Mary Parker

Materials actually provided to you by the workshop are double starred, materials available at the workshop for you to look at are single starred, and those available electronically are denoted by "e". Comments in quotes are from the book unless otherwise attributed. Other comments are mine.

** Hoaglin, David C. and Moore, David S. (1992), *Perspectives
on Contemporary Statistics*, Mathematical Association of America,
Notes #21. This collection of articles by leading statisticians
and statistics educators is "elementary statistics from an
advanced viewpoint." These are definitely not technical articles,
but focus on conceptual issues of current interest in the statistical
community relevant to topics that are (or should be) taught in
introductory statistics. I think that this is the best single
book for a statistics teacher who is not a statistician to read
in order to better understand contemporary statistics.

** Hogg, Robert V. (1992) "Towards Lean and Lively Course
in Statistics*" Statistics for the Twenty-first Century*,
Gordon and Gordon,eds., Mathematical Association of America, Notes
#26. Report of an invited workshop on statistical education held
in 1990 in Iowa City, Iowa.

** Cobb, George (1992), "Teaching Statistics," from
*Heeding the Call for Change: Suggestions for Curricular Action*,
Lynn Steen, editor, Mathematical Association of America, Notes
#22. The idea of encouraging the students to be active learners
as a means of deepening their understanding and making them better
problem solvers is important in most fields today. Specific recommendations
about statistics are the topic of this article. A major part of
this article is a report from the Committee for Undergraduate
Statistics, a joint committee of the Mathematical Association
of America and the American Statistical Association, appointed
in 1990 and which Dr. Cobb chairs.

Garfield, J. and Ahlgren, A. (1988), "Difficulties in Learning
Basic Concepts in Probability and Statistics," * Journal
for Research in Mathematics Education*, **19**, 44-63. The
authors discuss many studies about students' misconceptions about
probability, statistics, and various science topics. Many of these
studies show disturbing evidence that standard classroom experiences
produce very little change in these misconceptions. The successes
they cite have classroom experiences based on activities, group
work, and delay of theory and rules until motivated by simulations
and experiments. However, they conclude that some of these misconceptions
about uncertainty and random processes are part of a way of thinking
about events that is deeply rooted in most people and much more
work is needed to find effective teaching techniques to increase
students' stochastic sophistication.

** Gordon, Florence and Gordon, Sheldon, editors (1992), *Statistics
for the Twenty-first Century*, Mathematical Association of
America, Notes #26. Several articles are substantially overview
and motivation and many have specific suggestions.

** Rossman, Allan*,* (1996)* Workshop Statistics*, Springer-Verlag.
Distributed by Jones and Bartlett Publishers, 40 Tall Pine Drive,
Sudbury, MA 011776, fax:508-443-8000, mkt@jbpub.com. "*Workshop
Statistics* is designed for courses that employ an interactive
learning environment by replacing lectures with hands-on activities.
The text contains enough expository material to stand alone, but
it can also be used to supplement a more traditional text. . .
. emphases on active learning, conceptual understanding, genuine
data, and the use of technology."

** Scheaffer, Richard; Gnanadesikan, Mrudulla; Watkins, Ann; Witmer,
Jeffrey,* *(1996)* Activity-Based Statistics*, Springer-Verlag.
Distributed by Jones and Bartlett Publishers. (see Rossman above)
The text for the students is called the Student Guide and there
is an Instructor's Guide. "Statistics should be taught more
as an experimental science and less as traditional mathematics.
The activities are organized around the major topics covered in
most introductory statistics courses. . . . contains far more
activities than can be used efficiently in one course."

Quantative Literacy series (1987): *Exploring Data*, by James
M. Landwehr and Ann E. Watkins. *Exploring Probability,*
by Claire M. Newman, Thomas E. Obremski, and Richard L. Schaeffer.
*The Art and Techniques of Simulation,* by Mdrulla Gnanadesikan,
Richard Schaeffer, and Jim Swift*. Exploring Surveys and Information
from Samples*, by James M. Landwehr, Jim Swift, and Ann E.Watkins.
In an effort to introduce the most important and up-to-date topics
in statistics into the elementary and secondary curriculum, the
Joint Committee on the Curriculum in Statistics and Probability
of the American Statistical Association and National Council of
Teachers of Mathematics initiated the Quantative Literacy project.
These four books of activities are part of their work. The spiral-bound
books are available in teacher's editions also, which give answers,
discussion questions, quizzes, etc. Publisher: Dale Seymour Publications,
P.O. Box 10888, Palo Alto, CA 94303, order by phone 800-872-1100
or by fax 415-324-3424.

