WINTER 2012 - National Association of Schools of Public Affairs and ...

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Amy E. Smith and Ignacio J. Martinez-Moyano and understanding, and student-centric considerations (bold in Figure 2). Each of the four macro categories are linked to several clusters of ideas, to the seven pieces of advice just discussed, and to more than one of the challenges associated with teaching statistics. Figure 2 also shows how each of the macro categories of clusters of ideas addresses more than one of the four challenges. So, for example, clusters of ideas generated by participants related to the macro category use of relevant real-life applications were generated as ways to address challenge 1, challenge 2, challenge 3, and challenge 4. In the same spirit, clusters of ideas in the focus on process and understanding macro category were generated as ways to address challenge 1, challenge 3, and challenge 4. This suggests two things. First, that certain tools and techniques may be important for addressing more than one challenge. Second, if certain tools and techniques may be important for addressing more than one challenge, it is also likely that these four challenges are not independent, but rather intertwined. Therefore, identifying a specific challenge in teaching statistics to students enrolled in practitioner-oriented master’s degree programs and the particular tools that will address that specific challenge may not be the most effective approach. Rather, identifying the system of challenges and how the challenges are related to one another may be a useful way to think about overcoming these challenges and, consequently, improving statistical skills of students. IMPLICATIONS FOR A MODEL OF RESEARCH PRODUCTION AND RESEARCH USE This study focused on one piece of the right-hand side of our original model of research production and research use (see Figure 1), specifically, practitioner quantitative (statistical) skills to understand and use research findings. Because the findings from the data collection exercise indicated that the four primary challenges associated with teaching statistics in practitioner-oriented master’s degree programs are intertwined rather than independent of one another, we integrated the theoretical foundations of the study and literature with the preliminary interviews to expand this portion of the model. By examining the collection of insights from these sources, we have expanded the segment of our model that focuses on practitioner quantitative skills. Figure 3 depicts this expanded model. The revised version of this model describes how the four challenges associated with teaching statistics to students enrolled in practitioner-oriented master’s degree programs (in italics in Figure 3) are part of a larger system that links the production of research to the consumption of research. While each of these challenges influence practitioner quantitative skills to understand and use research findings either directly or indirectly, this model underscores the hypothesized links between the challenges as well. For example, the quantitative underpreparedness of students increases student anxiety about statistics; decreases 126 Journal of Public Affairs Education
Figure 3. Expanded Model of Research Production and Research Use + Quantitve under-preparedness Anxiety about statistics – – – – Other antecedents of extent and adequacy of research use Other antecedents of quantity, quality and relevance of research production Motivation, participation, and engagement R4 – + Practitioner quantitative (statistical) skills to understand and use research findings Extent and adequacy of research use + + + R1 Quantity, quality, and relevance of + research production + – Researcher quantitative (statistical) skills to produce quality and relevant research + + + + – R2 + Desire to memorize, not understand + + Techniques in Teaching Statistics – R3 Success of policy implementation and increased perceived value and worth of statistics use Availability and Use of Tools effective for learning + Journal of Public Affairs Education 127
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JPAE VOLUME 18 NUMBER 1 JOURNAL OF
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Journal of Public Affairs Education
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FROM THE EDITOR In the symposium in
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NASPAA Presidential Address Annual
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Leading by Example: Modeling Global
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FROM THE GUEST EDITOR FROM THE GUES
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FROM THE GUEST EDITOR A SYMPOSIUM I
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on other fronts, certainly it can h
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Picasso, P. (1937). Guernica. Pictu
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A View from the 50th Street Gate on
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Reflections of a Working-Class Acad
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Reflections of a Working Class Acad
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Reflections of a Working Class Acad
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Class Rooms Kenneth Oldfield Univer
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Class Rooms although I did, but not
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Class Rooms GRADUATE SCHOOL I was u
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Class Rooms the odds this appointee
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Class Rooms The Great Leveler, too
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Class Rooms of higher learning and
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ook (Oldfield & Johnson, 2009). The
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Didactic Changes Class Rooms Pedago
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Admittedly, it will be difficult to
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hooks, b. (2000). Where we stand: C
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Shaw, G. B. (1928). The intelligent
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What’s a Girl Like You Doing in a
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What’s a Girl Like You For exampl
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What’s a Girl Like You and operat
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What’s a Girl Like You captured t
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What’s a Girl Like You full-blown
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What’s a Girl Like You inside). I
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What’s a Girl Like You and collea
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What’s a Girl Like You toward ser
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Blue-Collar Teaching in a White-Col
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Blue-Collar Teaching Half of my fam
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Blue-Collar Teaching from physics.
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Blue-Collar Teaching lifelong dream
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Sharing Student Research with the W
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Knowledge and Skills for Policy Mak
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Stories from Local Public Managers
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and writing the proposal for the co
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Another echoes: Stories from Local
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I think communication is one of the
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Creating Quality Online Course Desi
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it was achieved. The assessment of
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Fulbright Program for Foreign Stude
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Review of Moral Controversies in Am
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application of those foundations to
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Journal of Public Affairs Education
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Information for Contributors The Jo
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