Discovering patterns in interarrival data

It is suggested that students collect interarrival data for customers arriving at a queue. Two common features will often occur across these various datasets. Some data collection hints, some problems for students to pursue and a few pointers to the literature are given.     

Helping Teachers Formulate Sound Test Accommodation Decisions for Students with Learning Disabilities

This paper introduces a data-based approach as an alternative way to help teachers formulate decisions about the validity of test accommodations for students with LD. Three rationales for the approach are provided: (a) an inadequate research base to guide decision-making; (b) the heterogeneity of the LD population; and (c) problems with teachers' use of subjective judgment. Well-controlled studies on test accommodations are too scarce to draw firm conclusions about effects for the group of students labeled learning disabled (LD). Moreover, in light of the heterogeneity of learning disabilities, the individual, rather than the LD label, may be the more appropriate unit for deciding which test accommodations preserve the validity of test scores for students with LD. In this paper, we provide a rationale for a data-based approach to help teachers formulate decisions about the validity of test accommodations for individual students with LD. Then we describe an objective assessment process teachers may use in determining valid test accommodations. We conclude with recommendations for practitioners.     

Structuring academic conflicts between majority and minority students: Hindrance or help to integration

The effects of two types of structured academic conflict, controversy and debate, were compared with individual study in a study on desegregation. Seventy-two sixth grade students were assigned to conditions on a stratified random basis controlling for sex, reading ability, and ethnic membership. In all three conditions students studied a controversial issue with materials representing both pro and con views. In the controversy condition each learning group was divided into two pairs representing the pro and con sides. In the debate condition each member of a learning group was assigned a pro or con position to represent in a debate with the other three members. In the individualistic condition subjects were told to learn the material without interacting with other students and each student was given all the pro and con materials. The results indicate that controversy promotes the most cross-ethnic verbal rehearsal and exchange of the assigned material, the most concern that all students master the assigned material, the most active search for more information about the topic being studied, the most reevaluation of one's position and incorporation of opponents' arguments, the most liking for the subject matter and the instructional experience, the highest self-esteem, and the most accepting and supportive relationships among minority and majority students. The debate condition generated higher levels of these dependent variables than did individualistic study.     

Analysis of external degree student participation and attitudinal variables

Adult student participation and attitudinal variables were examined in a university external capstone degree program utilizing Cross's Chain-of-Response model. Future goal orientation, anticipated educational benefits, attitude toward prior learning, program barriers, and program supports were all examined. Demographic characteristics were cross-tabulated with the responses to the variables and no differences were found. A number of important variables were identified and discussed using Cross's Chain-of-Response model.     

Elementary Statistics with Minitab

Computer packages are available which can take much of the tedium out of the computational aspects of statistics and, we hope, thereby improve comprehension of the concepts. This article describes how the software package Minitab was incorporated into two elementary statistics courses, one at Kingston Polytechnic in England, the other at the University of North Carolina at Charlotte in the United States.