patients who get worse after the treatment" with similar assertions appearing later. We show these statements are incorrect because they require assumptions about the potential outcomes which are neither testable in randomized experiments nor plausible in general. The D-value will not equal the proportion of patients who get worse after treatment if (as expected) those outcomes are correlated. Independence of potential outcomes is unrealistic and eliminates any personalized treatment effects; with dependence, the D-value can even imply treatment is better than control even though most patients are harmed by the treatment. Thus, D-values are misleading for personalized medicine. To prevent misunderstandings, we advise incorporating causal models into basic statistics education. [ABSTRACT FROM AUTHOR]

We propose a semester-long Bayesian statistics course for undergraduate students with calculus and probability background. We cultivate students' Bayesian thinking with Bayesian methods applied to real data problems. We leverage modern Bayesian computing techniques not only for implementing Bayesian methods, but also to deepen students' understanding of the methods. Collaborative case studies further enrich students' learning and provide experience to solve open-ended applied problems. The course has an emphasis on undergraduate research, where accessible academic journal articles are read, discussed, and critiqued in class. With increased confidence and familiarity, students take the challenge of reading, implementing, and sometimes extending methods in journal articles for their course projects. for this article are available online. [ABSTRACT FROM AUTHOR]

Recent data indicate that there is a large population of Spanish Heritage Learners (HLs) in postsecondary institutions in the U.S. (National Center for Education Statistics [NCES], 2017). However, only 40% of institutions offer at least one course for this student population (Beaudrie, 2012). This situation forces HLs to take language courses designed for Spanish second language learners (i.e., mixed classes). This article reports a study that was carried out to answer the following research questions: a) what roles do instructors assign to HLs in their beginner classes, and b) how do these observed roles support the HL language instruction goals and meet their needs for cultural connection? Results indicate that teachers assign a variety of roles to heritage learners in their beginner Spanish classes. These roles include serving as a language model or informant in terms of linguistic, pragmatic or cultural knowledge, translating and tutoring. The assigned roles could support or inhibit heritage learners' linguistic and cultural goals depending on their linguistic level. This article concludes with a discussion of the implications of these findings as they pertain to the required teacher training to better serve these learners in mixed language classes. [ABSTRACT FROM AUTHOR]

In this study, immediate feedback, revision opportunities, and bonuses with three levels of appreciation were implemented gradually following the challenges of improving the instruction of the Education Statistics course. The research objectives at the end of the series of improvement actions were: 1) whether the implementation of immediate feedback with unlimited plus bonus points (IFUPBP) can increase learning motivation, and 2) whether the implementation of immediate feedback with unlimited plus bonus points (IFUPBP) can increase learning achievement. This study was an action research with the time-series design of different subject groups. The participants were first semester students of the Education Technology Master Program of Teacher Training and Education Faculty at Bengkulu University, from class VIII to XII who attended the Education Statistics course. Learning motivation was measured through the number of bonus points earned by the students and the number of students who earned bonus points on each homework and exam. Learning achievement was measured using an essay test. Learning motivation and achievement data were analyzed descriptively. The results of the study showed that the implementation of immediate feedback with unlimited plus bonus points (IFUPBP) can increase student learning motivation and achievement in the Education Statistics course at Bengkulu University. [ABSTRACT FROM AUTHOR]

Objective: People with serious mental illness in the United States have higher human immunodeficiency virus (HIV) infection rates than the general U.S. population. This study aimed to assess delivery of HIV services in New York State's outpatient mental health programs. Greater access would enhance efforts to improve HIV prevention and care outcomes.Methods: The authors surveyed directors of licensed outpatient mental health care programs statewide to investigate their HIV service delivery. Data were compared with surveys conducted in 1997 and 2004 in order to examine differences in services between geographic regions and time periods.Results: Outpatient mental health programs have improved in the volume and range of HIV services offered, but their provision of preexposure prophylaxis, condoms, HIV testing, and HIV antiretroviral treatment monitoring has lagged.Conclusions: New York's initiative to end the HIV epidemic is not optimized to reach people with serious mental illness in settings designed for their care. [ABSTRACT FROM AUTHOR]

