Survey toolkitnag cpost

The Survey Toolkit
Collecting Information, Analyzing Data, and Writing Reports (Published at Key
Curriculum Press)
Thomas Walsh PhD
Grade 6 ELP Teacher/Program Facilitator
The Survey Toolkit: Integrated Curriculum Research
Projects
NAGC Conference
November 11-14 2010
Note: Display of student projects and pictures was granted by permission.

Data and Statistics for the 21st Century
• The widespread use of statistics in our life today has become even more
paramount in the 21st
century. The ability to collect, organize, describe,
display, and interpret data, as well as making decisions and predictions on the
basis of that information, are skills that are increasingly important in a society
based on technology and communication.
• Statistics and the use of probability data to help make decisions in business,
government, research and everyday life is of uppermost significance.
• Statistics has become an important tool in the work of many academic
disciplines such as medicine, psychology, education, sociology, engineering
and physics, just to name a few (Hung 1999).
• The study of statistics provides students with the tools and ideas to use in
order to react intelligently to quantitative information in the world around
them (Garfield & Ben-Zvi, 2007).

NCTM Statistics Endorsement
and Instructional Guidelines
• National Council of Teacher of Mathematics (NCTM) Standards (2000) report the use of
statistics in everyday life is staggering and is found in consumer surveys that guide the
development and marketing of products, polls helping to determine political-campaign
strategies, and experiments used to evaluate the safety and efficacy of new medical
treatments.
• The NCTM report also says statistics are misused to sway public opinion on issues or
to misrepresent the quality and effectiveness of commercial products.
• NCTM believes that students need to understand probability and statistics to become
informed citizens and intelligent consumers.
• The National Council of Teacher of Mathematics (NCTM, 2000) Data Analysis and
Probability Standards report recommends that instructional programs for all students
include these three areas related to data and statistical methods, and include the
following grade six to eight expectations:
1. Formulate questions that can be addressed with data and collect, organize,
and display relevant data to answer them
2. Select and use appropriate statistical methods to analyze data
3. Develop and evaluate inferences and predictions that are based on data.
(NCTM, Data Analysis and Probability Standard for Grades 6-8, 2000).

Integration with Other Disciplines and
Standards for the English Language Arts
• Support and direction for teaching statistics suggests one
way to help students value statistics may be to embed
statistics within other disciplines (Garfield & Ahlgren,
1988; Rutherford & Ahlgren, 1990).
• Creating and analyzing a survey, writing hypotheses,
summarizing facts, and writing reports requires language
arts skills, identified by the International Reading
Association and National Council of Teachers of English
in the Standards for the English Language Arts (1996).
Correlation to National Standards (Walsh, viii-ix, 2009)

The Survey Toolkit
Design Model
• Is based on the scientific method or procedure for
collecting and organizing information for testing
and analysis (Moore, 1983).
• It follows the steps for research methodology
supported by Borg and Gall (1989).

The Survey Toolkit
Four Part Process
• Follow the four part text lesson plans in The Survey
Toolkit and discuss additional resource activities provided
in The Survey Toolkit Resource Manual.
• Apply the design model following a student project on
Alternative Energy.
• View the integration of technology using the TinkerPlots
program.
• View other student survey research topics and project
elements.
• Discuss a staff development plan to implement the
curriculum.

Part 1. Choosing Your Research Question
What Do I Want to Find Out?
• Students begin the survey research process by identifying research questions
they can answer using a survey that is not intrusive of people’s privacy.
• Research Questions on Energy Written by a Middle School Student
1. What are the different kinds of alternative fuels?
2. Which alternative fuels are better?
3. How do alternative fuels propel machines?
4. Is there a gender or age difference which alternative fuels they think
are better or the best? Which alternative fuels will students prefer?

