International Education Research

International Education Research

ISSN: 2291-5273 (Print)    ISSN: 2291-5281 (Online)

Volume 4 (2016), No. 1, Pages 37-66

DOI: 10.12735/ier.v4i1p37

Download Full Text:

Exploring Relations between Teachers' Beliefs, Instructional Practices, and Students' Beliefs in Statistics

Melissa C. Duffy1  Krista R. Muis1  Michael J. Foy2  Gregory Trevors3  John Ranellucci4 

1Department of Educational and Counselling Psychology, McGill University, Canada
2Department of Psychology, John Abbott College, Canada
3Department of Educational Psychology, University of Minnesota, USA
4Department of Educational Psychology and Special Education, Michigan State University, USA


To Cite this Article     Article Views: 1337     Downloads: 698  Since deposited on 2016-04-07


We examined the epistemic climate of statistics classrooms across two different classrooms by measuring teachers’ espoused beliefs about teaching statistics and observing their teaching practices. We then explored whether students’ beliefs became more aligned with the epistemic climate of the classroom over time. Post-secondary students’ beliefs were measured at the beginning and end of the semester. To measure the epistemic climate, teachers completed self-reports of their beliefs about teaching and learning, and participated in two semi-structured interviews at the beginning and end of the semester. Moreover, several classroom observations were conducted over the course of the semester. Analyses of the data revealed that for one group of students in one class, their beliefs were well aligned with the classroom climate and remained stable over time whereas for the other group of students, their beliefs shifted over time to align with the classroom climate.

Keywords: classroom epistemic climate, pedagogical approaches, statistics, students' beliefs, teachers' beliefs

To Cite this Article: Duffy, M. C., Muis, K. R., Foy, M. J., Trevors, G., & Ranellucci, J. (2016). Exploring relations between teachers' beliefs, instructional practices, and students' beliefs in statistics. International Education Research, 4(1), 37-66.

Copyright © Melissa C. Duffy et al.

Creative Commons License
This article is published under license to Science and Education Centre of North America. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License.

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

Exploring Relations between Teachers' Beliefs, Instructional Practices, and Students' Beliefs in Statistics