Rao Computational Statistics with R

1. Auflage 2014
ISBN: 978-0-444-63441-2
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, Band Volume 32, 412 Seiten

Reihe: Handbook of Statistics

R is open source statistical computing software. Since the R core group was formed in 1997, R has been extended by a very large number of packages with extensive documentation along with examples freely available on the internet. It offers a large number of statistical and numerical methods and graphical tools and visualization of extraordinarily high quality. R was recently ranked in 14th place by the Transparent Language Popularity Index and 6th as a scripting language, after PHP, Python, and Perl. The book is designed so that it can be used right away by novices while appealing to experienced users as well. Each article begins with a data example that can be downloaded directly from the R website. Data analysis questions are articulated following the presentation of the data. The necessary R commands are spelled out and executed and the output is presented and discussed. Other examples of data sets with a different flavor and different set of commands but following the theme of the article are presented as well. Each chapter predents a hands-on-experience. R has superb graphical outlays and the book brings out the essentials in this arena. The end user can benefit immensely by applying the graphics to enhance research findings. The core statistical methodologies such as regression, survival analysis, and discrete data are all covered. - Addresses data examples that can be downloaded directly from the R website - No other source is needed to gain practical experience - Focus on the essentials in graphical outlays

Autoren/Hrsg.

Rao, C.R.

Inhaltsverzeichnis

1;Front Cover;1
2;Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome);4
3;Copyright Page;5
4;Table of Contents;8
5;Preface;12
6;ACKNOWLEDGMENTS;13
7;PART I: THE STRUCTURE OF THE OBSERVED LEARNING OUTCOME;16
7.1;Chapter 1. The Evaluation of Learning:
Quality and Quantity in Learning;18
7.1.1;EVALUATING QUALITY VERSUS QUANTITY: AN EXAMPLE;19
7.1.2;EVALUATION AND INSTRUCTION;21
7.1.3;SUMMARY AND CONCLUSIONS;29
7.2;Chapter 2. Origin and Description of The SOLO Taxonomy;32
7.2.1;GENERAL INTELLECTUAL DEVELOPMENT AND
THE GROWTH OF QUALITY;32
7.2.2;THE PIAGETIAN STAGES OF DEVELOPMENT;33
7.2.3;SOME ASSUMPTIONS AND APPLICATIONS OF STAGE THEORY;35
7.2.4;FROM DEVELOPMENTAL STAGE TO LEVELS OF
LEARNING QUALITY;36
7.2.5;DESCRIPTION OF The SOLO Taxonomy;38
7.2.6;A PARADIGM FOR OBTAINING SOLO RESPONSES;44
7.2.7;SUMMARY AND CONCLUSIONS;45
8;PART II: APPLYING THE TAXONOMY TO VARIOUS TEACHING SUBJECTS;48
8.1;Chapter 3. History;50
8.1.1;THE GENERAL APPLICATION OF SOLO TO HISTORY;50
8.1.2;SUITABILITY OF ITEMS;67
8.1.3;IMPLICATIONS FOR THE TEACHING OF HISTORY;67
8.1.4;SUMMARY AND CONCLUSIONS;74
8.2;Chapter 4. Elementary Mathematics;76
8.2.1;NUMBERS AND OPERATIONS;77
8.2.2;IMPLICATIONS FOR THE TEACHING OF MATHEMATICS;101
8.2.3;SUMMARY AND CONCLUSIONS;107
8.3;Chapter 5. English;110
8.3.1;APPRECIATION OF POETRY;110
8.3.2;READING;119
8.3.3;CREATIVE WRITING;123
8.3.4;IMPLICATIONS FOR THE TEACHING OF ENGLISH;137
8.4;Chapter 6. Geography;140
8.4.1;INTERPRETING A MAP AND DRAWING CONCLUSIONS;141
8.4.2;ACCOUNTING FOR CHANGE IN AREAL CHARACTERISTICS
FROM A WRITTEN DESCRIPTION;145
8.4.3;EXPLAINING NATURAL PHENOMENA;148
8.4.4;DRAWING CONCLUSIONS FROM A PICTURE OF AN AREA;150
8.4.5;FURTHER RESEARCH IN GEOGRAPHY AND SOCIAL SCIENCE EDUCATION AND SOLO;152
8.4.6;IMPLICATIONS FOR THE TEACHING OF GEOGRAPHY;156
8.5;Chapter 7.
Modern Languages;160
8.5.1;TRANSLATION FROM FRENCH TO ENGLISH;160
8.5.2;FORMING RULES FROM SPECIFIC INSTANCES;164
8.5.3;IMPLICATIONS FOR THE TEACHING OF FOREIGN LANGUAGES;166
8.5.4;SUMMARY OF SOME RELATED RESEARCH FINDINGS;170
8.5.5;SUMMARY AND CONCLUSIONS;174
9;PART III:
GENERAL EDUCATIONAL IMPLICATIONS;176
9.1;Chapter 8. The Place of the Taxonomy in Instructional Design;178
9.1.1;TEACHER INTENTIONS;178
9.1.2;CURRICULUM ANALYSIS;180
9.1.3;INSTRUCTIONAL PROCESSES;187
9.1.4;EVALUATION;191
9.1.5;REMEDIATION;195
9.1.6;SUMMARY AND CONCLUSIONS;196
10;PART IV: FURTHER ISSUES: METHODOLOGICAL ASPECTS OF The SOLO Taxonomy AND IMPLICATIONS FOR PSYCHOLOGICAL AND EDUCATIONAL THEORY;198
10.1;Chapter 9. Some Methodological Considerations;200
10.1.1;RELIABILITY;201
10.1.2;VALIDITY;204
10.1.3;PROCESSES USED IN ARRIVING AT VARIOUS SOLO LEVELS;207
10.1.4;ALTERNATIVE FORMATS FOR OBTAINING SOLO RESPONSES;216
10.1.5;SUMMARY AND CONCLUSIONS;219
10.2;Chapter 10. Implications for Psychological Theory from Relational to Extended Abstract;222
10.2.1;DEVELOPMENT STAGE;222
10.2.2;LEARNING CYCLES;229
10.2.3;APPLICATIONS TO OTHER AREAS OF PSYCHOLOGY;241
10.2.4;GENERAL SUMMARY AND CONCLUSIONS;248
11;References;252
12;Subject Index;258
13;EDUCATIONAL PSYCHOLOGY;262