Research Question Topic Ideas Selected by
Middle School Students
______________________________________________________________________________________________
Science, Health and Technology History and World Cultures
Aircraft Ancient China
Aviation Progression Ancient Egyptian Cultures
Alternative Fuels Egyptian Gods / Goddesses
Astronomy Ancient India
Brain and Hemispheres Confucianism and Taoism
Brain and Nervous System Easter Island
Constellations Egyptian Mythology
Eyes and Vision Famous People of Medieval Times
Flying Devices Foods of the Renaissance
Energy and Machines Greek Mythology
Energy Sources (Forms) Han Dynasty
Healthy Choices Hinduism
Hovercrafts and Segways History of the Renaissance
Light Reflection and Sound Waves Indian Festivals
NASA: The Founding and Space Pilots Medieval Music
Nanotechnology Medieval Period and Castles
Planets Medieval Siege Weapons / Defenses
Rockets Roman Infantry
Simple Machines Rome
Space Exploration Spartan’s Weapons
Virtual Reality Machines Tudor Dynasty
Weather
Physics: Work, Energy and Power
Technology Advances
________________________________________________________________________________________________

A Literature Review (Report) for Survey
Background Knowledge Focusing on
Student Research Questions
• Students record facts related to their research questions.
• Students complete bibliography cards based on the media
sources used (e.g., web, book, interview or journal).
• Writing requires categorizing and combining of facts for
developing paragraphs including an introduction, conclusion,
and bibliography in the report.
• Support for inquiry-based composing process of writing
(Hillocks, 1987; Joyce, Calhoun & Hopkins, 1999).

Energy Report Written by a Middle School Student
Alternative Fuels
People are realizing fossil fuels such as oil will not last forever. The answer to this is alternative fuels. Many
people are uneducated on alternative fuels. They don’t know what their effects are or what it is. So they continue
driving past the E85 pumps, pulling into the diesel ones. They don’t know diesel is slowly, breaking down our world.
They don’t acknowledge the fact that glaciers are melting, and our atmosphere is deteriorating, is done partly by using
diesel fuel. This is damaging our earth’s environment.
Ethanol is a non fossil fuel that is made from plants, and doesn’t increase greenhouse effects. It is
completely renewable and is biodegradable without harmful effects on the environment. Blends of ethanol and
gasoline can be used in all petroleum engines without modifications. Fermenting makes ethanol, then distilling starch
and sugar crops like maze, sorghum, potatoes, wheat, sugarcane, cornstalks, fruit and vegetable waste.
Ethanol reduces many emissions that harm the health of humans and the earth. Pure ethanol as well as
ethanol blends reduces emissions of cancer causing benzene and butadiene by more than fifty percent. It also reduces
emissions of hydrocarbons, which is a major contributor to the depletion of the ozone layer. High-level ethanol blends
reduce nitrogen oxide emissions up to twenty percent. Ethanol also reduces carbon monoxide by twenty-five to thirty-
five percent, which is more than any other oxygenate, according to the U.S. Environmental Protection Agency (EPA).
Ethanol also reduces emissions of volatile organic compounds, as well as other harmful exhaust emissions.
Ethanol is also appealing in the business field. Ethanol production plants are good locally based industry,
because it provides local jobs and markets for materials. This means that it keeps money and investment in the
community. These are two reasons why farming states in the United States and provinces in Canada back ethanol fuel
production.Biodiesel is a completely renewable fuel that can be made from common waste products such as used
cooking oil and/or vegetable crops. Some of the fuel sources for biodiesel are: algae farms, vegetable crops and waste
conversion. Biodiesel can be produced from fat or vegetable oil, including waste cooking oil. Biodiesel is usually
made from soy, palm, or canola oil and can also be made from recycled fryer oil (e.g., McDonald’s or Chinese
restaurants). Biodiesel has no carbon dioxide emissions, and is nearly carbon neutral, which means it, contributes
almost zero emissions towards global warming.

Alternative Fuels
Electricity is another versatile alternative fuel that already has a couple cars produced and in usage.
Electricity can be used as a transportation fuel to power battery electric vehicles, fuel cell vehicles like hyper car
vehicle and hybrid electric vehicles like the Toyota Prius, Honda Insight and Civic.
Hydrogen is yet another versatile alternative fuel. Some people say hydrogen will be the ideal fuel for cars, homes,
laptops and cell phones. Hydrogen is the simplest and most abundant element in the universe and is primarily found
as water, which is what humans are primarily made of. Some people also think hydrogen is the fuel of the future.
Alternative fuels including ethanol, biodiesel, electricity and hydrogen have been discussed in this report as
alternatives to fossil fuels. Wind energy generated primarily by windmills and solar energy generated by solar panels
are additional energy sources to also consider for the future. Every gallon of alternative fuels used is taking one-step
forward, reducing environmental damage done by fossil fuels to our home, the earth.
Bibliography
Addison, Keith. 2006. “Biodiesel.” Journey to Forever. http://journeytoforever.org/biodiesel.html (accessed
December 2, 2006).
Addison, Keith. 2006. “Ethanol.” Journey to Forever. http://journeytoforever.org/ethanol.html (accessed December
2, 2006).
Independent EMR Information. 2006. “What is Biodiesel?” Biodiesel Now. http://www.biodieselnow.com/
(accessed December 5, 2006).
Rocky Mountain Institute (RMI). 2006. “Profitable Innovations for Energy and Resource Efficiency.” RMI.
http://www.rmi.org/ (accessed December 3, 2006).