* University of the Pacific Math Dept, *Lab Manual for Math
37*, 3rd ed, locally produced (Beth Chance) Based on MINITAB.

* Egge, Eric; Foley, Sean; Haskins, Loren; Johnson, Roger (1995)
*Statistics Lab Manual*, 3rd ed., locally produced at Carleton.
Uses SPSS.

* Spurrier, John, Edwards, Don, and Thombs, Lori, *Elementary
Statistics Laboratory Manual* (1995) Duxbury Press. Based on
MINITAB and is available in both DOS and Mac versions. "
Our primary goal in writing this laboratory manual is to lead
students through a series of 'hands-on' experiments that illustrate
important points of applied statistics." The technical writing
appendices look very good. For a comprehensive discussion, http://www.geom.umn.edu/docs/snell/chance/teaching_aids/concepts.html

Pearl, Dennis K. and Stasny, Elizabeth A. (1992), *Experiments
in Statistical Concepts*, Kendall-Hunt Publishing Company,
Dubuque, IA. This lab manual is tied to Data Desk, a statistical
software package, and is used at Ohio State University.

e Fillebrown, S. (1994) "Using Projects in an Elementary
Statistics Course for Non-Science Majors" *JSE*, Volume
2, Number 2.

* Ledolter, Johannes, (1995) "Projects in Introductory Statistics
Courses" *The American Statistician*, v. 49, n. 4.

e Mackisack, M. (1994) "What is the Use of Experiments Conducted
by Statistics Students?" *JSE*, Volume 2, Number 1.

Halvorsen, Katherine T. and Moore, Thomas L. (1991), "Motivating,
Monitoring, and Evaluating Student Projects," *American
Statistical Association* *Proceedings of the Section on Statistical
Education*, 20-25.

** Roberts, Harry (1992) "Student-Conducted Projects in the
Introductory Statistics Course," *Statistics for the Twenty-first
Century.*

Zahn, Doug. Dr. Zahn teaches a large lecture course in introductory statistics in which the students do term projects. He has prepared extensive instructions to students, sample projects, job descriptions for teaching assistants, etc. Because so many people ask him for copies, he asks for per page copying costs and a modest handling charge. If you write to him, he will send you an annotated bibliography of resources and an order form. One of the items is a 33 page set of instructions for term projects. Doug Zahn, Dept. of Statistics, Florida State University, Tallahassee, FL 32306-3033.

e World-Wide Web. There are many ways to get in. Robin Lock has
listed several links for us at http://it.stlawu.edu/~rlock/stats96
The *Journal for Statistical Education* maintains an information
resource http://www2.ncsu.edu/ncsu/pams/stat/info/infopage.html

* Chatterjee, Samprit; Handcock, Mark S.; Simonoff, Jeffrey S.
(1995) *A Casebook for a First Course in Statistics and Data
Analysis*, John Wiley & Sons. "Each case is motivated
by a question that needs to be answered, and full background material
is presented. The statistical analysis flows naturally from the
question. This discussion given in the cases attempts to demonstrate
the logic of the analysis and emphasize the the interactive and
iterative nature of the task." Beth comments: "A great
source of interesting data sets, challenging "practice problems"
on real, interesting data. The data sets are rich. Students need
to consider the assumptions and employ the scientific process."

** Hand, D.J., et. al. (editors), (1994) *Handbook of Small
Data Sets*, Chapman and Hall. This has about 500 data sets
(with descriptions) that are small enough to be easily used in
a classroom. A disk with the data sets in PC readable form is
included in the book.

** Singer, Judith D. and Willett, John B. (1992), "Annotated
Bibliography of Sources of Real-World Datasets Useful for Teaching
Applied Statistics," from *Statistics for the Twenty-first
Century*. It is in this notebook.

