Educational statistics

A fair reading of Raising the Grade leads to several conclusions:

• The author often misuses education statistics.

• He charges two of the world’s most expert and responsible
statistical agencies—the U. S. Census Bureau and the National
Center for Education Statistics—with incompetence, neglect,
and willfully misleading the public without making any effort
to learn their side of the story.

• His proposed solutions are illogical: he advocates increasing
rigor for students who are unable to meet current standards,
and at the same time he shames schools for course repetition
and grade retention. The inevitable result will be lower, not
higher, standards.

There is no single best method for calculating graduation rates or completion ratios. There are several, each of them valid and useful in different contexts. Ironically, Wise proves this point himself by (unknowingly) employing various, and sometimes quite-different, graduation measures throughout his book. Only the semantics are constant in Raising the Grade—each quite-different measure is consistently identified as the graduation rate.

This paper presents the usage of different types of inferential statistics, the relevance of statistics to various disciplines, its usage in different types of research, and its relevance to the writer.

ABSTRACT
Inferential statistics plays an important role in various fields of human endeavor as well as in personal development. It is a way of measuring uncertainties as well as a formal way of expressing probabilities, predictions, extrapolations, and other extensions of reasoning and thought that go beyond the available data.
According to the parameters of scientific practice, inferential statistics may be used erroneously and thus produce incorrect results. With correct usage, inferential is accepted as a key element in scientific research procedures, particularly in doctoral dissertations because, by definitions, a doctoral dissertation is a formal research paper that creates new knowledge including new hypotheses or models.
The first chapter introduces key terminology, history, importance and advantages, dangers and limitations of statistics in general and inferential statistics in particular. Chapter 2 explains how formal numerical inference is used in various fields, and in different types of research papers. Chapter 3 defines science and presents key concepts that prove that inferential statistics is, indeed, a scientific methodology. The concluding chapter explains how writing this research paper is relevant to the writer as a student and as a professional.

Statistical Methods for Meta-Analysis Larry К Hedges Department of Education University of Chicago Chicago, Illinois Ingram Olían Department of Statistics and School of Education Stanford University Stanford, California 1985 ACADEMIC PRESS, INC. (Harcourt Brace Jovanovich. ...

For a long time, one of my dreams was to describe the nature of uncertainty axiomatically, and it looks like I've finally done it in my co∼eventum mechanics! Now it remains for me to explain to everyone the co∼eventum mechanics in the most approachable way. This is what I'm trying to do in this work. The co∼eventum mechanics is another name for the co∼event theory, i.e., for the theory of experience and chance which I axiomatized in 2016 [1, 2]. In my opinion, this name best reflects the co∼event-based idea of the new dual theory of uncertainty, which combines the probability theory as a theory of chance, with its dual half, the believability theory as a theory of experience. In addition, I like this new name indicates a direct connection between the co∼event theory and quantum mechanics, which is intended for the physical explanation and description of the conict between quantum observers and quantum observations [4]. Since my theory of uncertainty satises the Kolmogorov axioms of probability theory, to explain this co∼eventum mechanics I will use a way analogous to the already tested one, which explains the theory of probability as a theory of chance describing the results of a random experiment. The simplest example of a random experiment in probability theory is the " tossing a coin ". Therefore, I decided to use this the simplest random experiment itself, as well as the two its analogies: the " "flipping a coin " and the " spinning a coin " to explain the co∼eventum mechanics, which describes the results of a combined experienced random experiment. I would like to resort to the usual for the probability theory " coin-based " analogy to explain (and first of all for myself) the logic of the co∼eventum mechanics as a logic of experience and chance. Of course, this analogy one may seem strange if not crazy. But I did not come up with a better way of tying the explanations of the logic of the co∼eventum mechanics to the coin-based explanations that are commonly used in probability theory to explain at least for myself the logic of the chance through a simple visual " coin-based " model that clarifies what occurs as a result of a combined experienced random experiment in which the experience of observer faces the chance of observation. I hope this analogy can be useful not only for me in understanding the co∼eventum mechanics.