Part 2 Developing and Giving Your Survey
How to Write the Survey, Hypothesis and
Select the Sample
Writing Survey Questions
• Different types of survey questions (i.e., multiple-choice, free response, and rating scale)
are presented.
• Question guidelines are given along with strategies to write questions to determine
interest in the topic, avoid bias, and not include leading or embarrassing questions.
Choosing a Sample
• Types of samples are presented with practice identifying the different types (e.g.,
convenience, random, cluster, and stratified).
• Activities identifying the population and the types of sampling techniques permitting the
ability to generalize findings.
Writing a Hypothesis
• Guidelines are given in writing hypotheses related to the research questions and about
two survey questions.
• Practice is provided in identifying well-written hypotheses using guidelines including
writing style.

Hypotheses About Survey Questions Written by a
Middle School Student
1. Do you think we should have a primary fuel source or a variety?
Hypothesis: Students will report no significant differences in their opinion
on various fuel sources.
2. Which alternative fuel would you like to learn more about?
Hypothesis: There will be significant differences reported in alternative
fuels students want to learn about.

Finishing and Giving the Survey
• Final editing and typing draft with instructions
• Survey administration procedures and checklist
• Privacy and anonymity
Directions: Do NOT put your name on the survey. Please complete the survey by making a circle around
the ONE best answer or writing answers in the blank(s). Answer the questions with the level of
openness you would use in a class discussion. I would like to find out your interest and knowledge
in learning about this topic.
Confidentiality: Students and teachers will see your answers. The results will be shared on a poster
board in the media center. Although your name will not be associated with your survey answers,
your privacy and anonymity cannot be guaranteed. If you decide while taking the survey that you do
not want to participate, please put an X in the top right corner of the survey, and your survey
answers will not be kept. Thank you for taking my survey!

Survey on Alternative Fuels
1. What grade are you in school?
2. How old are you?
3. Are you Male or Female?
A. Male
B. Female
4. Have you heard about alternative fuels before?
A. Yes
B. No
5. Which alternative fuel would you like to learn more about?
A. Ethanol E. Solar
B. Biodiesel F. Wind
C. Hydrogen G. Geothermal
D. Electricity H. Nuclear
6. Alternative fuels should be used instead of nonrenewable oil, if it is more expensive.
1 2 3 4 5
Not agree Maybe Definitely
7. Do you think the world should use alternative fuels for transportation?
A. Yes
B. No
C. I don’t know

8. Have you been in an alternative fuel vehicle (e.g., runs on E85, battery or hybrid)?
A. Yes
B. No
C. I don’t know
9. Which alternative fuel do you think will benefit society the most?
A. Ethanol E. Geothermal
B. Biodiesel F. Nuclear
C. Hydrogen G. Wind
D. Electricity H. Solar
10. The health of the earth is deteriorating.
1 2 3 4 5
(Not true) (Kind of) (Very true)
11. Are you interested in learning about alternative fuels?
1 2 3 4 5
12. What would you like to learn about alternative fuels?
________________________________________________________________________
13. Which transportation vehicle do you think is the most important for using alternative fuels?
A. Airplane
B. Boat
C. Car
D. Other vehicle (write-in) ___________________________