The concept of education can be simply defined as the process of bringing about behavioral changes for individuals. Far beyond the mentioned individual development, it is among the most important factors that contribute to social development and progress. For this reason, the importance of education for countries enhances day by day; as a result of this, many countries try to increase the national resources allocated for education. Although it is defined as a semi-public service, almost all of these resources are still covered by public budgets in almost every part of the world. This necessitates the expenditures and investments in education to be carried out based on correct planning. The importance of being able to invest strategically becomes more prominent for the countries. In particular, the importance of access to strategic execution of this investment for countries like Turkey, with an increasing number of individuals benefiting from education due to the potential of the young population, stands out even more. For this planning to be carried out systematically and correctly by countries, accurate, complete and reliable training data is needed. By analyzing these data, it is ensured that desired national targets and the education reaches become operational. Nowadays these data in Turkey and many countries by the ministries responsible for education have become an annual publication. In this study, the mentioned data of Turkey have been tried to be examined and interpreted in terms of different indicators. The data obtained in the study, which was conducted according to the scanning model, was examined according to the document analysis technique. Primary and secondary education levels within the scope of compulsory education have been discussed and besides the budget and education investments allocated to education, indicators related to education potential (number of schooling, student numbers per class, number of teachers according to education levels, etc.) have been examined. To make an international comparison, the data of Singapore, which has shown high-level success in exams such as TIMMS, PISA, PIRLS (including 2018 PISA) has been also examined and interpreted. In the study, it has been concluded that Turkey has some education indicators that are open for improvement and its education expenditures are not yet at the desired level. Also, it has found out that the recent educational expenditures made in Singapore have a significant contribution to the quality of education and success. [ABSTRACT FROM AUTHOR]

The aim of the study is to provide an overview of the Hungarian public education system after 1920, covering both pre-school education and school education. The authors first present the period of formation and development of the public education system until 1920, then analyze in detail the tasks performed after 1920 as well as the changes in the number of students attending kindergarten or school. The study covers the development of education for the disadvantaged too, as it provides an important imprint of the educational policy of each era. For each type of school, special educational contents and the ways of organizing education in different periods are described. Approaching the present age, the most important legislative changes and their effects are also introduced. The study attempts to provide a comprehensive picture of the main statistical processes of the education and training sub-systems of society. [ABSTRACT FROM AUTHOR]

This study compares what schools are doing to engage parents and analyzes the efficacy of these initiatives across predominantly Black, Latino, and White schools. Using the National Center for Education Statistics's (NCES) Schools and Staffing Surveys (SASS, 1999-2004), we specify a model that accounts both for factors associated with school policies and practices to engage parents in school- and home-based activities and the extent to which these policies affect parent involvement. Findings indicate that predominantly Black and Latino schools achieve significant gains in parent involvement as the number of policies in place to support and encourage participation increases, but that not all programs achieve the same results within or across racial contexts. Furthermore, we find leadership by minority principals, teacher attributes, responsibilities and training, as well as greater shares of Title 1 funding are positively and significantly related to school- and home-based policies across all three racial contexts. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Gender inequality is a worldwide issue in almost every sector, including in education. This paper aims to focus on the gender imbalance between female and male academic staff members. The data gathered from the European Commission statistics, academic literature and the Turkish Council of Higher Education statistics was used to analyse the proportions of female researchers, assistant professors, associate professors, professors and women decision makers in the academia. The ratios of female and male academics in European Union countries are compared with each other and with Turkey as a candidate country. This paper states that the difference between female and male academics' proportions is clearly evident in the majority of analysed countries. An interesting and unfortunate finding is that the higher the academic title, the higher the difference between male and female proportions in favour of male academics. As the statistics gathered from the European Commission and the Turkish Council of Higher Education indicates, female academics are under-represented in decision making or managerial positions in academic hierarchy. [ABSTRACT FROM AUTHOR]

