Publications
Below, find a list of CourseKata related research publications.
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Publication Repository
2024
Sutter, C. C., Totonchi, D. A., DeCoster, J., Barron, K. E. & Hulleman, C. S. (2024). How does expectancy-value-cost motivation vary during a semester? An intensive longitudinal study to explore individual and situational sources of variation in statistics motivation. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2024.102484
Salas, J.L., Wang, X., Tucker, M.C., & Son J.Y. (2024). Memorization and Performance During Pandemic Remote Instruction: Evidence of Shifts from an Interactive Textbook. Online Learning Journal, Volume 28(2), (1-34). DOI: 10.24059/olj.v28i2.343
Sutter, C. C., Jackson, M. C., Givvin, K. B., Stigler, J. & Son, J. Y. (2024). The “Better Book” Approach to Addressing Equity in Statistics: Centering the Experience of Students from Racially Minoritized Backgrounds for the Benefit of All. Educ. Sci. 14(5), 487. https://doi.org/10.3390/educsci14050487
Sutter, C. C., Givvin, K. B., Solomon, P. L., & Leandro-Ramos, A. (2024). Latine Students’ Motivational and Emotional Experiences Related to Their Introductory Statistics Course: Differences by Institution Type Necessitate Tailored Interventions. Journal of Hispanic Higher Education, 0(0). https://doi.org/10.1177/15381927231225416
2023
Rahal, D., Shaw, S. T., & Stigler, J. W. (2023). Lower socioeconomic status is related to poorer emotional well-being prior to academic exams. Anxiety, Stress, & Coping, 36(4), 502-518. https://doi.org/10.1080/10615806.2022.2110588
Sutter, C. C., Givvin, K. B., & Hulleman, C. S. (2023). Concerns and Challenges in Introductory Statistics and Correlates with Motivation and Interest. The Journal of Experimental Education, 1-30. https://doi.org/10.1080/00220973.2023.2229777
Zhang, I. Y., Gray, M. E., Cheng, A. X., Son, J. Y., & Stigler, J. W. (2023). Representational-mapping strategies improve learning from an online statistics textbook. Journal of Experimental Psychology: Applied. doi: 10.1037/xap0000474
Tucker, M. C., Shaw, S. T., Son, J. Y., & Stigler, J. W. (2023). Teaching statistics and data analysis with r. Journal of Statistics and Data Science Education, 31(1), 18-32. https://doi.org/10.1080/26939169.2022.2089410
Burrill, G., Cohn, H., Lai, Y., Sinha, D. P., Son, J. Y., & Stevenson, K. F. (2023). Listening for Common Ground in High School and Early Collegiate Mathematics. NOTICES OF THE AMERICAN MATHEMATICAL SOCIETY, 70(5). https://doi.org/10.1090/noti2689
2022
Sutter, C. C., Givvin, K. B., Tucker, M., Givven, K. A., Leandro-Ramos A., & Solomon, P. L. (2022). Student concerns and perceived challenges in introductory statistics, how the frequency shifted during COVID-19, and how they differ by gender and URM status. Journal of Statistics and Data Science Education. https://doi.org/10.1080/26939169.2022.2132325
Sutter, C.C, Hulleman, C. S., Givvin, K. B., & Tucker, M. (2022). Utility value trajectories and their relationship with behavioral engagement and performance in introductory statistics. Learning and Individual Differences, 93, 102095. https://doi.org/10.1016/j.lindif.2021.102095
Zhang, I. Y., Tucker, M. C., & Stigler, J. W. (2022). Watching a hands-on activity improves students’ understanding of randomness. Computers & Education, 186, 10454. https://doi.org/10.1016/j.compedu.2022.104545
Xiong, C., Lee-Robbins, E., Zhang, I., Gaba, A., & Franconeri, S. (2022). Reasoning affordances with tables and bar charts. IEEE transactions on visualization and computer graphics. doi: 10.1109/TVCG.2022.3232959
Eghterafi, W., Tucker, M. C., Zhang, I., & Son, J. Y. (2022). Effect of Feedback with Video-Based Peer Modeling on Learning and Self-Efficacy. Online Learning, 26(2), 1-21. https://doi.org/10.24059/olj.v26i2.2732
2021
Son, J. Y., Blake, A. B., Fries, L., & Stigler, J. W. (2021). Modeling first: Applying learning science to the teaching of introductory statistics. Journal of Statistics and Data Science Education, 29(1), 4-21. https://doi.org/10.1080/10691898.2020.1844106
Fries, L., Son, J. Y., Givvin, K. B., & Stigler, J. W. (2021). Practicing connections: A framework to guide instructional design for developing understanding in complex domains. Educational Psychology Review, 33(2), 739-762. https://doi.org/10.1007/s10648-020-09561-x
2019
Stigler, J. W., Son, J. Y., Givvin, K. B., Blake, A. B., Fries, L., Shaw, S. T., & Tucker, M. C. (2020). The Better Book approach for education research and development. Teachers College Record, 122(9), 1-32. https://doi.org/10.1177/016146812012200913
Givvin, K. B., Moroz, V., Loftus, W., & Stigler, J. W. (2019). Removing opportunities to calculate improves students’ performance on subsequent word problems. Cognitive research: principles and implications, 4(1), 1-13. doi: 10.1186/s41235-019-0175-2
2018
Son, J. Y., Ramos, P., DeWolf, M., Loftus, W., & Stigler, J. W. (2018). Exploring the practicing-connections hypothesis: Using gesture to support coordination of ideas in understanding a complex statistical concept. Cognitive research: principles and implications, 3(1), 1-13. https://doi.org/10.1186/s41235-017-0085-0