Este estudo tem como principal objetivo analisar a leitura, construção e interpretação de gráficos estatísticos em projetos de modelagem matemática com uso das Tecnologias de Informação e Comunicação (TIC). Assim, para investigar a sinergia entre modelagem matemática, Educação Estatística (EE) e TIC, este estudo apresenta três questões de investigação: (1) Quais gráficos estatísticos os alunos constroem em projetos de modelagem matemática com uso das TIC? Qual é o seu nível de complexidade semiótica? (2) Que níveis de compreensão dos gráficos estatísticos exibem os alunos na sua leitura e interpretação? (3) Que conhecimentos reflexivos os alunos mobilizam para a leitura, interpretação e construção de gráficos estatísticos em projetos de modelagem matemática com uso das TIC?
A investigação possui algumas relevâncias, como a continuidade de investigação realizada no mestrado pelo investigador, em que analisou o papel das TIC nos projetos de modelagem matemática, além do interesse, como docente, nestas subáreas da Educação Matemática. Além disso, há estudos que apontam a necessidade de novas investigações sobre gráficos estatísticos e poucos estudos que aprofundem as reflexões sobre a sinergia entre gráficos estatísticos, modelagem matemática e TIC na Educação Matemática.
O presente estudo é de natureza qualitativa e foi realizado em um colégio técnico de nível médio, a partir da realização de projetos de modelagem matemática, com tema central Agricultura Familiar e subtemas escolhidos pelos alunos, reunidos em grupos. Eles estudavam nos cursos de Agroindústria, Agropecuária, Enfermagem e Zootecnia. No desenvolvimento dos projetos, tiveram acesso às TIC para coleta de dados e para construção dos gráficos estatísticos.
Observações, documentos e entrevistas foram os procedimentos de coleta de dados utilizados. As observações foram realizadas nas aulas de Matemática e na I Feira de Matemática do colégio, que culminou com as apresentações orais. Os documentos são as versões dos relatórios dos projetos de modelagem matemática e o banner que os alunos apresentaram na feira. Por fim, uma entrevista com cada grupo de alunos foi realizada.
Sete projetos de modelagem matemática foram selecionados e apresentados. Os dados coletados pelos alunos foram organizados em tabelas e eles decidiram os gráficos estatísticos que foram construídos. Em alguns casos, para a construção dos gráficos foi necessário que os alunos interpretassem previamente os dados e em outros, a partir da interpretação realizada, houve a necessidade de reconstruir os gráficos, em um processo de interação entre construção e interpretação, que é uma contribuição do estudo para a EE. Por fim, gráficos estatísticos foram coletados na Internet e analisados pelos alunos.
A literatura aponta que os aspectos técnicos da construção são insuficientes para a interpretação dos gráficos. Assim, aspectos socioculturais também foram mobilizados pelos alunos, como seus conhecimentos sobre o tema. O estudo apontou que os conhecimentos etnomatemáticos também são um aspecto sociocultural. Com isso, coletivos compostos por alunos, professores, oralidade, escrita e TIC produziram conhecimentos coflexivos, ou seja, coletivos e reflexivos, que se aliaram aos conhecimentos matemáticos e tecnológicos.
Palavras-chave: Educação Estatística; Etnomatemática; Tecnologias Digitais; Conhecimentos Reflexivos; Feira de Matemática.
***********************************************************************
The objective of this study is to analyze the reading, construction and interpretation of statistical graphs in mathematical modeling projects that use Information and Communication Technologies (ICT). To investigate the synergy between mathematical modeling, statistics education and TIC, this study focused on three questions: 1) What statistical graphs do students create in mathematical modeling projects that use ICT and what is the level of semiotic complexity of the graphs?  2) What level of understanding of the statistical graphs do the students show in their reading and interpretation? 3) What reflexive knowledge do the students mobilize to read, interpret and construct statistical graphs in mathematical modeling projects that use ICT?
The study is a continuation of the author´s masters research on the role of ICT in mathematical modeling projects, which is a sub-area of mathematics education of interest to him as a professor. Studies point to the need for new research on statistical graphs, and few studies have focused on the synergy between statistical graphics, mathematical modeling and ICT in mathematics education.
The study was carried out using a qualitative research approach in a technical high school. It was based on mathematical modeling projects on the theme of family farming and sub-themes chosen by groups of students from agroindustry, agriculture and livestock, nursing and zootechology. During the development of the projects, the students had access to ICT to collect the data and create statistical graphs.
Observations, documents and interviews were the data collection procedures used. The observations were conducted in the mathematics classes and the first Mathematics Fair at the high school where the students made oral presentations of their projects. The documents included the versions of the mathematics modeling project reports and the banner the students presented at the fair. Finally, each group of students was interviewed. 
Seven mathematical modeling projects were selected and presented. The data collected by the students were organized in tables and they decided which statistical graphs to create. In some cases it was necessary for the students to interpret the data beforehand to create the graphs and in other cases, based on the interpretation, it was necessary to re-do the graphs, in a process of interaction between construction and interpretation, which is a contribution of this study to statistics education. Finally, the students collected statistical graphs from the Internet and analyzed them.
The literature points out that technical aspects of construction are insufficient for the interpretation of graphs. Thus, sociocultural aspects were also mobilized by the students, such as their knowledge on the theme. The study showed that ethnomathematical knowledge is also a sociocultural aspect. With this, collectives composed of students, teachers, orality, writing and ICT produced coflexive knowledge, i.e. collective and reflexive, which became allied with the mathematical and technical knowledge.
Key words: Statistics Education; Ethnomathematics; Digital Technologies; Reflexive Knowledge; Mathematics Fair.