In 2010, the UK's Higher Education Sector set a carbon reduction target of 43%. This study aims to evaluate the performance of this Sector for the period before and after the implementation of its carbon reduction target. Dataset available from the Higher Education Statistics Agency has been extensively used in this study. Significant factors driving the sector's energy consumption have been identified. Energy performance indicators have been established. The increasing role of green technologies in the sector's energy mix has been unlocked. The sector's energy and carbon performance have been additionally analysed by critically analysing the data collected from the display energy certificates. In the end, the impact of Brexit on the sector's academic and environmental targets has been discussed. [ABSTRACT FROM AUTHOR]

Background and Purpose: Due to constant social, technological and economic change, social actor, interacting with environment, is constantly faced with the need to acquire new knowledge and develop different competences – field of statistics included. The latter, with development of statistical literacy, enables one to reflectively analyse environment and respond to its changes. The aim of this paper is to determine response effectiveness of a better statistically literate social actor to environmental changes from perspective of different generations in Slovenia. Design/Methodology/Approach: Empirical data was collected through a survey questionnaire, processed and analysed using chosen descriptive and inferential statistical methods. 1239 respondents of all three Slovenian generations participated. Two research questions were asked, one relating to the whole sample and the other to three subsamples according to age groups and generations. Results: Based on whole sample of all three generations, it can be concluded that statistical literacy influences responsiveness of social actor to environmental changes. Survey results show that better statistically literate social actors are more completely and actively involved in working environment, personal and social life and respond to environmental changes more effectively. Conclusion: More attention, on urgency to develop statistical literacy individually in professional and everyday life, should be put on raising awareness of statistical knowledge importance to cope with environmental changes and improving supply and accessibility of formal and informal forms of statistical education for all generations. Research results will also contribute to better planning and implementation of statistics education at the level of educational institutions and teachers of all three generations. [ABSTRACT FROM AUTHOR]

Although statistics education is the foundation for a core analytical ability required in many workplaces and in doctoral study, little is known about the preparation of statistics training of sport management graduates enrolled in master's programmes in the United States (U.S.). Technological advances are changing the game experience through the enormous amounts of data produced. The purpose of this descriptive and exploratory study was to examine the current state of statistics requirements for master's programmes in sport management and to make recommendations for students' statistics preparation towards workplace demands and doctoral study. Data was collected from the websites of all 241 sport management programmes that offer master's degrees across the U.S. Each school's website for plans of study and/or graduate curriculum requirements in statistics was examined. Results showed that only 5.8% of programmes require an undergraduate level statistics course as an admission criterion, and 33.2% of programmes require a master's level statistics course for programme completion. Reflecting trends toward the progressive growth of statistical analysis in the field, sport management programmes should improve the statistics preparation of master's students. [ABSTRACT FROM AUTHOR]

The present study aims to examine the effect of teachers' attitudes towards statistics on their attitudes towards postgraduate education. Accordingly, the "Attitude Towards Statistics Scale" and the "Attitude Towards Postgraduate Education Scale" were applied to 511 teachers working in different fields of primary schools, middle schools, and high schools in the spring semester of the 2018-2019 academic year. The study was designed in the survey model and the convenience sampling method was used in sample selection. In the analysis of the sub-problems of the study, parametric analysis techniques were used by determining the kurtosis and skewness coefficients between -1.5 and +1.5. As a result of the study, it was determined that teachers possessed a positive attitude towards statistics ( X =3.66; Sd=.705) and postgraduate education ( X =3.72; Sd=.727) and additionally, there was a high correlation between attitudes towards statistics and postgraduate education (p<0.01; r=.972**). Furthermore, it was concluded that there was not a statistically significant difference between variables such as gender, which is a demographic variable, participation in scientific research, and educational background and attitudes towards statistics and postgraduate education (p>0.05). [ABSTRACT FROM AUTHOR]

