{"references": ["delmas, R., Garfield, J., Ooms, A., & Chance, B. (2006). Assessing\nStudents- Conceptual Understanding After a First Course in Statistics.\nPaper presented at the Annual Meeting of The American Educational\nResearch Association (AERA) San Francisco, CA.", "Garfield, J., Hogg, B., Schau, C., & Whittinghill, D. (2002). First\nCourses in Statistical Science: The Status of Educational Reform Efforts.\nJournal of Statistics Education [Online], 10(2).", "Cobb, G. W. (1992). Teaching statistics. In L. Steen (Ed.), Heeding the\ncall for change: Suggestions for curricular action, MAA Notes, No. 22,\n3-43.", "Mills, J.D. (2002), Using Computer Simulation Methods to Teach\nStatistics: A Review of the Literature. Journal of Statistics Education\n[Online], 10(1).", "Moore, D. (1997). New pedagogy and new content: the case of statistics.\nInternational Statistical Review, 65(2), 123-165.", "Batanero, C., Godino, J. D., Vallecillos, A., Green, D. R., and Holmes,\nP. (1994). Errors and difficulties in understanding elementary statistical\nconcepts. International Journal of Mathematical Education in Science\nand Technology, 25(4), 527-547.", "Wild, C., Triggs, C., & Pfannkuch M. (1997). Assessment on a Budget:\nUsing Traditional Methods Imaginatively. In I. Gal & J. B. Garfield\n(Eds.), The Assessment Challenge in Statistics Education. Netherlands:\nIOS Press.", "Ottaviani, M-G. (1998). Developments and Perspectives in Statistical\nEducation. Proceedings of the Joint IASS/IAOS Conference: Statistics\nfor Economic and Social Development, Mexico.", "Fisher, N.I., & Lee, J.J. (2005): The Vital Role of Statistical Science in\nAssuring National Prosperity. Internat. Statist. Rev., Volume 73,\nNumber 2, p.153.\n[10] Pakenham-Walsh, N. (2002). Local capacities to create and adapt\ninformation for health care workers in developing countries: An\ninformation explosion - with little impact? Bulletin von Medicus\nMundi Schweiz, Nr. 85.\n[11] Belar, C. (2003). Training for evidence-based practice. APA Monitor on\nPsychology, Volume 34, No. 5, p56.\n[12] Bartholomew, D. J. (1995). What is Statistics? J. Roy. Stat. Soc. A,\n158(3), 1-16.\n[13] Mosteller, F. (1989). Foreword. In J. Tanur, F. Mosteller, W. Kruskal, E.\nLehmann, R. Link, R. Pieters, & G. Rising (Eds.), Statistics: a Guide to\nthe Unknown, (Third ed., pp. ix-x). Pacific Grove, C. A.: Wadsworth &\nBrooks/Cole Advanced Books & Software.\n[14] Roberts, H. V. (1992). Student-Conducted Projects in Introductory\nStatistics Courses. In F. and S. Gordon (Eds.), Statistics for the Twenty-\nFirst Century (MAA Notes No. 26), pp. 109-121. Washington, DC:\nMathematical Association of America.\n[15] Ottaviani, M-G.(1999). A Note on Developments and Perspectives in\nStatistics Education. Invited paper at CLATSE4 (IV Congreso\nLatinoamericano De Sociedades de Estadistica), Argentina.\n[16] Vere-Jones, D. (1995). The coming of age of statistical education.\nInternational Statistical Review, 63 (1), 3-23.\n[17] Cobb, G.W. (1993). Reconsidering Statistics Education: A National\nScience Foundation Conference. Journal of Statistics Education, v.1, No.\n1.\n[18] Franklin, C., & Garfield, J. (2006). Guidelines for Statistics Education\nEndorsed by ASA Board of Directors. Amstat News (Education), Issue\nNo. 348.\n[19] Garfield, J., Hogg, B., Schau, C., & Whittinghill, D. (2002). First\nCourses in Statistical Science: The Status of Educational Reform Efforts.\nJournal of Statistics Education (Online), 10(2).\n[20] Franklin, C., & Garfield, J. (2006). Guidelines for Statistics Education\nEndorsed by ASA Board of Directors. Amstat News (Education), Issue\nNo. 348.\n[21] Cox, D. (2004). ISI honorary member interview. ISI Newsletter, 28(1),\n9-10.