Rossi Hassad’s scientific contributions

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Publications (1)


Variability in the teaching of statistical literacy: a case of pedagogical dissonance?
  • Conference Paper

December 2015

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1 Citation

Rossi Hassad

Statistics education is a fast evolving discipline, and major advances have been made over the past two decades regarding reform of the introductory statistics course. There is now growing consensus that the introductory statistics course should seek to develop statistical literacy. The objective of this pilot study was to explore and describe self-reports of course learning outcomes and assessment strategies, as well as the extent to which instructors of introductory statistics at the college level emphasize statistical literacy. The results revealed that for a considerable proportion of instructors, what they think they are teaching is at variance with what and how they teach. If this gap is not addressed, it will quite likely result in students not being adequately prepared in statistical literacy, as well as misrepresentation of the type and quality of instruction. This gap or conflict between what instructors think they do and what they actually do, can be viewed as pedagogical dissonance, which can be attributed to a multiplicity of factors, addressed herein.

Citations (1)


... In a study involving instructors who taught introductory statistics education, Hassad (2015) defined pedagogical dissonance as the gap or conflict between what instructors think they do and what they actually do. In this case, pedagogical dissonance was attributed to multiple factors, including an unintended understanding of a construct, social desirability bias, and a lack of awareness and understanding of what constitutes the teaching of a topic. ...

Reference:

Pedagogical Dissonance and Teacher Education Encyclopedia of Teacher Education
Variability in the teaching of statistical literacy: a case of pedagogical dissonance?
  • Citing Conference Paper
  • December 2015