Background: The ways children spend their time is one of the most valuable inputs for healthy child development. It is unknown which time investment yields the greatest return for children's language and behavioural outcomes at school entry.Methods: We used data from the first three waves (2004, 2006, 2008) of the Longitudinal Study of Australian Children (n = 4253). At every wave, parents completed 24-h time-use diaries on one randomly selected week and one weekend day. The amount of time children spent on 11 activities at ages 0-1, 2-3 and 4-5 years was analysed. Receptive vocabulary was assessed using the Peabody Picture Vocabulary Test, and externalizing behaviours were measured by the Strengths and Difficulties Questionnaire, completed by parents and teachers at 4-5 years. To identify which time investment in the first 5 years of life mattered most for children's outcomes, a new production function was developed. This production function was estimated using a log-log linear regression model.Results: Relative to other time investments, time spent on educational activities at 2-3 years of age was the most important time investment for receptive vocabulary and behavioural outcomes at school entry. After adjusting for confounding, every 1 h invested in educational activities at 2-3 years was associated with a 0.95% [95% CI (confidence interval): 0.62, 1.28] increase in receptive vocabulary, and a -5.72% (95% CI: -7.71, -3.73) and -9.23% (95% CI: -12.26, -6.20) reduction in parent- and teacher-reported externalizing problem behaviours. Time invested in play was also important to both receptive vocabulary and behaviour. One hour invested in play at 2-3 and 4-5 years was associated with a 0.68% (95% CI: 0.38, 0.98) and 0.71% (95% CI: 0.39, 1.03) increase in children's receptive vocabulary at school entry. In addition, time invested in play at 2-3 and 4-5 years was associated with reduced problem behaviours at school entry. In contrast, screen time at all ages was associated with poorer parent- and teacher-reported externalizing problem behaviours.Conclusions: These results suggest that time invested in educational activities at 2-3 years of age yield the greatest return for children's receptive vocabulary and behaviour at school entry. [ABSTRACT FROM AUTHOR]

One of the first simulation-based introductory statistics curricula to be developed was the NSF-funded Change Agents for Teaching and Learning Statistics curriculum. True to its name, this curriculum is constantly undergoing change. This article describes the story of the curriculum as it has evolved at the University of Minnesota and offers insight into promising new future avenues for the curriculum to continue to affect radical, substantive change in the teaching and learning of statistics. for this article are available online. [ABSTRACT FROM AUTHOR]

While various studies suggest that informal statistical inference (ISI) can be developed by young students, more research is needed to translate this claim into a well-founded learning trajectory (LT). As a contribution, this paper presents the results of a cycle of design research that focuses on the design, implementation, and evaluation of the first part of an LT for ISI, in which ninth-grade students (N = 20) are introduced to the key concepts of sample, frequency distribution, and simulated sampling distribution. The results show that an LT starting from repeated sampling with a black box may support the accessibility of these concepts, as these students were able to make inferences with the frequency distribution from repeated samples as well as with corresponding simulated sampling distributions. This suggests a promising way to make ISI more accessible to students. [ABSTRACT FROM AUTHOR]

Objectives: In Singapore, the core curriculum for end-of-life (EOL) care used in nurse training courses is limited. Only 45% of nurses indicated familiarity with inpatient palliative care. Nurses who lack skills in palliative care may develop anxiety and negative attitudes towards caring for dying patients. We explored whether a two-day, multimodal EOL care workshop could reduce nurses' death anxiety and improve nurses' skills, knowledge, and attitude towards palliative care.Methods: Forty-five nurses participated in the workshop. At baseline before and at six weeks after, a 20-item knowledge-based questionnaire and the Death Attitude Profile-Revised (DAP-R) were administered. Six weeks post-workshop, in-depth interviews were conducted. We employed descriptive statistics, student paired samples t-test and inductive thematic analysis.Results: There was a significant improvement in nurses' knowledge score (p < 0.01) and reduction in their death anxiety score (p < 0.01). Fear of Death (p = 0.025) and Death Avoidance (p = 0.047) sub-scores decreased significantly. However, the remaining domains such as Neutral Acceptance, Approach Acceptance, and Escape Acceptance did not show any significant difference, although Escape Acceptance showed a trend towards a reduced score (p = 0.063). After the workshop, more nurses adopted the Neutral Acceptance stance (76.2%), and none of them fell into the Fear of Death subdomain. Most nurses interviewed reported a positive change in their knowledge, attitudes, and practice even after the workshop.Significance Of Results: The multimodal palliative care workshop was useful in improving nurses' EOL knowledge and reducing their anxiety towards death. The positive change in nurses' attitudes and practices were noted to be sustained for at least six weeks after the intervention. [ABSTRACT FROM AUTHOR]

