| Title |
Speaker |
| Is Statistics Getting Harder as
it Gets Softer? |
George Cobb, Robert L. Rooke
Professor of Mathematics and Statistics, Mt. Holyoke College |
| Balancing Innovation and
Efficiency in Statistics Learning |
Professor Dan Schwartz,
Stanford University |
| Teaching and Learning
Statistics Using R |
Professor Daniel Kaplan,
Macalester College |
| Score Patterns in Non-Cognitive
Measures that Predict Academic Success and Leadership
Interest |
Marcia Andberg, President,
Marcia Andberg Assoc LLC
Ernest Davenport, Dept of Educational Psychology, University
of Minnesota
Mark L. Davison, Dept of Educational Psychology, University
of Minnesota
Stephan Dilchert, Dept of Psychology, University of
Minnesota
Deniz Ones, Dept of Psychology, University of Minnesota |
| Correlating Constructs: Why the Theoretical Bounds
on Correlation Coefficients are MUCH LARGER than You Think |
Dr. Niels Waller
Department of Psychology, University of Minnesota |
| Simpson’s Paradox Part 2 – Summarizing Disaggregated
Results |
Dr. Ernest Davenport
Department of Educational Psychology, University of
Minnesota |
|
Development & Validation of the CAOS Test of Statistical
Reasoning |
Dr. B. DelMas, Dr. J. Garfield
Department of Educational Psychology, University of
Minnesota |
|
From Coursework to Degree Completion |
Lija Greenseid, Ph.D. student
Department of Educational Psychology, University of
Minnesota |
| Rescaling Ordinal Data in
Educational and Psychological Research in 2005: That’s All
You Need or We Don’t Get Fooled Again? |
Dr. Michael Harwell
Department of Educational Psychology, University of
Minnesota |
| Meta Analysis in Educational
Research |
Dr. Betsy Becker
Department of Counseling, Educational Psychology and Special
Education; Michigan State University |
|
Multiphase Mixed-effects Models for Repeated Measures Data |
Dr. Robert Cudeck
Department of Psychology, University of Minnesota |
|
Simpson’s Paradox in NAEP Data |
Dr. Jim Terwilliger
NAEP coordinator, Minnesota Department of Education |
| Leaving Behind Nonrandomized
Designs: Some Methodological Implications for “No Child Left
Behind” Research Studies |
Dr. Ernest Davenport
Dr. Geoff Maruyama
Dr. Michael Harwell
Department of Educational Psychology, University of
Minnesota |
| Live Long and Prosper:
Qualitative Methods in Educational Research |
Dr. Deb Ceglowski
Department of Curriculum and Instruction, University of
Minnesota (Research as Relationship)
Dr. Gerald Fry
Department of Educational Policy and Administration,
University of Minnesota (Intercultural Research/Ethnography)
Dr. Frances Lawrenz
Department of Educational Psychology, University of
Minnesota (Case Studies)
Dr. Jerry McCelland
Department of Work, Community, and Family Education,
University of Minnesota (Phenomenology) |
| A Meta-Analysis of the
Relationship Between Socioeconomic Status and Student
Achievement |
Dr. Michael Harwell
Kei Lee and Yukiko Maeda, Ph.D. students
Department of Educational Psychology, University of
Minnesota |
| It’s the Job That’s Never
Started That Takes the Longest to Finish |
Dr. Michael Rodriguez,
co-supervisor of ORC
Jeff Harring, ORC consultant
Department of Educational Psychology, University of
Minnesota |
| Performance Assessment in
Action: Developing and Scoring Performance Tasks for the
Advanced Placement (AP) Statistics Exam |
Dr. Beth Chance
Department of Statistics, California Polytechnic State
University, San Luis Obispo |
| Hierarchical Linear Modeling:
Applications in Educational Research |
Dr. Michael Rodriguez
Dr. Jeff Long
Dr. Scott McConnell
Department of Educational Psychology, University of
Minnesota |
