This article examines how two processes--reasoning with statistical modelling of a real phenomenon and aggregate reasoning--can co-emerge. We focus in this case study on the emergent reasoning of two fifth graders (aged 10) involved in statistical data analysis, informal inference, and modelling activities using TinkerPlots™. We describe nine…

Statisticians have shown the theoretical extent of parameter distortion when the classroom level is ignored in multilevel analyses of schooling. This article illustrates the practical consequences of omitting the classroom for inferences drawn about the extent and mechanisms of schooling effects, using the relationship between reading achievement,…

This paper investigates whether inferences about school performance based on longitudinal models are consistent when different assessments and metrics are used as the basis for analysis. Using norm-referenced (NRT) and standards-based (SBT) assessment results from panel data of a large heterogeneous school district, we examine inferences based on…

This study examined whether the formation of a situation model can be encouraged by a situation-focused instruction in primary school children. To achieve this, the standard reading-for-comprehension instruction was adapted so that it would emphasise the importance of imagination in narrative text comprehension. The results showed that the…

At its most fundamental level, like all instruction, comprehension instruction is composed of moment-to-moment interactions among students and between students and their teacher. Children's competence at making meaning from texts and their motivation to read are shaped by a variety of classroom influences, one of the most important of which may be…