The statistical concept of sampling is often given little direct attention, typically reduced to the mantra "take a random sample". This low resource and adaptable activity demonstrates sampling and explores issues that arise due to biased sampling.

There is considerable research on the difficulties students have in conceptualising individual concepts of probability and statistics (see for example, Bryant & Nunes, 2012; Jones, 2005). The unit of work developed for the action research project described in this article is specifically designed to address some of these in order to help…

Statistical studies are referenced in the news every day, so frequently that people are sometimes skeptical of reported results. Often, no matter how large a sample size researchers use in their studies, people believe that the sample size is too small to make broad generalizations. The tasks presented in this article use simulations of repeated…

This article shows that when applying resampling methods to the problem of comparing two proportions, students can discover that whether you resample with or without replacement can make a big difference.

Teachers' cheating on high-stakes standardized tests is a serious problem for public schools. This study examined the influence of school tenure and policy attitudes about standardized testing on teachers' decisions to report a peer for violating testing protocol. In sum, 330 Texas school teachers responded to a survey that included a scenario…

Presents the findings from a nationwide survey by the Educational Research Service, Inc. of principals on early childhood education. (MD)

Uses imaginary tools to create distributions of sample means, the differences among them, the mean difference scores, and the raw score populations. Using this technique helps students grasp the distinctions between them. Generalizes to hypothesis testing aids in answering probability questions, and enhances teaching techniques. (Author/NL)

Presents a method for teaching sampling that uses hypothetical, small-scale target populations. Suggests that this method can best introduce the basic concepts of sampling in the context of a concrete example. Uses actual data collected from the class in order to provide a hands-on experience. Notes some potential limitations of the approach. (KO)

There has been a remarkable improvement in access and rate of adoption of technology in higher education. Even so, reports indicate that faculty members are not integrating technology into instruction in ways that make a difference in student learning (Cuban, 2001; McCannon & Crews, 2000). To help faculty make informed decisions on student…

Demonstrates a statistically valid method allowing students to explore randomization. Described are two examples: counting techniques for a small set of data and simulation for a large sample. (YP)

Maintains that few statistical representations are as tenuous as public opinion. Maintains that social studies students need to be taught to analyze statistical data carefully. Presents and discusses four guidelines for students reviewing statistical information. (CFR)