14. Which alternative fuel do you think the government should spend the most money on?
A. Ethanol F. Wind
B. Biodiesel G. Wind
C. Hydrogen H. Solar
D. Electricity I. Nuclear
E. Geothermal
15. Would you spend more money on alternative fuels than traditional gasoline?
A. Yes B. No
16. How much extra money would you spend on alternative fuels per fill-up?
A. $ 0.00
B. $0.01 - 2.00
C. $2.01 - 4.00
D. $4.01 - $6.00
E. Other (write-in) _________________________
17. We are running out of oil in the world?
1 2 3 4 5
(Not true) (Maybe) (Very true)
18. Would you invest in alternative fuel production plants?
A. Yes B. No
19. What alternative fuel do you know the most about? ______________________________________
20. Do you think we should have a primary fuel source or a variety?
A. One primary fuel source
B. Two primary fuels sources
C. One primary fuel and other secondary fuel sources
D. Use a variety of fuel sources

Part 3 Analyzing Your Survey Data
The Survey Toolkit lesson and activities support students to use their collected
surveys and responses to:
• Describe the sample, record the number of cases, and calculate the response
rate.
• Label and write an attribute (variable) to describe each question on the
survey.
• Provide practice summarizing free response survey answers.
Entering Data in TinkerPlots data cards:
• Guidelines for entering survey data are presented in The Survey Toolkit along
with support from the TinkerPlots help folder movies.
• Teacher modeling and demonstration may be needed for some students.
• Entering of data in student pairs (e.g., student survey reader and alternate
student typing in data card responses for each case).

Using the TinkerPlots Software Program
Exploring Categorical Attributes
• Students create graphs showing different categorical attribute plots displaying
numeric values (“n” values, percent, and mode).
Exploring Quantitative Attributes (Measurement)
• Graphs are created showing different quantitative attribute plots with
statistical concepts and displayed values (i.e., spread, outliers, center clump,
range, averages, box and hat plots).
Comparing Attributes
• Graphs comparing attributes to create a T-graph, binned scatter plots, and
value bars plots are demonstrated with guidelines for creating.

Displayed TinkerPlot Data Cards, Text Free Responses, and Graphs on
Energy Project by a Middle School Student
Collection 1
case 1 of 22
Attribute Value
Grade 6
Age 12
Gender female
AltFuelHeard yes
AltFuelLearn electricity
AltFuelUseExp 5
AltFuelsTran… yes
AltFuelRide yes
AltFuelBenifit ethanol
EarthHealthD… 5
LearnAltFuel r
TransImport… Car
GovMoneyAlt… ethanol
MoreMoneyA… yes
ExtraMoneyS… $4.01-6.00
OutOfOilWorld 5
InvestAltFuels yes
AltFuelKnow ethanol
FuelSource variety of fuel
IntLearnAltF… 4

12. What would you like to learn
about alternateive fuels?
Yes I think so / Everything
How they help air pollution
What is alternative fuel
How much we can make
Where to get them
How are they found
How it works (2)
Nuclear
How are they made and used (2)
How much it costs

Counts and Percentages of Student Interest in Learning about Alternative
Fuels
Collection 1
electricity
ethanol
hydrogen
nuclear
solar
wind
0 2 4 6
5 (23%)
2 (9%)
3 (14%)
6 (27%)
5 (23%)
1 (5%)
count
Circle Icon

Mode Value Showing Student Interest in Using Alternative Fuels if More
Expensive
Collection 1
1 2 3 4 5
0
10
3
AltFuelUseExp
Circle Icon

Are you interested in learning about alternative fuels?
Collection 1
1 2 3 4 5
0
5
3.19048
25-75 Percentile Hat Plot of IntLearnAltFuels
IntLearnAltFuels
Int…
1 5
Fuse Rectangular

Comparing support for spending government money in alternative fuels
with opinions about fuel benefits.
Collection 1
biodiesel
electricity
geothermal
ethanol
hydrogen
nuclear
solar
wind
1 0 0 1 0 0 0 0
0 1 0 0 0 0 1 0
0 0 1 1 0 0 0 0
0 1 6 0 0 0 0 0
0 0 0 0 1 0 0 0
0 1 0 0 0 0 0 0
0 0 0 1 0 1 2 0
0 0 0 0 0 0 0 3
AltFuelBenifit
AltFuelBenifit
biodiesel
electric…
ethanol
geother…
Fuse Rectangular

Comparing if more money should be spent for alternative fuel production
with extra money willing to spend at the gas pump.
Collection 1
no yes
0
$0.00
$0.01-2.00
$0.01-2.01
$2.01-4.00
$4.01-6.00
1 0
3 2
4 2
0 1
0 3
1 3
MoreMoneyAltFuel
Circle Icon

