Fundamentals of Statistical Reasoning in Education

Coladarci, Theodore:

ISBN 10: 1118425219 / ISBN 13: 9781118425213

Published by Wiley, 2013

About this Item

Seiten; 9781118425213.3 Gewicht in Gramm: 2.

Seller Inventory # 740071

Bibliographic Details

• Title: Fundamentals of Statistical Reasoning in Education
• Publisher: Wiley
• Publication Date: 2013
• Language: English
• ISBN 10: 1118425219
• ISBN 13: 9781118425213
• Binding: paperback
• Edition: 4th Edition
• Condition: Gut
• Weight: 2 grams
• Seller catalogs:
  • Varia

About this title

Synopsis

Fundamentals of Statistical Reasoning in Education 4th Edition, like the first three editions, is written largely with students of education in mind. Accordingly, Theodore Coladarci and Casey D. Cobb have drawn primarily on examples and issues found in school settings, such as those having to do with instruction, learning, motivation, and assessment. The emphasis on educational applications notwithstanding, the authors are confident that readers will find Fundamentals of Statistical Reasoning in Education 4th Edition of general relevance to other disciplines in the behavioral sciences as well.

The 4th Edition of Fundamentals is still designed as a “one semester” book. The authors intentionally sidestep topics that few introductory courses cover (e.g., factorial analysis of variance, repeated measures analysis of variance, multiple regression). At the same time, effect size and confidence intervals are incorporated throughout, which today are regarded as essential to good statistical practice.

About the Author

Theodore Coladarci is Professor of Educational Psychology at the University of Maine. He has published extensively, including Elementary Descriptive Statistics, which he co-authored with A.P. Coladarci.

Casey D. Cobb is the Raymond Neag Professor of Educational Policy at the Neag School of Education at the University of Connecticut. His current research interests include policies on school choice, accountability, and school reform, where he examines the implications for equity and educational opportunity. He is also co-author of Leading dynamic schools (Corwin Press), and has published in such journals as Educational Evaluation and Policy Analysis, Educational Policy, Education and Urban Society, Educational Leadership, and Review of Research in Education.