The choice of pedagogy in statistics should take advantage of the quantitative capabilities and scientific background of the students. In this article, we propose a model for a statistics course that assumes student competency in calculus and a broadening knowledge in biology. We illustrate our methods and practices through examples from the curriculum.

Drawing on analyses of a subset of teacher quality studies in which student outcomes were used as a dependent variable (Hess, 2001; Walsh, 2001), the No Child Left Behind Act (NCLB; 2001) challenged traditional concepts of good teaching by emphasizing content mastery and verbal ability and downplaying the importance of pedagogy. In turn, the belief that pedagogy is a less powerful determinant o...

Science content, teaching, and teacher preparation are all political acts. However, accepting the nature of science as well that teaching has proven to be a hard shift for many in community. In this paper, we suggest away from an apolitical toward system practices transforms purposes education through justice-centered pedagogy approach. For teachers engage their students type transformative lea...

Most research on teacher education has not considered the situated learning contexts and identities of pre-service teachers as they learn in different school and university settings in Australia. Especially problematic are the conflicting discourses that shape learning in these varied contexts. This paper explores aspects of motivation about the learning of teaching practices and pedagogy in th...