You yourself, or what is the same, your experience is such ``coin'' that, while you aren't questioned, it rotates all the time in ``free flight''. And only when you answer the question the ``coin'' falls on one of the sides: ``Yes'' or ``No'' with the believability that your experience tells you.

Statistik deskriptif lebih berkenaan dengan pengumpulan dan peringkasan data, serta penyajian hasil peringkasan tersebut. Data-data statistik, yang bisa diperoleh hasil sensus, survei, jajak pendapat atau pengamatan lainnya umumnya masih bersifat acak, " mentah " dan tidak terorganisir dengan baik (raw data). Data-data tersebut harus diringkas dengan baik dan teratur, baik dalam bentuk tabel atau presentasi grafis yang berguna sebagai dasar dalam proses pengambilan keputusan (statistik inferensi).

This paper is about E-school system which has a great importance in increasing the effectiveness of Turkey's Education. E-school is mainly computerized Education
Management Information System. It is dynamic, web‐based Student Information Management System for centralized Education System of Turkey that provides solutions for schools so as to manage student data. It is developed by using innovative web based software and database technologies to enhance education and used by any kind of formal public or private preschool, primary and secondary schools, inside or outside Turkey, controlled by Ministry of National Education.
Firstly, the article contains a short summary of implementation process, technique, core components, design, and user profiles of E-school. In the main part, it discusses how student information management in Turkey's Education has been handled before and after E-school system. Principally, it emphasizes on how collection, processing, storage, accuracy, analysis and dissemination of student data, organizational policy and productivity, planning, statistic, scalability and transparency in Turkey’s National Education sector are improved after implementing E-school. In addition, it focuses on how E-school contributes to teachers, educational authorities, policy makers, students, parents also environment, Education System and Economy of Turkey.

This paper examines the nature of educational and employment outcomes for Aboriginal people in very remote Northern Territory. In particular, the differences between those (according to Australian Bureau of Statistics definitions) who speak a local language at home and those who speak English are considered. The analysis is based on a review of 2011 Census data.
The purpose of the analysis is to assess the impact of cultural alignments on participation in mainstream economies that exist in very remote parts of the Territory. It also questions to what extent the demands of industries are aligned to higher level schooling and post-school qualifications. Does education open the doors we expect it to?
The findings add to qualitative and quantitative analysis already undertaken as part of the Cooperative Research Centre for Remote Economic Participation’s Remote Education Systems (RES) project. They shed light on the use of constructs such as ‘Indigenous disadvantage’ and policy initiatives designed to close ‘gaps’.
At the end of the presentation, a number of alternative strategic and experimental models will be outlined that emerge in response to the challenges arising from these and other findings from the RES project. The intention of these models is to promote alternative approaches to education policy and practice, particularly for Aboriginal and Torres Strait Islander students from very remote communities.

Rationale
Global human rights legislation protects all people against discrimination and violence in education, irrespective of sex, sexual orientation or gender identity and expression. Homophobic and transphobic violence in schools has been framed by officials as the basis of an international public health crises. UNESCO has particularly targeted homophobic and transphobic bullying in schools in recent years, supporting global and Asia-Pacific research, advocacy and programming. Viet Nam has committed to global and Asia-Pacific efforts to lessen gender-based violence. This includes sexual orientation, gender identity and expression (SOGIE)-related violence in schools.

Conceptual Framework
SOGIE diversity has been strongly established in the histories of many nations. Recognition of diverse gender expressions has been perhaps more prevalent in the Asia-Pacific region with Samoa’s ‘fa’afafines’ and Thailand’s ‘kathoey’ afforded particular cultural and social roles. Many Asian nations only became less tolerant of diverse SOGIE in their populations after Western influences in the 1800s. SOGIE-related school violence, also called homophobic and transphobic violence, is based on gender stereotypes, roles and norms. It can include verbal, psychosocial, physical and sexual violence.

