for Journals by Title or ISSN
for Articles by Keywords
help

Publisher: eScholarship   (Total: 54 journals)   [Sort by number of followers]

Showing 1 - 54 of 54 Journals sorted alphabetically
Asian Pacific American Law J.     Open Access   (Followers: 3)
Berkeley Planning J.     Open Access   (Followers: 5, SJR: 0.105, CiteScore: 0)
Berkeley Review of Education     Open Access   (Followers: 7)
Berkeley Scientific J.     Full-text available via subscription  
Berkeley Undergraduate J.     Full-text available via subscription   (Followers: 1)
Berkeley Undergraduate J. of Classics     Open Access   (Followers: 6)
California Agriculture     Open Access   (Followers: 2, SJR: 0.451, CiteScore: 1)
California Italian Studies J.     Full-text available via subscription   (Followers: 6)
Carte Italiane     Open Access   (Followers: 4)
Chicana/o-Latina/o Law Review     Open Access   (Followers: 2)
Cliodynamics     Open Access   (Followers: 1, SJR: 0.267, CiteScore: 0)
Critical Planning     Open Access   (Followers: 5)
Dermatology Online J.     Open Access   (Followers: 1, SJR: 0.327, CiteScore: 1)
Electronic Green J.     Open Access   (Followers: 3, SJR: 0.101, CiteScore: 0)
Empowering Sustainability Intl. J.     Open Access   (Followers: 2)
Global Societies J.     Open Access  
HAUNT J. of Art     Open Access   (Followers: 1)
Himalayan Linguistics     Open Access   (SJR: 0.249, CiteScore: 0)
InterActions: UCLA J. of Education and Information     Open Access   (Followers: 19, SJR: 0.1, CiteScore: 0)
Intl. J. of Comparative Psychology     Open Access   (Followers: 1)
J. for Learning Through the Arts     Open Access   (Followers: 7)
J. of Citrus Pathology     Open Access  
J. of Critical Mixed Race Studies     Open Access   (Followers: 3)
J. of Islamic and Near Eastern Law     Open Access   (Followers: 4)
J. of Scholarly Perspectives     Open Access  
J. of Transnational American Studies     Open Access   (Followers: 3, SJR: 0.118, CiteScore: 0)
L2 J.     Open Access   (Followers: 5)
Languages of the Caucasus     Open Access  
Lucero     Open Access  
Mester     Open Access  
National Black Law J.     Open Access   (Followers: 1)
New German Review : A J. of Germanic Studies     Open Access   (Followers: 2)
Nutrition Bytes     Open Access   (Followers: 5)
Pacific Basin Law J.     Open Access  
PaleoBios     Open Access   (Followers: 1)
Paroles gelées     Full-text available via subscription  
Places     Full-text available via subscription   (Followers: 5)
Room One Thousand     Open Access  
San Francisco Estuary and Watershed Science     Open Access   (SJR: 0.835, CiteScore: 2)
Spaces for Difference: An Interdisciplinary J.     Open Access  
Streetnotes     Open Access   (Followers: 1)
Structure and Dynamics: eJ. of Anthropological and Related Sciences     Open Access   (Followers: 2, SJR: 0.208, CiteScore: 0)
Technology Innovations in Statistics Education (TISE)     Open Access   (Followers: 2)
Textos Híbridos : Revista de estudios sobre la crónica latinoamericana     Open Access  
TRANSIT     Open Access  
Transmodernity : J. of Peripheral Cultural Production of the Luso-Hispanic World     Open Access   (Followers: 2)
UC Merced Undergraduate Research J.     Open Access  
UCLA Entertainment Law Review     Open Access  
UCLA Historical J.     Open Access   (Followers: 1)
UCLA Women's Law J.     Open Access   (Followers: 2)
Ufahamu : A J. of African Studies     Open Access   (Followers: 2)
Voices     Open Access   (Followers: 1)
Western J. of Emergency Medicine     Open Access   (Followers: 8, SJR: 0.664, CiteScore: 1)
World Cultures eJ.     Full-text available via subscription  
Journal Cover
Technology Innovations in Statistics Education (TISE)
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1933-4214
Published by eScholarship Homepage  [54 journals]
  • The TSHS Resources Portal: A Source of Real and Relevant Data for Teaching
           Statistics in the Health Sciences