** e Snell, J. Laurie (1992), "CHANCE: Case Studies of Current
Chance Issues," from *Statistics for the Twenty-first Century*.
The Chance project is really about an innovative course in probability
and statistics inspired by *Chance* magazine. The goal is
to get students attuned to the presence and importance of issues
of probability and statistics in the world around them. The *Chance*
project identifies and describes chance issues in major news media
and journals such as *Science, Nature*, and the *New England
Journal of Medicine*. In most cases, some discussion questions
for each article are included. http://www.geom.umn.edu/docs/snell/chance/welcome.html

* Tanur, Judith M., et. al. (1989), *Statistics, A Guide to
the Unknown*, 3rd ed. Wadsworth & Brooks/Cole. These 28
articles "describe important applications of statistics and
probability in many fields of endeavor. Co-sponsored by the American
Statistical Association and the National Council of Teachers of
Mathematics, the book is aimed primarily at people without any
special knowledge of statistics, probability, or mathematics."
Problems and discussion questions are included for each article.

** Witmer, Jeffrey A. (1992), *Data Analysis: An Introduction*,
Prentice-Hall. This paperback book "is designed to supplement
an introductory course in statistics, allowing the integration
of realistic applications and computer software into the course.
It is designed to be used with any standard textbook." Stem-leaf
diagrams, smoothing data, normal probability plots and transformation
of variables, regression diagnostics, observational studies vs.
controlled experiments, Simpson's Paradox, and other such topics
are not covered in many elementary texts yet. Use of this book
as a supplement enables students to understand important tools
used by practicing statisticians today and to use the computer
as a tool for exploration and question-formulation as well as
for doing calculations efficiently.

*Against All Odds*. This series of 26 half-hour videotapes
was developed and produced by the Annenberg CPB Foundation. They
cover the standard material of an introductory statistics course.
These are not "talking head" shows. The quality is more
like standard public broadcasting shows such as *Nova*. More
than half the time of each show is devoted to showing a real application
of the statistical techniques being discussed, with scenes from
and interviews in hospitals, national parks, etc. A short time
is devoted to illustrating how to perform the statistical techniques
discussed

While the videotapes can be used with any text, one of the developers,
David S. Moore, has two introductory texts which the tapes follow
closely: *Introduction to the Practice of Statistics*, 2nd
ed. (with George McCabe (1993) and* Basic Practice of Statistics*
(1995), both published by W. H. Freeman.

The entire series is available for limited broadcast use and library use for under $500. (There is an additional fee per student if it is used as a stand-alone television course.) At my college, we show this on our cable TV channel as a supplement to our introductory statistics course, and my students who take the time to watch the tapes find them very motivational and helpful.

** Statistics: Decisions through Data* (1992) These five
hour-long videotapes have shorter clips (12-15 minutes) from the
*Against All Odds* series. COMAP, Inc., Suite 210, 57 Bedford
St., Lexington, MA 02173. An extensive teacher guide, written
by David Moore, is available. (Jon handed out a list of what topics
are covered on which tapes and how long each clip is.)

** Garfield, Joan (1994), "Beyond Testing and Grading: Using
Assessment To Improve Student Learning" *Journal for Statistics
Education*, v. 2, n. 1.

** Garfield, Joan (1995) "How Students Learn Statistics"*
International Statistical Review*, v. 63, no. 1, p. 25-34.

** Garfield, Joan "An Authentic Assessment of Students' Statistical
Knowledge" *Assessment in the Mathematics Classroom*

Archbald, Doug A. & Newmann, Fred M. (1988)* Beyond Standardized
Testing: Assessing Authentic Academic Achievement in the Secondary
School*, National Association of Secondary School Principals,
1904 Association Dr., Reston, Va. 22091, 703-860-0200

e The American Statistical Association has a Statistics Education section, which has various activities, including a newsletter. Much information is available to nonmembers. http://www.amstat.org/

e The JSE Information Service maintains links to many interesting sites on the Web. http://www2.ncsu.edu/ncsu/pams/stat/info/infopage.html

e EDSTAT-L is an electronic discussion list about statistics education.
Archives are available. Find these through the *JSE* Information
service. You may subscribe, but be aware that there are usually
quite a lot of messages. Subscribe by sending the one-line e-mail
message (fill in your real name, of course):

SUBSCRIBE EDSTAT-L Yourfirstname Yourlastname

to the Internet address LISTSERV@NCSUVM.CC.NCSU.EDU

*Chance: New Directions in Statistics and Computing. *A "news
magazine for professionals using statistical tools and analysis
in a wide range of businesses, industries, and research."
The articles remind me of* Scientific American*, but about
statistical topics, of course. More info is available from the
American Statistical Association.