Literature Review
While diverse legal and cultural contexts around SOGIE have likely impacted data collection on SOGIE-related school violence in Asia-Pacific, research suggests it is highly prevalent. Research shows SOGIE-related school violence – more frequent in schools without policy protection for lesbian, gay, bisexual and transgender (abbreviated to LGBT in this report as in the broader literature) students – has negative impacts on students’ education and wellbeing. The literature review highlighted some noteworthy work in countries including Australia, China, Japan, New Zealand, Republic of Korea and Thailand, among others. The literature review also underscored a gap in the research and emphasised a strong need for national research on the extent, nature, impacts and supports around SOGIE-related school violence in Viet Nam.

Methodology
Research was conducted on the nature and extent of SOGIE-related school violence in schools in North, Central and South Viet Nam as part of a wider study on school-related gender-based violence. Issues of consent and privacy for participants were carefully considered. Stakeholders were enabled to freely discuss the sensitive topic of SOGIE-related school violence due to the support of Ministry of Education and Training (MOET). The research was aided by a range of lesbian, gay, bisexual and transgender (abbreviated to LGBT in this report as in the broader literature) community organizations, departmental and school contacts, and local and international research experts. The study applied an emancipatory methodology aiming to achieve social justice goals. Mixed methods of in-person and online surveys, focus group discussions and in-depth interviews were used to collect data from four distinct groups of participants. These included a general sampling of school students, LGBT students, school staff (including administrators and teachers) and parents.

Findings
Evidence from the 3,698 survey participants, 280 Focus-Group Discussion (FGD) participants and 85 In-Depth Interviews (IDIs) with students (including LGBT students), school staff and parents showed many school stakeholders were influenced by constructions of LGBT people as diseased or problematic. LGBT students presented stronger awareness of SOGIE-related school violence than other groups, most particularly verbal violence and its negative long-term effects. SOGIE-related school violence was high in Viet Nam; 71% of LGBT students reported having been physically abused and 72.2% reported having been verbally abused. Some LGBT students revealed that they had experienced situations in which schools staff were perpetrators of violence. LGBT youth experienced clear negative academic and wellbeing outcomes, ranging from lowered grades and school drop-out, to depression and suicidal ideation. Almost a quarter of LGBT students who had experienced violence had also experienced suicidal ideation and 14.9% attempted to engage in self-harm or suicide. Gay, bisexual and gender non-conforming male and male-to-female transgender (GBT) students faced highly significant increases in risk for all kinds of violence compared to lesbian, bisexual and gender non-conforming female and female-to-male transgender (LBT) students. This appeared to be influenced by factors including perpetrator motivations of punishing ‘feminine’ expressions on male bodies, and increased respect for ‘masculine’ expressions on female bodies – within the context of a Confucian culture that broadly privileges masculinity. LGBT students were notably less confident in their schools’ efforts to prevent violence than other students in the FGDs and IDIs. The surveyed LGBT students who had experienced violence were more likely to report that they sought assistance from friends and less likely to seek help from staff than other students who had experienced violence. Research findings suggest an imperative need to raise awareness and capacity of school administrators and teachers with regard to SOGIE-related school violence to empower them to act as agent of change in making schools safer places for LGBT students.

Discussion & Recommendations
Curriculum developers and policy-makers need to actively redress the gaps in the knowledge of all education stakeholder groups on SOGIE and LGBT through clear education resources revision and distinct guidelines. Schools need to roll-out both educational interventions and practical support features (uniform flexibility and unisex toilets) in holistic efforts to create safe and supportive environments for LGBT students. Further studies could trial various SOGIE-related school violence interventions in schools.

For the comparison of more than two independent samples the Kruskal-Wallis H test is a preferred procedure in many situations. However, the exact null and alternative hypotheses, as well as the assumptions of this test, do not seem to be very clear among behavioral scientists. This article attempts to bring some order to the inconsistent, sometimes controversial treatments of the Kruskal-Wallis test. First we clarify that the H test cannot detect with consistently increasing power any alternative hypothesis other than exceptions to stochastic homogeneity. It is then shown by a mathematical derivation that stochastic homogeneity is equivalent to the equality of the expected values of the rank sample means. This finding implies that the null hypothesis of stochastic homogeneity can be tested by an ANOVA performed on the rank transforms, which is essentially equivalent to doing a Kruskal-Wallis H test. If the variance homogeneity condition does not hold then it is suggested that robust...