\n[22] Cobb, G. W. (1992). Teaching statistics. In L. Steen (Ed.), Heeding the\ncall for change: Suggestions for curricular action, MAA Notes, No. 22,\n3-43.\n[23] Hogg, R. (1992). Report of workshop on statistics education. In L. Steen\n(Ed.), Heeding the call for change: Suggestions for Curricular Action\n(MAA Notes No. 22, pp. 34-43). Washington: Mathematical Association\nof America.\n[24] Moore, D. S. (1993). A Generation of Statistics Education: An Interview\nwith Frederick Mosteller. Journal of Statistics Education, v.1, n.1.\n[25] Dallal, G.E. (1990). Statistical Computing Packages: Dare We Abandon\nTheir Teaching to Others? (Editor's Invited Column). The American\nStatistician, 44, 265-266.\n[26] Gal, I. and Ginsburg, L. (1994). The role of beliefs and attitudes in\nlearning statistics: Towards an assessment framework. Journal of\nStatistics Education, 2(2).\n[27] Garfield, J., & Ahlgren, A.(1988). Difficulties in Learning Basic\nConcepts in Probability and Statistics: Implications for Research.\nJournal for Research in Mathematics Education, 1988, Vol 19, No 1, 44-\n63.\n[28] Perney, J., & Ravid, R. (1991). The Relationship Between Attitudes\nTowards Statistics, Math Self-Concept, Test Anxiety and Graduate\nStudents' Achievement in an Introductory Statistics Course. Unpublished\nmanuscript, National College of Education, Evanston, IL.\n[29] Moore, D. (1997). New pedagogy and new content: the case of statistics.\nInternational Statistical Review, 65(2), 123-165\n[30] Chance, B. L. (2002). Components of Statistical Thinking and\nImplications for Instruction and Assessment. Journal of Statistics\nEducation (Online), 10(3).\n[31] Garfield, J. (2002). The challenge of developing statistical reasoning.\nJournal of Statistics Education, Volume 10, Number 3.\n[32] Moore, D. S. (1993). A Generation of Statistics Education: An Interview\nwith Frederick Mosteller. Journal of Statistics Education, v.1, n.1.\n[33] Dallal, G.E. (1990). Statistical Computing Packages: Dare We Abandon\nTheir Teaching to Others? (Editor's Invited Column). The American\nStatistician, 44, 265-266.\n[34] Moore, D. (1997). New pedagogy and new content: the case of statistics.\nInternational Statistical Review, 65(2), 123-165.\n[35] Moore. D. S. (2005). Quality and Relevance in the First Statistics\nCourse: International Statistical Review, Vol. 73, Issue 2, p. 205.\n[36] Moore, D.S. (1988). Should Mathematicians Teach Statistics? (with\ndiscussion). The College Mathematics Journal, 19, 3-35.\n[37] Macnaughton, D. (1996). The Introductory Statistics Course: A New\nApproach. MathStat Research Consulting, Inc. Retrieved from:\nhttp://www.matstat.com/teach/p0000.htm.\n[38] Moore, D. (1997). New pedagogy and new content: the case of statistics.\nInternational Statistical Review, 65(2), 123-165.\n[39] Chance, B. L. (2002). Components of Statistical Thinking and\nImplications for Instruction and Assessment. Journal of Statistics\nEducation (Online), 10(3).\n[40] Garfield, J. (2002). The challenge of developing statistical reasoning.\nJournal of Statistics Education, Volume 10, Number 3.\n[41] Erickson, H. L. (2001). Stirring the head, heart and soul: Redefining\ncurriculum and instruction (2nd ed.). Thousand Oaks, CA: Corwin Press,\nInc.\n[42] Rumsey, D. J. (2002). Statistical literacy as a goal for introductory\nstatistics courses. Journal of Statistics Education, 10(3).\n[43] Gal, I. (2000). Statistical literacy: Conceptual and instructional issues. In\nD. Coben, J. O-Donoghue & G. E. Fitzsimons (Eds.), Perspectives on\nadults learning mathematics (pp. 135-150). Boston: Kluwer Academic\nPublishers.\n[44] Garfield, J. (1999). Thinking about statistical reasoning, thinking and\nliteracy. Paper presented at First Annual Roundtable on Statistical\nThinking, Reasoning and Literacy (STRL-1).