*The American Statistician. *This quarterly journal of the
American Statistical Association has articles of general interest
to statisticians. It is not a research journal. The sections are:
General, Teacher's Corner, Statistical Practice, Statistical Computing
(including software reviews), Commentaries, and Letters to the
Editor. The Teacher's Corner publishes material of interest to
teachers of the first mathematical statistics course and applied
statistics courses. It includes a subsection. Accent on Teaching
Materials, in which appear announcements and selected reviews
of teaching materials of general use to the statistical field.

** STATS. *This is the American Statistical Association's
student magazine. Many articles in it are within the reach of
elementary statistics students.

e* Journal for Statistics Education*. This refereed journal
is free and only available by electronic mail. One can subscribe
to the journal alone or to the journal and the discussion generated
by the articles. Subscribers receive an e-mail message with the
Table of Contents and information about how to request each particular
article or section. To subscribe, send *one* of the following
messages to LISTSERV@JSE.STAT.NCSU.EDU.

SUBSCRIBE JSE-ANNOUNCE First Name Last Name

SUBSCRIBE JSE-TALK First Name Last Name

All issues are available on the Web. Start with the JSE Information Service.

http://www2.ncsu.edu/ncsu/pams/stat/info/infopage.html

*Statistical Science*. This quarterly journal of the Institute
of Mathematical Statistics aims "to present the full range
of contemporary statistical thought at a technical level accessible
to the broad community of practitioners, teachers, researchers,
and students of statistics and probability." The articles
are mostly by leading statisticians but are broader and more expository
than articles in the research journals. This is also a relatively
new journal, founded in 1986.

SLAW (Statistics in Liberal Arts Colleges Workshop) prints technical reports on issues of interest, including issues related to the teaching of statistics. To get on the mailing list, contact Don Bentley, Math Dept., Pomona College, Claremont, CA 91711. DBENTLEY@POMONA.CLAREMONT.EDU

* Cryer, Jonathan D. & Miller, Robert B. (1994*) Statistics
for Business: Data Analysis and Modeling*, International Thomas
Publishing (Wadsworth). This book starts with a lot of material
on building models and producing data in order to help students
understand variation.

* Freedman, David; Pisani, Robert; Purves, Roger; Adhikari, Ani
(1991*) Statistics*, 2nd ed., W. W. Norton

There's no other intro text like this one. It's quite intellectually sophisticated, but not computational at all. Read about George Gallup and sampling on p. 306-307 and 315-318. You'll use these stories in your sampling lectures from now on! It also has very good problems. You need it on your shelf for reference even if it's not your text.

* Moore, David S. (1991) *Concepts and Controversies*, 3rd
ed., W.H. Freeman. David's first intro stat book. It emphasizes
all the things he thinks are important, without the computational
material. It, too, starts with a substantial emphasis on the complications
of producing and presenting data. That's a different emphasis
than beginning with the data already given. We'd recommend that
any teacher read it for themselves. Read p. 62-68 for some interesting
perspectives on surveys.

** Moore, David S. (1995) *Basic Practice of Statistics*,
W.H. Freeman. A widely used and respected intro text among statisticians.
Conveys the same "feel" for statistics as *the Concepts
and Controversies*, but with enough computation to be comparable
to virtually any other intro stat course. Is shorter and considerably
more readable than his earlier text, *Intro to the Practice
of Statistics*.

* Moore, Davd S. & McCabe, George P. (1993*) Introduction
to the Practice of Statistics*, 2nd ed. W.H. Freeman. David
intended for this book to be appropriate for an intro stat course
at any level, including graduate school. It has more optional
material than many teachers of freshman intro statistics need.
David worked hard to make the new one *-- Basic Practice of
Statistics* -- more readable and shorter than this. He succeeded,
but I really miss some of what was left out. I can't imagine a
better discussion of the complexity of dealing with outliers than
on p. 14-15. My students always liked that on day 1, and it helped
communicate the idea that statistics is interesting, but understandable.
I asked him to include it in *Basic Practice of Statistics*,
but he didn't.