Australia has declared its ambition to be within the ‘top five’ in the Programme for International Student Assessment (PISA) by 2025. So serious is it about this ambition, that the Australian Government has incorporated it into the Australian Education Act, 2013. Given this focus on PISA results and rankings, we go beyond average scores to take a close look at Australia’s performance in PISA, examining rankings by different geographical units, by item content and by test completion. Based on this analysis and using data from interviews with measurement and policy experts, we show how uninformative and even misleading the ‘average performance scores’, on which the
rankings are based, can be. We explore how a more nuanced understanding would point to quite different policy actions. After considering the PISA data and Australia’s ‘top five’ ambition closely, we argue that neither the rankings nor such ambitions should be given much credence.

Several recent, highly influential comparative studies have made strong statistical claims that improvements on global learning assessments such as PISA will lead to higher GDP growth rates. These claims have provided the primary source of legitimation for policy reforms championed by leading international organisations, most notably the World Bank and OECD. To date there have been several critiques but these have been too limited to challenge the validity of the claims. The consequence is continued utilisation and citation of these strong claims, resulting in a growing aura of scientific truth and concrete policy reforms. In this piece we report findings from two original studies that invalidate these statistical claims. Our intent is to contribute to a more rigorous global discussion on education policy, as well as call attention to the fact that the new global policy regime is founded on flawed statistics.

Uji beda k sampel independen digunakan untuk membandingkan distribusi sebuah variabel bagi lebih dari dua kelompok dimana kelompok-kelompok tersebut bersifat independen. Uji ini banyak digunakan bilamana peneliti sulit memenuhi asumsi-asumsi untuk menguji apakah beberapa sampel independen berasal dari populasi yang sama. Asumsi yang dimaksud adalah distribusi populasi normal, variansi sampel sama, dan variabel yang digunakan sekurang-kurangnya harus mempunyai tingkat pengukuran ordinal. Jenis uji bagi k sampel independen adalah uji Chi Kuadrat k-sampel, uji Perluasan Median dan uji H-Kruskal Wallis (Sugiyono, 2007).

Extensions of the Kruskal-Wallis procedure for a factorial design are reviewed and researched under various degrees and kinds of nonnullity. It was found that the distributions of these test statistics are a Function of effects other than those being tested except under the completely null situation and their use is discouraged.

Abstract
In the prevailing situation, there is an alarmingly increasing rate of crime against humanity. There is an increase in crime against women and children, violence, homicides, terrorism, moral crisis etc. There is hardly a day when we glance through the newspaper where it does not mention about crime being committed by human being.  Children of our era are more vulnerable than the olden days because of the exposure to crime and violence and due to misuse of electronic gadget, social media, internet etc. There are moral deterioration and degradation that are prevailing in every sphere of life. Therefore, there is an urgent need to rebuild our nation starting from the grass root level and by means of educating our children. This paper is an attempt to bring consciousness and awareness of the importance of character education, spiritual and moral renewal in relevant with Swami Vivekananda’s philosophy in the present day situation.

Keywords:  Vivekananda, Education, Human Dignity, Moral Development.

Eventology of multivariate statistics
Eventology and mathematical eventology
Philosophical eventology and philosophy of probability
Practical eventology
Eventology of safety
Eventological economics and psychology
Mathematics in the humanities, socio-economic and natural sciences
Financial and actuarial mathematics
Multivariate statistical analysis
Multivariate complex analysis
Decision-making under risk and uncertainty
Risk measurement and risk models
Theory of fuzzy events and generalized theory of uncertainty
System analysis and events management

EEC'2016 ~ workshop on axiomatizing experience and chance, and Hilbert's sixth problem

With topics from quantum physics, probability and believability to economics, sociology and psychology, the workshop will be intended for an interdisciplinary discussion on mathematical theories of experience and chance. Topics of discussion include the results, thoughts and ideas on axiomatization of the eventological theory of experience and chance in the framework of the decision of Hilbert sixth problem.
Eventology of experience and chance
Beleivability theory and statistics of experience
Probability theory and statistics of chance
Axiomatizing experience and chance

Original Draft of letter to the New Yorker.
It was eventually published in a much shorter form. 

Letter critiques media's credulous use of statistics, esp. the hyperbolic statements
about the US being 'outeducated' and how this is leading to
the demise of US leadership in the world.

New Yorker editors, God bless them, sort of  botched the edit. 
The Letter that ended up making the Letters page made
me appear somewhat incoherent. 