\n[45] Moore, D. S. (1990). Uncertainty. In L. A. Steen (Ed.), On the shoulders\nof giants: New Approaches to numeracy (pp. 95-137). Washington, DC:\nNational Academy Press.\n[46] Chance, B. L. (2002). Components of Statistical Thinking and\nImplications for Instruction and Assessment. Journal of Statistics\nEducation [Online], 10(3).\n[47] Iversen, G.R. (1992). Mathematics and statistics: An uneasy marriage. In\nF. Gordon and S. Gordon (Eds.), Statistics for the Twenty-First Century.\nWashington DC: The Mathematical Association of America. MAA\nNotes No. 26, pp. 37-44.\n[48] Hogg, R. (1991). Statistical Education: Improvements Are Badly\nNeeded. The American Statistician, 45, 4, 342-343.\n[49] Hogg, R. (1991). Statistical Education: Improvements Are Badly\nNeeded. The American Statistician, 45, 4, 342-343.\n[50] Garfield, J. (1993). Teaching Statistics Using Small-Group Cooperative\nLearning. Journal of Statistics Education (Online), 1(1).\n[51] Steinhorst, R. K., & Keeler, C. M. (1995). Developing Material for\nIntroductory Statistics Courses from a Conceptual, Active Learning\nViewpoint. Journal of Statistics Education v.3, n.3 (1995).\n[52] Cobb, P. (1994). Where is the Mind? Constructivist and Sociocultural\nPerspectives on Mathematical Development. Educational Researcher,\n23, 13-20.\n[53] delMas, R. C., Garfiled, J. B., & Chance, B. L., (1998). Exploring the\nrole of computer simulations in developing understanding of sampling\ndistributions. Paper presented at the AERA Annual Meeting.\n[54] Von Glasersfeld, E. (1987). Learning as a constructive activity. In C.\nJanvier (Ed.), Problems of representation in the teaching and learning of\nmathematics. Hillsdale, NJ: Lawrence Erlbaum Associates, 3-17.\n[55] Caprio, M. (1994). Easing into constructivism. Journal of College\nScience Teaching, 23(6), pp. 210-212.\n[56] Skinner, B. F. (1974). About behaviorism. New York: Knopf.\n[57] Askew, M., Rhodes, V., Brown, M., William, D. & Johnson, D. (1997)\nEffective Teachers of Numeracy. Report of a Study Carried Out for the\nTeacher Training Agency. London: King-s College London, School of\nEducation.\n[58] Alder, A.G., & Vollick, D. (2000). Undergraduate statistics in\npsychology: A survey of Canadian institutions. Canadian Psychology,\n41, 149-151.\n[59] Cobb, G. E., & Moore, D. S. (1997). Mathematics, Statistics and\nTeaching. American Mathematics Monthly, Nov, 801-823.\n[60] Giesbrecht, N. (1996). Strategies for Developing and Delivering\nEffective Introductory Level Statistics and Methodology Courses. ERIC\nDocument Reproduction Service, No. 393-668, Alberta. BC.\n[61] Buche, D. D., and Glover, J. A. (1988), Teaching Students to Review\nResearch as an Aid for Problem-Solving, in Handbook For Teaching\nStatistics and Research Methods, Hillsdale, NJ: Lawrence Erlbaum\nAssociates, 126-129.\n[62] Albert, J. (200). Using a Sample Survey Project to Assess the Teaching\nof Statistical Inference. Journal of Statistics Education v.8, n.1.\n[63] MCPHS (2004). Massachusetts College of Pharmacy and Health\nSciences, Online Catalog. Retrieved from: http://www.mcp.edu.\n[64] Buche, D. D., and Glover, J. A. (1988), Teaching Students to Review\nResearch as an Aid for Problem-Solving, in Handbook For Teaching\nStatistics and Research Methods, Hillsdale, NJ: Lawrence Erlbaum\nAssociates, 126-129.\n[65] Belar, C. (2003). Training for evidence-based practice. APA Monitor on\nPsychology, Volume 34, No. 5., p56.\n[66] Garfield, J., Hogg, B., Schau, C., & Whittinghill, D. (2002). First\nCourses in Statistical Science: The Status of Educational Reform Efforts.\nJournal of Statistics Education (Online), 10(2).\n[67] Moore, D.S. (1988). Should Mathematicians Teach Statistics? (with\ndiscussion). The College Mathematics Journal, 19, 3-35.