Graph With Mean Values Showing Student
Views by Gender Rating Opinion about the
Health of the Earth Deteriorating
Collection 1
female
male
1 2 3 4 5
1 0 3 2 5
0 1 2 5 2
3.90909
3.8
EarthHealthDeteriorating
Square Icon

Part 4 Sharing Your Results
Writing About Your TinkerPlot Findings, Conclusions
and Recommendations
The Survey Toolkit . . .
Lesson and activities support students to complete the survey research project to:
Write Findings and Conclusions
• Students use evidence for conclusions based on TinkerPlots graphs and recorded
information on the activity pages (e.g., hypotheses).
Summarize Research
• What to report (Form A or B) templates are provided.
Present a Poster or Write a Report
• Guidelines for making a poster board or writing a report are given.
• A rubric for evaluation of the poster or report is provided.

Summary Report by a Middle School Student
1. Researcher: Student
PURPOSE
2. Research question
How do different alternative fuels benefit the environment?
Are there significant opinions on or about alternative fuels?
3. Research Goal:
To learn about alternative fuels, but also to learn about what other peoples’ opinions are. I
also want to learn about alternative fuel sources and benefits for the economy.
BACKGROUND RESEARCH
4. - 5. See report and bibliography (slide 10)
SAMPLE
6. Describe the sample and why you selected the sample
There are ten males and twelve females. All of the survey participants are in 6th
grade. The
student ages are 10 eleven-year-olds and 12 twelve-year-olds.
7. Population your conclusions should apply to
The target population is the Middle School 6th
grade students in Ms. Connor’s class.
8. Sampling method and possible sources of bias
I used a convenient sample, and a possible source of bias is the knowledge of increasing
production of ethanol and biodiesel in Iowa, the state where the survey took place.
9. The response rate was 22/24 or 92 percent.

Summary Report Continued . . .
METHOD
10. I researched various alternative fuels on the Internet and transferred some of that
researched information into a report. Then from my facts and report, I wrote up
questions relating to my research field. Most of the questions on the questionnaire
inquired about the students’ opinions.
11. See survey (slides 14-16)
HYPOTHESES AND FINDINGS
12. First hypothesis statement
Students will report no significant differences in their opinions on various fuel source
choices.
13. First hypothesis findings
My findings reject the hypothesis because the majority of the participants (n=12) answered a
variety of fuel sources (graph 9).
14. Second hypothesis statement
There will be significant differences reported in alternative fuel(s) students want to learn
more about.
15. Second hypothesis findings
My findings support my hypothesis because the participants’ answers were widespread and
diverse.
16. TinkerPlots – See graph displays (slides 21-26)

17. Other important findings from the TinkerPlots graphs
If asked are you interested in learning about alternative fuels a majority of students (males
mean 2.8 and females mean 3.6) were “kind of’ interested in learning about alternative
fuels (graph 2). A majority of students (n=11) were interested in learning more about
solar and nuclear energy. It was also found that approximately 63 percent of the people
surveyed responded to one of the free response questions about what would you like to
learn about alternative fuels. Most people wanted to learn about how alternative fuels
are made, work, quantity that can be made, and how they effect the environment.
When asked, do you think we should have a primary fuel source or a variety there were
significant differences in the participants’ taking the survey opinions on what kind of
fuel source should be used (range = 11). Graph 5 shows of the 12 people said “yes”
when asked if they would invest in an alternative fuel production plant, while 11 said
they would spend extra money on alternative fuels per fill up. Graph 14 shows that of
the six participants that “agreed” or “strongly agreed” that alternative fuel should be
used instead of traditional gasoline, 66.6 percent said they’d spend $0.01-6.00 on
alternative fuels per fill up.
Finally, it was found the most common answers (mode = 4) were that people agree or
strongly agree that the health of the earth is deteriorating (graph 3).

MODIFICATIONS
18. Recommendations if the study is repeated
I would recommend to future surveyors to include several right and wrong questions that
would test their knowledge on alternative fuels and on present day topics (i.e. 1. Do you
know what President Bush said on alternative fuels in his state of the Union speech? 2.
What is ethanol made from?) I would also survey a variety of populations (i.e., one class
from grades 1-6, 6-12, several researchers, farmers, teachers, and adults).
CONCLUSIONS
19. Concluding ideas about your research question
I found from my report different alternative fuels like ethanol, bio-diesel, hydrogen, wind
and solar energy have benefits for the environment. From the survey it was learned that
people had a variety of opinions and ideas on which alternative fuel they thought were
the most beneficial, or wanted to learn more about.