I have now also uploaded letter as in appeared in New Yorker 24 Dec 2012.
Link is https://archives.newyorker.com/?i=2012-12-24#folio=08

You might notice that they actually used different data -- the PiSA results which had come out AFTER I wrote the letter and which make it seem, if not non-sensical, a little off.
At the last moment, the New Yorker  substituted  TIMSS and PIRLS scores that were released between the time I wrote the letter and the time they published.
So, while I say the US is in the middle, the figures they give put the US near the top. .

Not the worse thing that ever happened.  Just wish they had mentioned my book.
It was coming out that week and it really could have used the attention.

This research has aimed at constructing Criterion Referenced Test to measure the statistical competencies of the Post-graduate Students in Education Colleges in Yemeni Universities, at examining the validity of the test's grades (the descriptive validity and the Domain Selection  Validity), at examining the test's grades Reliability according to (Livingston).In addition, it aims at determining the adequate Cut-off – Scores for every statistical Competency through which one can identify those students who are skilful or unskillful of this Competency, and finally to know to what extent the Post-graduate Students in Education Colleges in the Yemeni Universities are in full command of using these statistical Competencies which are included in this test.
  The researcher has used a method called Evaluation researches. The sample of the research has consisted of (157) students in the MA program. The researcher has constructed a test after following these stages (Analysis, test construction, try out, and print out the test)
    After following these stages the study has produced a Criterion Referenced Test to measure the statistical competencies of the Postgraduate Students in Education Colleges in the Yemeni Universities. This test includes (77) items which measure seven statistical Competencies which seem to be adequate: (Determining the basic statistical concepts and idioms- using and inferring the descriptive statistics- determining and explaining the connection element- using the parametric statistical methods- using the nonparametric statistical methods- reading and explaining the inferred results from the statistical program SPSS- and selecting the adequate statistical style). It has also been concluded that this test has a descriptive validity as well as Domain Selection Validity. It has been found that the test has a high Reliability according to Livingston which has reached at (0.99). The adequate cutoff – Scores is (0.63). There was also a clear decrease in the statistical Competencies of the students of the Postgraduate Students in Education Colleges in the Yemeni Universities.

This study is based on reality in quite a number of students who have been married STAIN Pekalongan. The purpose of the study was to determine the factors underlying the marriage occurred among students STAIN Pekalongan and wanted to know if there is a difference between the academic achievement of students before and after marriage. Randomly selected sample of students who had been married STAIN. Method of data analysis is to use factor analysis and paired sample t test. The results showed, of 17 factors (variables) are proposed, elected to 12 significant factors underlying the decision to get married students. Furthermore the factors of 12 are four main factors (principal component) is formed as follows: (a) Religion and Mass Media with variables: eager to have offspring (children) (0.532), Worry be a spinster / exposed disgrace (0,529), unceasing information about sex from Mass Media (0.773), Effect of television shows (0.865), Effect of pornography (0.836), (b) interests in Business, with a variable: For the purpose of smooth business (0.969), to strengthen business networks (0.949), (c) Economics and culture, with a variable: For the solution of economic problems (0.540), Effect of culture/ tradition (0,692), Ready to build lives of Household (-0.851), (d) Social, with variables: Fear happen adultery (0,700), Already work (0.755). Results of statistical analysis paired t test showed no significant difference between the academic achievement before she married after marriage. This is evident based on the t test produces p-value (probability value) of 0.761 (more than 0,05). Abstrak: Penelitian ini didasari oleh realita cukup banyaknya mahasiswa di STAIN Pekalongan yang telah menikah. Tujuan dilakukannya penelitian adalah untuk mengetahui faktor-faktor yang melatarbelakangi pernikahan yang terjadi di kalangan mahasiswa STAIN Pekalongan dan ingin mengetahui apakah terdapat perbedaan prestasi akademik mahasiswa antara sebelum dan sesudah menikah. Sampel dipilih secara acak dari mahasiswa STAIN yang telah menikah. Metode analisis data yang dilakukan adalah dengan menggunakan analisis faktor dan uji t sampel berpasangan. Hasil penelitian menunjukkan, dari 17 faktor (variabel) yang diajukan, terpilih menjadi 12 faktor signifikan yang melatarbelakangi keputusan mahasiswa untuk menikah. Selanjutnya dari 12 faktor tersebut diperoleh empat faktor utama (principal component) yang terbentuk yaitu: (a) Agama dan Media Massa dengan variabel: ingin segera memiliki keturunan (anak) (0,532), Khawatir jadi perawan tua/terkena aib (0,529), Gencarnya Informasi seputar seks dari Media Massa (0,773), Pengaruh tayangan televisi (0,865), Pengaruh pornografi (0,836); (b) Kepentingan Bisnis, dengan variabel: Untuk kepentingan kelancaran bisnis (0,969), Untuk memperkuat jaringan bisnis (0,949); (c) Ekonomi dan Budaya, dengan variabel: Sebagai solusi masalah ekonomi (0,540), Pengaruh budaya/ tradisi (0,692), Siap membina kehidupan Rumah Tangga (-0,851); (d) Sosial, dengan variabel: Takut terjadi perzinaan (0,700), Sudah bekerja (0,755). Hasil analisis statistik uji t berpasangan menunjukkan tidak adanya perbedaan prestasi akademik yang signifikan antara sebelum menikah dengan sesudah menikah. Ini terbukti berdasarkan uji t yang menghasilkan nilai p-value (nilai probabilitas) sebesar 0,761 (lebih dari 0,05). Kata kunci: pernikahan mahasiswa, prestasi akademik Fase usia remaja sering dianggap sebagai fase yang sangat tidak stabil dalam tahap perkembangan manusia. G.S. Hall menyebutnya sebagai strum und drang (masa topan