Education research has established that teachers' beliefs matter because they can affect classroom practices and student outcomes, and beliefs are viewed as an important construct within statistics education. However, relatively little research about the beliefs of in-service statistics teachers has been conducted. Additionally, little research has been conducted with highly-experienced statistics teachers rather than pre-service teachers or typical teachers. Using two survey instruments, this study describes the beliefs about knowledge and beliefs about mathematical problem-solving for a sample of exemplary statistics teachers. The exemplary statistics teachers in this study responded to the Epistemic Beliefs Inventory and the Indiana Mathematics Belief Scales. Results show that the exemplary statistics teachers in this study had mature epistemic beliefs and strongly positive beliefs toward mathematical problem-solving, but notable patterns of similar responses that run counter to these trends were observed and are discussed. [ABSTRACT FROM AUTHOR]

This quasi-experimental, pre-post study with non-equivalent comparison groups explores the potential for resequencing of course content to affect positive change in an undergraduate, introductory statistics course at a mid-sized, flagship university that is located in a southern state. Quantitative analyses suggest that the implementation of resequencing not only expands content coverage, but also improves student success rates, student learning, and student perceptions of the course. These findings, filling a gap in the statistics education literature, point to resequencing as one possible curriculum design that might improve student outcomes and further the future investigation of content sequencing in statistics and related disciplines. [ABSTRACT FROM AUTHOR]

This work shows the trajectory of Cachoeira do Sul campus in search terms, showing a brief history of the rise of the Federal University of Santa Maria (UFSM), insertion in Cachoeira do Sul, statistics on education, research and extension, infrastructure available and currently used, highlighting some important points, such as the "Awards and Transfer of Technology through Research and Extension" held at the Cachoeira do Sul campus, "Scientific and Technological Training" and the "Project Show", an action that encourages the inclusion of academics in the scientific environment, contributing to their education as a professional and academic. [ABSTRACT FROM AUTHOR]

The European Agency Statistics on Inclusive Education (EASIE) work focuses upon the collection and analysis of longitudinal, comparative national data related to inclusive education systems and learners with officially recognised special educational needs (SEN) among its 31 member countries. In this article, the EASIE work is discussed in relation to the key concepts of presence, placement, participation and progress within inclusive education systems. The findings of the EASIE work indicate differences and variations between countries in how they respond to all learners' rights to an inclusive education. There are substantial differences in the identification rates of learners identified as having SEN across countries. In addition, the EASIE data shows that all countries use some form of fully segregated settings for some learners, indicating a gap between inclusive education as a societal goal and practice. Possibilities for future, more comprehensive comparative data collection concerning inclusive education systems are discussed. [ABSTRACT FROM AUTHOR]

Over the last two decades, statistics educators have made important changes to introductory courses. Current guidelines emphasize developing statistical thinking in students and exposing them to the entire investigative process in the context of interesting research questions and real data. As a result, many concepts (confounding, multivariable models, study design, etc.) previously reserved only for higher-level courses now appear in introductory courses. Despite these changes, causality is rarely discussed in introductory courses, except for warning students "correlation does not imply causation" or covering the special case of randomized controlled experiments. In this article, we argue causal inference concepts align well with statistics education guidelines for introductory courses by developing statistical and multivariable thinking, exposing students to many aspects of the investigative process, and fostering active learning. We discuss how to integrate causal inference concepts into introductory courses using causal diagrams and provide an illustrative example with youth smoking data. Through our website, we also provide a guided student activity and instructor resources. for this article are available online. [ABSTRACT FROM AUTHOR]

