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Activity Number:
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69
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Type:
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Contributed
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Date/Time:
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Sunday, August 2, 2009 : 4:00 PM to 5:50 PM
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Sponsor:
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Section on Statistical Education
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| Abstract - #304428 |
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Title:
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On the Importance and Measurement of Pre-Service Teachers' Efficacy to Teach Statistics: Results and Lessons Learned from the Development and Testing of a GAISE-Based Instrument
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Author(s):
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Rebecca L. Pierce*+ and Leigh M. Harrell and Alejandra Sorto and Teri J. Murphy and Felicity B. Enders and Lawrence M. Lesser and Randall E. Groth
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Companies:
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Ball State University and Virginia Polytechnic Institute and State University and Texas State University and Northern Kentucky University and Mayo Clinic and The University of Texas at El Paso and Salisbury University
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Address:
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Dept of Mathematical Sciences, Muncie, IN, 47306,
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Keywords:
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Teacher efficacy ; Self-efficacy ; GAISE ; Teaching Statistics ; CAUSE ; Beliefs and Attitudes
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Abstract:
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Pre-service teachers have been the focus of much research, including studies that concentrate on teacher preparation and/or teacher beliefs and attitudes. An idea central to teacher beliefs and attitudes is teacher self-efficacy. Research about teacher self-efficacy in science and mathematics education has shown that levels of self-efficacy are related to content knowledge, pedagogical content knowledge, and beliefs and attitudes regarding the content. Self-efficacy to teach statistics is potentially a more complex concept: programs to prepare teachers tend to have methods courses that focus on teaching mathematics, but rarely any that focus exclusively on teaching statistics. Our CAUSE-supported research team will present a new instrument designed to measure levels of this construct based on the GAISE guidelines for PreK-12 curriculum and state standards with statistics requirements.
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