    • Abstract: The use of real and relevant data in the statistics classroom is an ideal for many teachers of statistics, as these offer clear benefits for engagement with the kinds of real world applications that students will encounter in the future. Yet, the time required to identify and obtain well-documented data and to prepare classroom teaching materials is often prohibitive. In this paper we review the many benefits of using real and relevant data, and use these to define the characteristics of a well-documented health sciences data resource. We review the barriers to using real and relevant data in teaching. Lastly, we introduce the Teaching of Statistics in the Health Sciences (TSHS) Resources Portal (https://www.causeweb.org/tshs/), a source for well-documented health-related datasets and teaching materials. This dynamic resource provides a means to both obtain and contribute peer-reviewed educational materials. The target audience of the tool is teachers of statistics in health...
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Students Making Sense of Multi-level Data

    • Abstract: This study builds on research of Konold, Finzer, and Kreetong (2014), which demonstrated that students with little or no training in statistics or data analysis created nested tables or narratives to encode data that had an underlying hierarchical structure. The question remains whether students can understand and work with such structures when they are presented with them. In this study, we examine the reasoning of a seventh-grade student as she used the data-analysis environment CODAP to explore data about the growth of plants. The data were represented in a case table that structured them hierarchically at three levels. We attend in particular to her developing understanding of both the hierarchical case table and related graphs at the level Curcio (1987) refers to as “reading the data.” Critical to her coming to understand the data was 1) coming to see the graphs and table as dynamic rather than static representations, and 2) using dynamic linking among the objects to explore...
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Using Twitter to Energize the Introductory Statistics Class

    • Abstract: In an effort to increase student learning in the introductory statistics class and simultaneously cater to their social media personas, an innovative pedagogical approach was developed using the social media platform Twitter. Our approach took advantage of over two decades’ worth of research findings regarding the established and successful pedagogical innovations in the teaching of statistics. By deploying a planned multi-tier approach that rests heavily on active learning strategies, we observed favorable outcomes from student learning, including active class participation, enhanced engagement and enjoyment, application of statistics concepts to everyday life, and aspects of improvement in statistical literacy, reasoning and thinking skills. This innovation used a combination of analytical writing, small group discussions, and Socratic discussion to accomplish these results.
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Classroom Management with RStudio Server Professional

    • Abstract: We introduce a new RStudio addin that facilitates the exchange, grading, and real-time supervision of student work in RStudio.  We discuss the results of using the addin in a course in Fall 2016, and conclude with future extensions.  Readers who will find the addin of benefit to their own teaching will find installation instructions in the addin's GitHub repository.  The source code is released under the LGPL version 3.
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Dynamic Data in the Statistics Classroom

    • Abstract: The call for using real data in the classroom has long meant using datasets which are culled, cleaned, and wrangled prior to any student working with the observations. However, an important part of teaching statistics should include actually retrieving data from the Internet. Nowadays, there are many different sources of data that are continually updated by the organization hosting the data website. The R tools to download such dynamic data have improved in such a way to make accessing the data possible even in an introductory statistics class. We provide five full analyses on dynamic data as well as an additional nine sources of dynamic data that can be brought into the classroom. The goal of our work is to demonstrate that using dynamic data can have a short learning curve, even for introductory students or faculty unfamiliar with the landscape. The examples provided are unlikely to create expert data scrapers, but they should help motivate students and faculty toward more engaged...
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • The fivethirtyeight R Package: "Tame Data" Principles for Introductory
           Statistics and Data Science Courses

    • Abstract: As statistics and data science instructors, we often seek to use data in our courses that are rich, real, realistic, and relevant. To this end we created the fivethirtyeight R package of data and code behind the stories and interactives at the data journalism website FiveThirtyEight.com. After a discussion on the conflicting pedagogical goals of "minimizing prerequisites to research" (Cobb 2015) while at the same time presenting students with a realistic view of data as it exists "in the wild," we articulate how a desired balance between these two goals informed the design of the package. The details behind this balance are articulated as our proposed "Tame data principles for introductory statistics and data science courses." Details of the package's construction and example uses are included as well.
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.226.209.201
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-