This article is the first to thoroughly investigate the state of undergraduate statistics education in the Arab world. It discusses evidence with respect to the quality of education in general and statistics education in particular. Based on a survey of statistics programs in Arab universities, several issues pertaining to curriculum structure, pedagogical practices, and matching learning outcomes with labor market needs are discussed. The survey results reveal a gap between the undergraduate statistics programs in Arab universities and the international curriculum guidelines. This gap signals the urgent need for reforming and enhancing statistics education to address the needs of the labor market in this era of information. Recommendations and strategic reforms based on best international practices are outlined. [ABSTRACT FROM AUTHOR]

With regard to the internationalization of statistics education, this paper considers first a global context concerning modern statistical literacy, data science, and dashboards. Then, it examines data discovery using automated analytics, whereby data insights may be indicated by suitable signals generated by the computer environment used. This theoretical paper, directed towards statistics educators, as well as other educators in relevant high school subjects, should make them (more) aware of this context and such analytics, supporting them to identify issues that need be considered in their teaching (and research) in order to have their students better prepared for the jobs of tomorrow. [ABSTRACT FROM AUTHOR]

Problems with statistical analyses and the shift toward big data have prompted many researchers to call for improvements in statistics education. A recent study in PLOS Biology assesses changes in the use of data analysis techniques over time to determine which skills young scientists might need. Problems with statistical analyses and the shift towards big data have prompted many researchers to call for improvements in statistics education. This Primer explores a recent study in PLOS Biology that assesses changes in the use of data analysis techniques over time to determine which skills young scientists might need. [ABSTRACT FROM AUTHOR]

The ability to reason inferentially is increasingly important in today's society. It is hypothesized here that engaging primary school students in informal statistical reasoning (ISI), defined as making generalizations without the use of formal statistical tests, will help them acquire the foundations for inferential and statistical thinking. Teachers who engage students in ISI need to have good content knowledge of ISI (ISI-CK). However, little is known about the ISI-CK of primary education pre-service teachers. Therefore, the aim of this paper is to describe this knowledge by surveying 722 first-year pre-service teachers from seven teacher colleges across the Netherlands. The survey consisted of five tasks using open-ended questions and true/false statements. The descriptive analysis showed that most respondents understood that descriptive statistics that take the global shape of the distribution into account can be used as arguments within ISI. Although a majority agreed that random sampling is a valid sampling method, distributed sampling was the preferred strategy for selecting a sample. Moreover, when asked to make a generalization beyond the data, most pre-service teachers only described the data and did not appear to understand that a representative sample can be used to make inferences about a population. These findings suggest that it may be useful if statistics education for pre-service teachers places more emphasis on sampling and inference, thereby prompting pre-service teachers to engage in ISI. [ABSTRACT FROM AUTHOR]

Secondary data analysis can benefit researchers of advanced academics by providing large sample sizes and a variety of data on multiple topics. However, using secondary data comes with unique challenges. This article will outline how gifted education researchers can find, access, and use secondary data. Data are available on children from birth to adulthood and are typically accessed through the Inter-university Consortium for Political and Social Research (ICPSR) or the National Center for Education Statistics (NCES). The majority of data sources have public-use files available, but some sensitive data may require special permissions. This article includes examples of advanced academic research that used popular databases along with software options for utilizing available data. We conclude with considerations researchers should take into account when considering using secondary data analysis, such as computer memory and technical skills. [ABSTRACT FROM AUTHOR]

Policy on widening access to higher education in Scotland is defined mainly in terms of students who live in deprived areas as defined by the Scottish Index of Multiple Deprivation. Although area measures can be informative, and are convenient because they require only a postcode to classify any person into a deprivation category, they are crude. We use data from the Higher Education Statistics Agency, the Growing Up in Scotland Survey and the Scottish Household Survey to analyse the extent to which neighbourhood measures can be used as the basis of valid indicators of widening access. We conclude that they are flawed, although not wholly useless, and ought to be supplemented by more valid measures of students' social circumstances. [ABSTRACT FROM AUTHOR]