At present, the problem of missing data has received virtually no attention by medical and healthcare education researchers. This is a significant problem for the education research community because when missing data are disregarded or handled inappropriately it can result in serious validity threats. This article discusses the problem of missing data in the context of medical and healthcare education research and recommends appropriate methods for handling missing data.

ABSTRACT Australia has declared its ambition to be within the ‘top five’ in the Programme for International Student Assessment (PISA) by 2025. So serious is it about this ambition, that the Australian Government has incorporated it into the Australian Education Act, 2013. Given this focus on PISA results and rankings, we go beyond average scores to take a close look at Australia's performance in PISA, examining rankings by different geographical units, by item content and by test completion. Based on this analysis and using data from interviews with measurement and policy experts, we show how uninformative and even misleading the ‘average performance scores’, on which the rankings are based, can be. We explore how a more nuanced understanding would point to quite different policy actions. After considering the PISA data and Australia's ‘top five’ ambition closely, we argue that neither the rankings nor such ambitions should be given much credence.

The aim of this study was to investigate the relationship between preservice teachers' attitudes towards statistics and their research anxiety. The population of the study consisted of the students of a public university in Turkey who were studying at the Guidance and Psychological Counseling, and the Preschool Education programs. From this population, 257 participants were sampled for this research based on scale sampling method. In order to determine the attitudes and the anxiety of the participants towards statistics and research, two separate scales were to the participants. The scale of attitudes towards statistics consisted of 33 items, which assessed five subscales. The scale of research anxiety consisted of 12 items measuring a single factor. The data were analyzed through independent samples t-test and correlation analyses. The study results suggested that the female preservice teachers had more positive attitudes towards statistics than the male preservice teachers. On the other hand, the male preservice teachers' research anxiety levels were lower than the female preservice teachers. Moreover, the attitudes and the anxiety levels showed significant differences based on the departments of the preservice teachers in favor of the Guidance and Psychological Counseling department. Finally, a positive correlation found between the research anxiety and the attitudes towards statistics levels of the participants.

One effect of attending school is being able to develop social skills that prepare students to have healthy relationships throughout their lives. The ability to connect with one’s peers and teachers has shown to have many academic and emotional benefits. This theory is the fuel behind the emerging trend of Social-Emotional Learning pedagogy and design-specific programs utilized in middle schools across the United States. One program that many schools adopt is a Team structure, where the entire grade of students is divided into several sections. This effectively reduces the teacher-to-student ratio. I chose to conduct my research at Oceanside Middle School (OMS) #9M in Oceanside, New York. They have been awarded the New York State Essential Elements: School To Watch award for three years. One of the Essential Elements is Organization and Structure, which the Team structure program falls under. Therefore given this information, the questions this research aims to answer is: Why is Adolescent Connectedness important? And How does a Team structure affect student connectedness in an “effective” middle school? Using an action research method, student connectedness was evaluated with “The Hemingway Measure of Adolescent Connectedness” questionnaire. At the end of the questionnaire, I included questions specifically about the students’ views on how Teaming has benefited them at OMS. This was given to 341 students on three different teams, two teams of 8th graders and one team of 7th graders. The results show that the students at OMS have an average to high general connectedness rate. This trend can largely be affected by the Teaming structure as the students also had a positive view on Teaming and believed it be beneficial to their time at OMS. Lastly, from the analysis, a method was developed to identify medium and high "at-risk" students. This method lets educators identify socially struggling and isolated students, and what area they are not connected in, allowing them to intervene and help those students early on. It is recommended that the Hemingway Measure (or like it) is a successful method of measuring adolescent connectedness and identifying socially struggling students.

