serj promoting research and research reporting in statistics education: the serj experience

SERJ www.stat.auckland.ac.nz/serj

Promoting research and research reporting in statistics education:

The SERJ experience


SERJ: Statistics Education Research Journal

Co-editors:

Iddo Gal, University of Haifa, Israel ([email protected]) and

Flavia Jolliffe, University of Kent, UK ([email protected])

mailto:[email protected]


About SERJ

• SERJ is the journal of the International Association for Statistical Association (IASE).

• A peer-reviewed electronic journal.• The first to focus on advancing research-based

knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal and informal contexts.

• Access is free at www.stat.auckland.ac.nz/serj


Some history of SERJ

• SERJ grew out of the Statistics Education Research Newsletter (SERN)

• Initial discussions re changing SERN to SERJ in Summer 2001

• First issue published May 2002. Fairly similar to SERN as contained material planned for publication in SERN.


History continued

• December 2002– Became a joint publication of ISI and IASE.– Second issue published, included four

refereed papers.• May 2003

– First paper in Spanish published.• November 2003

– Sections more appropriate to a newsletter dropped


Key paper types

• Reports of original research

- Quantitative / qualitative (up to 8000-10,000 words) - Brief papers (2500 words)

• Conceptual papers, e.g., - Integrative & critical reviews of research

literature - Research-oriented theoretical models or epistemological analyses - Methodological issues in research & assessment


Statistics education research

• Might examine, e.g. cognitive, motivational, attitudinal, curricular, teaching-related, technology-based, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge.

• Might also focus on how people use or apply statistical and probabilistic information and ideas.


Special issues of SERJ

• November 2004 on research on reasoning about variation and variability.

• November 2006 on research on learning and reasoning about distributions. – Deadline for submissions: November 1, 2005. – Send letter of intent or queries to Iddo Gal,

[email protected]

mailto:[email protected]


Papers in latest issue May 2005

• Effect of Calculator Technology on Student Achievement in an Introductory Statistics Course

(Linda Collins and Kathleen Mittag)

• Factor Structure of the “Attitudes Toward Research” Scale

(Elena C. Papanastasiou)


May 2005 issue (cont.): Special section - reasoning about variation:

• “Variation Talks”: Articulating Meaning in Statistics (Katie Makar and Jere Confrey)

• Exploring Students’ Conceptions of the Standard Deviation

(Bob delMas and Yan Liu)

• A Framework for Teaching and Assessing Reasoning about Variability (invited paper)(Dani Ben-Zvi and Joan Garfield)

• Thinking Tools and Variation (invited paper)(Maxine Pfannkuch)


Refereeing process of SERJ

• Papers are submitted to a named co-editor.• The paper is given an initial screening, possibly

in consultation with the other co-editor.• If suitable to be refereed it is sent to an

associate editor.• The associate editor sends it in a blinded form to

two or more external referees.• The co-editor collates the associate editor’s and

the referees’ reports and sends the decision to the author with further comments.


Submissions which are not refereed

• Papers which do not contain any statistics education research, e.g. papers suggesting methods for teaching a topic but with no description of relevant (classroom) research, papers on mathematical statistics.

>> Author is reminded of the types of paper which SERJ publishes. A more suitable journal for publication might be suggested.


Initial problems with submissions 1

• Papers with some potential for publication in SERJ but clearly needing substantial revision, e.g. contain insufficient details of the research, discussion too weak, style is poor.

>> Authors sent detailed comments and suggestions for improving the paper, and are encouraged to resubmit (if paper salvageable).

(We see part of SERJ’s role as training less experienced researchers both in doing and in writing up research.)



• Technical issues: Papers which appear to be in line with aims of SERJ, but are not in the required format, e.g., 2-column layout.

>> Author is asked to resubmit in the required format and pointed to the template and guides for authors on the SERJ web page.



• The paper is in line with the aims of SERJ, but it is thought that it might have been published elsewhere.

>> Authors are asked to confirm that the paper has not already been published if they have not stated this on submission. SERJ policy is that papers which have been published in any form, including on the Internet or in conference proceedings are not accepted for consideration. This restriction does not apply to expanded conference papers.


Refereeing decisions

• Accept (at most simple or editorial changes)

• Accept with minor revisions (revised paper seen by editorial team only)

• Rewrite and resubmit (major revision required, further stages of refereeing)

• Reject


Papers acceptable for SERJ

Relevant to SERJ aims, and of high quality:

1. Original & worthy contribution to knowledge/ literature

2. Rational flow of information & ideas, justifications:

Scientific background > goals/ questions/ hypotheses > method > results > discussion, limitations, implications

3. Writing: clear, concise, logical, responsible balance, relevant references (APA guidelines)

4. Presentation / organization (author guidelines)


Typical problems: research reports

Goals/questions: - known or none - too broad, too narrow

Lit review: too broad/unfocused/brief, inadequate

Method: - poor research design - too little/too much/confusing details

about: › approach & context › respondents › instruments/tasks › procedure › analysis


Typical problems 2

Results: - wrong analysis - data without purpose, irrelevantDiscussion:

- poor link back to goals/questions, literature

- doesn’t explain its contribution - no “limitations”- no “implications” (to literature & known models, teaching, assessment, future research,…)

Bibliography: - missing, incorrect form, does not match references in text


Tips for authors 1

Planning the paper:

Reflect on: Storyline, contribution, research goals/questions.

Summarize: Research questions, key findings, key conclusions.

Check: Author guidelines, SERJ template, prior issues of SERJ.

Write: Results, method, implications, scientific background,…


Tips for authors 2

Before submitting: Review- refine- get feedback- check fit to

guidelines (template!)- blind text- letter to editor.

Managing the revision & re-submission cycle:

Evaluate editorial comments--Think--Revise.

Re-submit with detailed letter to editor (what/how revised, justify cases where comments not accepted).

serj promoting research and research reporting in statistics education: the serj experience

Documents

history of serj serj

serj experience slide

research assessment

special issues of serj

research reporting

papanastasiou slide

research scale elena

statistics katie makar