"Any Moore book is much better than traditional texts on trying to get students to understand the concepts behind the procedures. Also, the problems emphasize these concepts in addition to the calculations, e.g. mean vs. median, interpretation of confidence intervals, p-values, etc." Beth Chance

* Ott, R. Lyman (1993) An Introduction to Statistical Methods and Data Analysis, Wadsworth. Beth Chance says that this "has enough material for two semesters and really good, straightforward explanations."

* Peters, William S. (1987) *Counting for Something: Statistical
Principles and Personalities*, Springer-Verlag. Since it doesn't
have problem sets, it isn't really a text, but the material is
substantially intro-course material. This is a blend of history
and concepts. Read p. 100-107 to learn about the beginning of
modern statistics. It also has much more about lots of different
kinds of averages, in a quite intellectually sophisticated fashion,
than any other book I've seen. For examples, see p. 22-23.

* Siegel, Andrew F. & Morgan, Charles J. (1996) *Statistics
and Data Analysis*, 2nd ed., John Wiley & Sons. Beth Chance
says, "Previous editions have been highly reviewed by people
I agree with. In the same vein as Moore. May come bundled with
the Student Version of MINITAB (cheap)!"

* Utts, Jessica M. (1995) *Seeing Through Statistics*, Duxbury.
She includes many real examples (newspaper articles) and doesn't
always agree with the conclusion in the article. If you want a
text that will support your students learning to critique statistical
reports, this looks great. It is conceptual, with the formulas
relegated to the ends of the chapters. Beth finds that the problems
are really good.

**? Wardrop, Robert, *Statistics: Learning in the Presence of
Variation*. Bob Hayden and Chris Olsen say "This is a
good, interesting, innovative text. It integrates statistics and
experimental design, giving a flavor of the whole research enterprise."
(This was published by W.C. Brown, but will be published differently
in the future. We are trying to have these sent to all the workshop
participants.)

* Greenberg, Betsy. (1993, 1995) *MINITAB Guides* to Moore's
books, W.H. Freeman. These cost about $20 unless you can convince
the publisher to shrink-wrap them with the text. They are well-done
and explain how to use the command-line versions as well as info
on how to use the menus. They have quite a number of the problems
from the texts, numbered consistently, with hints about how to
do them and info about how to find the data sets. Free instructor's
copy to adopters of the text.

* Notz and Busam, *Study Guide for Moore's Basic Practice of
Statistics*, (1995) W.H. Freeman. Includes section overviews
and lots of worked-out solutions to problems in the text. Free
instructor's copy to adopters of the text.

* Velleman, Paul F. (1993)* Learning Data Analysis through DataDesk*,
W.H. Freeman & Co. The focus is on exploratory data analysis.
Data Desk, for Macs, is a highly regarded graphical and interactive
data analysis and statistics program. This is the student version.

*Minitab Mini-Manual* (1995) Minitab, Inc. "(This) provides
you with answers to most of the questions you will have as a new
user of Minitab Statistical Software. Rather than fully documenting
all features and functions, this manual explains the fundamentals
of using Minitab -- how to enter commands, how to manage data
and files, how to manipulate and analyze data, how to produce
graphs, how to use on-line Help -- in a small inexpensive book."*
*

Gonick, Larry & Smith, Woollcott (1993)* The Cartoon Guide
to Statistics*, Harper Collins. A good source of ideas to amuse
you and your students.

Cohen, Victor (1989) *News and Numbers: A Guide to Reporting
Statistical Claims and Controversies in Health Care and Other
Fields*, Iowa State U Press.

Paulos, John Allen,* A Mathematician Reads the Newspaper*,
Basic Books.

Tufte, Edward, *The Visual Display of Quantative Information*
(1983) & *Envisioning Information* (198?) Graphics Press.
These are wonderful coffee table books. Use some of the ideas
in this to improve your graphical presentation of data substantially.
Presenting data in good graphical form is a more sophisticated
task than you might think.