Data discovery, visualising data and understanding visual representations are important to comprehend a world of large numbers and big datasets. Therefore, applying comprehensive upto- date methods and considering issues regarding data both small and large are relevant skills for students in order to participate responsibly in the Digital Age. Reviewing various approaches, we outline the current state and recent developments in data discovery and statistics education. Focusing on school curricula and statistical visualization tools, we identify the opportunities for education systems to leverage these technological innovations. In this article, we highlight directions for development and research in this area by offering examples and good practices of current and future concepts to integrate data visualization and Open Data in education from primary through secondary school. Furthermore, considering statistics as a science with multiple facets, we depict approaches to statistics education going beyond conventional single subject boundaries to multi-disciplinary study. Finally, various implications for the teaching and learning of statistics are amplified. In short, the aim of this paper is to define possibilities, opportunities and obligations in statistics education responding to technological advances of the data society. [ABSTRACT FROM AUTHOR]

Canadian citizens of Indigenous ancestry have statistically lower than national averages with respect to secondary and postsecondary completion rates. In an attempt to understand and assist Indigenous university students in Ontario, the purpose of the study was to identify teaching and learning strategies and support systems for Indigenous students that will result in increased academic success and retention among Indigenous youth and adults attending university. The results were summarised in an introductory handbook for faculty and staff at Nipissing University, a destination of choice for many Indigenous students pursuing undergraduate, graduate, and professional degrees. The specific purpose of the handbook was to provide an introduction to the diversity of cultures and their related perspectives amongst our Indigenous students. The literature and the results provide specific pathways for educators to begin to decolonise their pedagogy to support success for Indigenous university learners. [ABSTRACT FROM AUTHOR]

Writing is critical for college and career readiness, yet secondary students in America are not good writers (National Center for Education Statistics, 2012). Unfortunately, researchers know relatively little about secondary students' writing skills, and even less about their digital writing. In this study, we explored prior computer use, keyboard activity during writing, and their relations to writing achievement using the 8th grade 2011 National Assessment of Educational Progress writing assessment, the first national computer-based writing assessment for U.S. secondary students. We found that prior computer use predicted students' writing skills directly (0.08) and indirectly (e.g., keypresses, 0.14) via keyboard activity during the test. We found differential effects for certain groups including current English learners and disadvantaged students. We also found a small positive interaction effect of prior use and keypresses on writing. That is, the benefits of prior computer use for school writing and the value of students' additional keypresses on writing achievement were amplified when both were present. [ABSTRACT FROM AUTHOR]

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The purpose of this study was to determine whether scores on the Statistical Anxiety Scale (SAS) manifest in the same way for students in online and traditional statistics courses. Tests of measurement invariance indicated that invariance of the two-factor model of the SAS held at every level. Therefore, we compared the statistical anxiety of online and traditional students. Results indicated that online and traditional statistics students reported comparable levels of anxiety with slightly less anxiety in terms of seeking help for traditional students. We concluded that online instruction is a viable form of statistics education at least for undergraduate students enrolled in the social sciences. [ABSTRACT FROM AUTHOR]

This study aimed to explore the character education through the school literacy program in Elementary School. This research is motivated by the importance of character education, one of them was school literacy program in elementary school. This research was a descriptive research with qualitative approach. Research subjects were principals, teachers, school literacy teams, and students at Muhammadiyah Sapen Elementary School in Yogyakarta. Data collection techniques used in this study were observation, interview, and documentation. Technique of examination of data validity used triangulation. The analysis technique used inductive analysis technique, that is analysis which depart from data and boils down to general conclusions. The steps of data analysis include: data reduction, unitization and categorization, display data, and conclusions. The results showed that literacy activities at SD Muhammadiyah Sapen Yogyakarta had been implemented long before the government launched the school literacy program. Literacy activities at the school are implemented by maximizing collaboration between teachers and school librarians. Along with the school literacy movement program from the government, the school fix the literacy activities undertaken. School literacy movement activities conducted in 3 stages of habituation, development, and learning. In school literacy movement there are values of character that are grown the responsibility, discipline, appreciate achievement, confidence, creative, reading, and communicative. [ABSTRACT FROM AUTHOR]