\n[68] Boyer Commission on Educating Undergraduates in the Research\nUniversity (1998).Reinventing Undergraduate Education: A Blueprint\nfor America's Research Universities.\n[69] Aukstakalnis, S., & Mott, W. (1996). Transforming Teaching and\nLearning through Visualization. Syllabus, 9, no. 6, 14-16.\n[70] Batanero, C., Godino J. D., Steiner, H. G., & Wenzelburger, E. (1994).\nThe training of researchers in mathematics education: Results from an\ninternational study. Educational Studies in Mathematics, 26, 95-102.\n[71] Moore, D. (1997). New pedagogy and new content: the case of statistics.\nInternational Statistical Review, 65(2), 123-165.\n[72] Broers, N. J. (2001). Analyzing Propositions Underlying the Theory of\nStatistics. Journal of Statistics Education, Volume 9, Number 3.\n[73] Garfield, J. (1995). How Students Learn Statistics. International\nStatistical Review, 63, 25-34.\n[74] Tversky, A., & Kahneman, D. (1974). Judgment under Uncertainty:\nHeuristics and Biases. Science, 185, 1124-1131.\n[75] Wild, C. J., & Pfannkuch, M. (1999). Statistical thinking in empirical\nenquiry. International Statistical Review, 67, 223-265.\n[76] Sackett, D., Rosenberg, W., Gray, J., Haynes, R., Richardson, W.\n(1996). Evidence- Based Medicine: What it is and what it isn-t. British\nMedical Journal, 312, 7023, 71-72.\n[77] Cox, D.R. (1997). The current position of statistics: a personal view.\nInternational Statistical Review, 65, 3.\n[78] De Flora, S., Quaglia, A., Bennicelli, C., & Vercelli, M.(2005). The\nepidemiological revolution of the 20th century. FASEB J., 19: 892-897.\n[79] McQueen, D.V. (2007). Continuing efforts in global chronic disease\nprevention. Preventing Chronic Disease, Volume 4, Number 2.\nRetrieved from: http://www.cdc.gov/pcd/issues/2007/apr/07_0024.htm.\n[80] Engel, G.L. (1977). The need for a new medical model: a challenge for\nbiomedicine. Science, 196:129-136.\n[81] WHO (World Health Organization) (1978). Alma-Ata Declaration.\n[82] WHO (World Health Organization) (1986). Ottawa Charter for Health\nPromotion.\n[83] NIH (2003). Report of the National Institutes of Health - Program in\nBiomedical and Behavioral Nutrition Research and Training.\n[84] WHO (World Health Organization) (1978). Alma-Ata Declaration.\n[85] Sackett, D., Rosenberg, W., Gray, J., Haynes, R., Richardson, W.\n(1996). Evidence- Based Medicine: What it is and what it isn-t. British\nMedical Journal, 312, 7023, 71-72.\n[86] Stroup, D. F., Goodman, R. A., Cordell, R., & Scheaffer. R. (2004).\nTeaching statistical principles using epidemiology: Measuring the health\nof populations. The American Statistician, 8, 77-84."]}

There is widespread emphasis on reform in the teaching of introductory statistics at the college level. Underpinning this reform is a consensus among educators and practitioners that traditional curricular materials and pedagogical strategies have not been effective in promoting statistical literacy, a competency that is becoming increasingly necessary for effective decision-making and evidence-based practice. This paper explains the historical context of, and rationale for reform-oriented teaching of introductory statistics (at the college level) in the health, social and behavioral sciences (evidence-based disciplines). A firm understanding and appreciation of the basis for change in pedagogical approach is important, in order to facilitate commitment to reform, consensus building on appropriate strategies, and adoption and maintenance of best practices. In essence, reform-oriented pedagogy, in this context, is a function of the interaction among content, pedagogy, technology, and assessment. The challenge is to create an appropriate balance among these domains.