The Welch-James and Improved General Approximation tests were examined in between-subjects × within-subjects repeated measures designs for their rates of Type I error when data were nonnormal, nonspherical, and heterogeneous and when group sizes were unequal as well. The tests were computed with either least squares or robust estimators of central tendency and variability and assessed with critical values that

Educational performance of schools can be assessed by econometric benchmarking techniques like DEA and SFA. However the current literature suggests that the data generally available may lead to incomplete specification of the production function, and to a system of simultaneous equation linking educational inputs and output in a circular fashion. This paper assesses the feasibility of using DEA and SFA on a set of data for the entire population of English schools. The data set describes the schools' average Key Stage results for 14 and 16 years olds (KS3 and GCSE) for 2001 and 2002.
The examination of the data confirms the difficulties described in the literature. It suggests that the population of schools is divided in two subpopulations, one of which consists of 'super-performing' schools. However, it is worth noting that these schools are not necessarily very efficient. The analysis also suggests - although not conclusively - that the schools' performance may not be converging over time. DEA and SFA could not be carried out given the constraints in the data set. The main lesson is that econometric benchmarking of schools’ performance requires the use of panel data series and a longitudinal analysis approach. The dataset should ideally start with KS1 results and include all available cohorts since the establishment of the Key Stage tests.

Journalof Educational and Behavioral Statistics Spring 1996, Vol. 21, No. 1, pp. 35-54 ... Identifying Impediments to Learning Probability and Statistics From an Assessment of Instructional Software ... Steve Cohen, George Smith, Richard A. Chechile, Glen Burns, and Frank Tsai Tufts ...

The awareness of the importance of a good qualified education is experienced by many people of various strata. This is evidenced by the increasing numbers of students who move on to higher education. As one of the educational institutions, STAIN Pekalongan is committed to continuously improving the quality of education and to accommodate the wishes of the stakeholders. One form of this commitment is to establish new courses namely Intensive Arabic Program. This research was completed to know how big the public interest was against the opening of this course and what the dominant factors that influence students in choosing the Arabic Studies Program of STAIN Pekalongan were. 16 variables were proposed to find out the reasons why the students chose PAI of STAIN Pekalongan. From the population of 104 students of Arabic Education, the researcher selected a sample of 70 students (respondents). The selection was done randomly comprising 51 students and 19 students of the second semester of the fourth semester. The gender proportion of respondents consisted of 49% male students and 51% female students. Based on the value of KMO MSA and Bartlet's test, it showed that of the 16 variables submitted, there were only 13 significant variables. Of those 13 variables, they were reduced into 5 main factors-the curriculum, the promotion, the quality of lecturer, the college status, and the location.

2. Internationalisation of Higher Education in Russia: National Policy and Results at Institutional Level

Svetlana Shenderova, University of Tampere

Internationalisation of higher education is a part of the Russian educational policy focused on competitiveness enhancement at the global stage. Both restructuring of higher education sector and special Governmental funding have provided conditions for development and support of internationalisation in the leading universities. Despite Russia joining the Bologna Process, there are barriers in three-cycle degree system implementation. Vague legislation and statistics hinder the understanding and development of internationalisation. Regulatory approach to internationalisation of higher education in Russia is characterised by unclear responsibility both at national policy and institutional implementation level. It results in irrelevant basic indicators of internationalisation in different world university rankings. The main part of external institutional environment is revealed from Russian legislation and the Bologna Process documents. With the information available on websites of Russian universities, world ranking agencies, Russian authorities and bodies my chapter first investigates the results of internationalisation in Russia at the level of national policy and university.

This report discusses an exciting possibility being explored by NCES—the possibility of expanding the resource and finance data to be collected as part of the 1999-2000 SASS administration.  The proposal under consideration, which is being field tested in the fall of 1998 and winter of 1999, has two major components.  The first is to collect more detailed information about staffing resources in the schools included in the SASS sample.  Such information will improve our understanding of how schools allocate personnel resources, which account for more than 85 percent of expenditures in most school sites (Levine, Chambers, Duenas, and Hikido, 1998).  The second component of the proposal is to gather expenditure data for individual schools in the SASS sample. This information will permit analysis of expenditures at the school level.