RECOMMENDATIONS
20. Recommendations for action based on your conclusions
Since there appears to be interest among students in studying and using alternative fuels,
along with knowing about the energy problem, this study should be followed-up by
interviewing students, teachers and administrators on how to put into practice the use of
these alternative energy choices at our school. Is it possible to raise money to place solar
panels or install a wind generator at our school?
REFLECTION
21. What I learned by doing this project
I learned how some alternative fuels are made, and how alternative fuels affect the economy
and environment. I also learned how to write a survey, use TinkerPlots and write the
results and report the findings.

Middle School Poster Board Displays
QuickTime™ and a
TIFF (LZW) decompressor
are needed to see this picture.

Other Student TinkerPlots
Graphed Data on Integrated
Topics . . .

Indian Culture and
Religion
4. There are five topics in the study of India:
religion, education, food, geography and
jobs. When you order them in your mind
is religion in the top two?
A. Yes
B. No
5. Have you read a book, watched a video or
movie about India?
A. Yes
B. No
collection 1
20
readorwatch
No
Yes
Fuse Circular
collection 1
No Yes
0
5
10
30% 70%
religiontoptopic
religiontoptopic
No Yes
Fuse Rectangular

6. India has five major religions, which
religion do you know most about?
A. Hinduism
B. Sikhism
C. Buddhism
D. Jainism
E. Islam
F. Other ________________
collection 1
1 2 3 4 5
Female
Male
2 (18%) 1 (9%)4 (36%) 1 (9%)3 (27%)
3 (33%) 0 (0%)4 (44%)1 (11%)1 (11%)
3.18182
2.66667
Travel
Travel
1 5
Circle Icon
7. Would you want to travel to India?
1 2 3 4 5
collection 1
Buddhism Hinduism Islam Jainism
0
2
4
6
8
10
11 7 1 1
mostreligion
mostreligion
Buddhism
Hinduism
Islam
Jainism
Fuse Rectangular

4. Which god or goddess would you like to
learn about?
A. Brahm - the creator
B. Shiva - the destroyer
C. Krishna - symbolizes the universal
soul
D. Lakshmi -Vishnu’s wife
E. Vishnu - the preserver
F. Other _______________
Survey on Hinduism
7. How long ago do you think Hinduism
developed?
A. 10,000 years ago
B. 5,000 years ago
C. 3,000 years ago
9. Would you ever want to go to an Indian
wedding?
1 2 3 4 5
Never Sometimes All the timeindia
female
male
0 2 3 1 1 0 7
1 3 0 2 2 3 3
GodorGoddess
GodorGoddess
Circle Icon
india
1000Oyears
10000years
5000years
3000years
1 2 3 4 5
0 0 0 0 1
3 4 2 3 6
2 0 2 0 4
1 0 0 0 1
indianwedding
Hinduismdev
Circle Icon

Collection 1
1 2 3 4 5
0
5
10
15
20
25
Color_affect_feel
Color_affect_feel
1 5
Value Bar Vertical
Color_Affect_How_Feel = A scale how
colors affect mood (feelings).

Wherespused = Where have you seen solar
panels used?
Collection 1
whcntusmse
Australia
Germany
Japan
U.S.A
Fuse Circular

Visit = Would you like to visit Rome
someday? Read = Do you read about Rome?
Collection 1
3
5
4
3 3 3
2
3
5
3
4
3 3 3
4 4
1
5
2
3
5
4
1
2
3
4
5
0 2 4 6 8 10
3.40909
count
Read
1.0 4.0
Circle Icon

Favtopic = Which of the provided topics do
you like the most?
Collection 1
ordered by Favtopic
Favtopic
algebra
fractions
geometry
many
measurem…
operations
Fuse Circular

Vidcamwhy = Why it is useful?
Inventions
No
Yes
Vidcamwhy
Vidcamwhy
Annoying
Capture mem…
Detail
Distracting
For memories
I don't know
Important ev…
More interes…
No need
No point in it
None
See more cle…
So you can h…
Circle Icon