* Cleveland, William S. (1993)* Visualizing Data, *A.T.&T.
Bell Laboratories. "Visualization is critical to data analysis,
revealing intricate structure in data that cannot be absorbed
in any other way. we discover unimagined effects, and we challenge
imagined ones. . . The reader should be familiar with basic statistics
and the least-squares method dof fitting equations to data."

Chatfield, Christopher. (1988) *Problem Solving: A Statistician's
Guide*, Chapman and Hall, 1988. ``This book is written for
anyone who has studied a range of basic statistical topics but
still feels unsure about tackling real-life problems. How can
reliable data be collected to answer a specific question? What
is to be done when confronted with a set of real data, perhaps
rather `messy' and perhaps with unclear guidelines?'' A couple
of my math stat students who took summer jobs with industry helping
with statistics said that my recommendation of this book was one
of the most important things I did to help them.

Mandansky, A. (1988) *Prescriptions for Working Statisticians*,
Springer-Verlag. ``The first course in statistics, no matter how
`good' or `long' it is , typically covers inferential procedures
which are valid only if a number of preconditions are satisfied
by the data. . . . (Students) do not learn how to check . . .
(these preconditions) and certainly do not learn how to adjust
their data and/or model so that these assumtions are met. To help
this student out I designed a second course, containing a collection
of statistical diagnostics and prescriptions necessary for the
applied statistician so that he can deal with the realities of
inference from data, and not merely with the kind of classroom
problems where all the data satisfy the assumptions associated
with the technique to be taught.''

Iverson, Gudmund R. (1984) *Bayesian Statistical Inference*,
Sage Publications, Number 07-043. ``Professor Iverson provides
a gentle and lucid introduction to Bayesian methods, and uses
several simple examples to ensure comprehension by the neophyte.''
(Series editor) This pamphlet is number 43 of a series of 70 pamphlets
which provide introductory explanations and demonstrations of
various data analysis techniques applicable to the social sciences.
The pamphlets are less than 100 pages long and cost about $8 each.

Williams,* A Sampler on Sampling*, John Wiley & Sons
This book takes one fairly small data set and illustrates, in
detail, many different types of sampling besides simple random
sampling. For those interested in pursuing the topic of sampling
schemes and the associated variance calculations, this would be
a fine book with which to begin.

* Milliken, George A. & Johnson, Dallas E. (1992) *Analysis
of Messy Data, Volume I: Designed Experiments*, Van Nostrand
Rheinhold. "Typically, experimental data involve missing
observations, outliers, or failures of the usual assumptions that
render standard statistical methodology useless. Analyzing messy
data with techniques developed for nice data can produce results
that are often meaningless or uninterpretable, and many existing
computing packages do not always yield correct results. Unfortunately,
experimenters are frequently ignorant of these consequences. The
basic purpose of this book is to present several techniques and
methods for analyzing nonstandard, or messy, data sets effectively
and correctly."

* Cook, R. Dennis & Weisberg, Sanford (1994) *An Introduction
to Regression Graphics*, John Wiley & Sons. "By allowing
informative and novel visualizations of regression data, modern
computer hardware and software promise to reverse the historical
roles of numerical and graphical regression methods. How shall
this be done in practice? What can be learned from graphs and
which graphs should be drawn? How can graphs be used to learn
about fundamental features of regression problems?"

Feller, William*. An Introduction to Probability Theory and
Its Applications*, Vol. 1 (discrete distributions), 3rd ed.
1968. Vol. 2 (continuous distributions), 2nd ed. 1971. John Wiley
& Sons. The standard reference of probabilists. It is a serious
mathematical treatment of the subject, but includes numerous examples
and exercises designed to develop the reader's intuition in the
art of probabilistic formulation. Graduate-level, but does not
assume knowledge of measure theory.

Kendall, Sir Maurice, Stuart, Alan, and Ord, J. Keith. *The
Advanced Theory of Statistics* Volume 1, *Distribution Theory*,
5th ed. 1987. Volume 2, Inference and Relationship, 5th ed. 1991.
Volume 3, Design and Analysis and Time-Series, 4th ed. 1983. Oxford
University Press and Charles Griffin & Co. Ltd. Excellent
reference books. They are useful to the person who wants only
an overview as well as the one who wants to explore the deeper
concepts involved. Graduate-level, but do not assume knowledge
of measure theory.