Recent Gradhacker posts: Learning R, online teaching and more

Here is a round-up of my recent posts at Gradhacker:

  • Difficult Online Students: In this post I suggest different strategies for when obstacles arise in online teaching.

  • Parenting in Grad School: A reflection on the highs and lows of doing grad school with young children.
  • Learning R: A post about my newest obsession: the statistical programming language R.
  • What I’m reading: “Why are we still teaching T-tests?”

    Stumbled across this post that just has so much goodness in it, including links to a paper on the philosophy of statistics and Error. Heady stuff. Found via the R-bloggers, of course.

    Why are we still teaching T-tests?.

    Don't forget to follow my Pinterest board for more R fun: Follow Andrea's board Fun projects for R on Pinterest.

    It’s on like Donkey Kong: Dissertation update

    So here is my little ugly duckling of a dissertation proposal, with data collection planned for this Fall. Wish me luck! Of course my hope is that it grows into a swan that helps push the field forward on theoretical, methodological, and practical levels, but, to be perfectly honest, I'll be glad even if it grows into a little larger ugly duck.

    Tentative Title: The Influence of Peer Review on Writing Achievement and Individual Writing Self-Efficacy

    Draft Abstract: This study will examine the influence of peer feedback and review on individual writing achievement and self-efficacy. Undergraduate first-year composition students will engage in normal instructional activities, using the Eli Review program in order to conduct peer feedback and review sessions. Using the data collected from surveys and through the web-based peer review system Eli Review, the influence of giving and receiving writing feedback in peer review groups on both individual writing achievement and individual self-efficacy will be modeled using a multilevel, social-network analysis methodology. The influence of other possible mediating variables also will be explored, including: the influence of the instructor; the influence of outside help such as roommates, family members, or use of the university writing center, and the individual’s prior achievement. This study will contribute to understanding the influence of peers in the writing peer feedback cycle as well as the ways in which writing achievement and self-efficacy are influenced.