Place = Where earthquakes mostly occur in
the world.
What to do if an earthquake
occurs
1.scream (6)
2.run (4)
3.Cover your body (6)
4.Follow the school rules
5.Stay away from buildings/windows (8)
6.Go to a safe place (8)
7.Get under the furnitures (9)
8.Make sure people around me are safe (6)
9.Get out of the building (2)
Collection 2
California
Everywhere
In the Indian Ocean
Indonesia
Japan
Near Oceans
The ring of fire
where plates meet together
0 2 4 6
count, ordered by Place
Place
California
Everywhere
In the Indian …
Indonesia
Japan
Near Oceans
Fuse Rectangular

PerUS = About what percent of the energy used in the United
States does the student think is renewable?
BestOceRes = Which form of ocean energy does the student
think is best to use?
Collection 1
11% 19.6% 2% 23% 57%
0
5
10
5 6 2 7 3
PerUS
Gend…
Female
Male
Square Icon
Collection 1
10 11 12 13
N/A
Thermal Energy Conversion
Tidal
Wave
0 1 0 0
0 2 2 0
0 2 3 0
1 4 7 1
Age
G…
Fe…
M…
Circle Icon

The Survey Toolkit Poster
Planets and Constellations Research Report
Planets and Constellations
0 1 2 3 4 5 6 7 8 9
0
2
4
6
0 0 1 0 4 2 2 3 6 3
6.47619
Listplan
Listplan
2 9
Square Icon
Planets and Constellations
0
5
7 (33%) 7 (33%) 6 (29%) 1 (5%)
SendMars
SendMars
Agree
No Response
Strongly Agree
Undecided
Fuse Rectangular

QuickTime™ and a
TIFF (LZW) decompressor
are needed to see this picture.
A Final note . . .
Have been interested in survey research with younger learners and teaching
probability and statistics since 1991. Earliest survey materials were used with
third grade classrooms and evolved to current use today of The Survey Toolkit
with sixth grade ELP students at the middle school.
The additional resource materials provided to students as handouts along with text
reading about the survey research process in the The Survey Toolkit Resource
Manual is continually being revised.
Thank-you for your interest,
Thomas Walsh PhD
twalsh@isunet.net

Recommended Readings and References
Borg, W. & Gall, M. (1989). Educational Research. New York: Longman Inc.
Franklin, C. & Mewborn, D. (2006). Statistics education in school mathematic: Challenges for teaching
and teacher education. Retrieved March 16, 2008 from
http://www.cimt.plymouth.ac.uk/journal/batanero.pdf
Garfield, J. & Ahlgren, A. (1988). Difficulties in learning basic concepts in probability and statistics:
Implications for research. Journal for Research in Mathematics Education, 19(1), 44-63.
Garfield, J. & Ben-Zvi, D. (2007). The discipline of statistics education. Retrieved March 15, 2008
from www.ugr.es/~icmi/iase_study/BackgroundpaperGarfield.pdf
Hillocks, G. (1987). Synthesis of research on teaching writing. Educational Leadership, 44(8), 71-82.
Hung, Derchieh. (1999). What is statistics? Retrieved August 23, 2001, from
http://www.scc.ms.unimelb.edu.au/discday/whatstats.html

Recommended Readings and References (continued)
Joyce, B., Calhoun, E. & Hopkins, D. (1999). The New Structure of School Improvement: Inquiring
Schools and Achieving Students. Buckingham, Great Britain: Open University Press.
Moore, G. (1983). Developing and Evaluating Educational Research. Boston, Massachusetts: Little,
Brown, and Co.
National Council of Teachers of English. (1996). Achieving High English Language Arts Standards: A
Call to Join the Literacy Compact. Retrieved March 26, 2010 from
http://www.ncte.org/positions/statements/literacycompact
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics.
Retrieved March 14, 2008 from http://standards.nctm.org/document/index.htm.
Rutherford, J. & Ahlgren, A. (1990). Science for All Americans. American Association for the
Advancement of Science. New York: Oxford University Press.
Starkings, S. (1993). In Pereira-Mendoza, L. (Ed.) Introducing data analysis into schools: Who should
teach it? Proceedings of the International Statistical Institute Round Table Conference. Voorburg,
The Netherlands: International Statistical Institute.

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