Professor of Statistical Methods
Ph.D., Educational Psychology with a major in Research, Evaluation, Measurement, and Statistics. M.S. Educational Research, B.S., Mathematics.
I have over 25 years of experience primarily teaching online graduate-level statistical methods courses and advising students in research methods across various degree programs in the Colleges of Education, Social and Behavioral Sciences, Nursing, and Business, as well as across various degree programs within the university (including online and hybrid graduate degree programs and certificates in cohort-based programs).
I also have experience teaching and advising first-generation college students enrolled in several of the online universities (i.e., Walden, Grand Canyon University, American College of Education, University of Phoenix, and SNHU).
As a methodologist, my expertise is in teaching and advising in quantitative methods; therefore, regardless of your substantive area, I can guide you through many different areas of your dissertation or theses research.
I am an expert in measurement methods, an area that is necessary if you need to create or revise any type of instrument.
I can assist you with the methodology areas for your Prospectus Meeting and/or support you through the IRB process.
For your Proposal and Defense Meetings, I will make sure you have addressed all measurement and statistical sections related to Chapters 3 and 4, and for Chapter 5, guide you in conceptually interpreting the results within the context of your study. I primarily work with students using SPSS but I am very familiar with SAS.
Finally, I can provide you with some helpful tips along the way in terms of how to best communicate with your chair and committee members, including planning and timelines, oral presentations, and just all aspects of what to expect throughout each phase of your research experience.
My goal is for you to be able to confidently defend your thesis or dissertation methodologically, on your own terms and as a substantive expert during your final defense meeting.
Burnham, J. J., Mills, J.D., Choi, Youn-Jeng (2019). The influence of race, gender, age, and geographic location on children’s fears. Educational Research Quarterly, 43 (2), 3-23.
Mills, J. D. (2015). A conceptual framework for teaching statistics from a distance. The Journal of Effective Teaching, 15 (1), 45-54.
Mills, J. D., & Simon, M.E. (2015). Exploring 8th grade minority and female students’ statistics achievement using TIMSS: Do differences exist? Middle Grades Research Journal, 10,(3), 1-24.
Mills, J. D., & Holloway, C. E. (2013). The development of statistical literacy skills in the 8th grade: Exploring the TIMSS data to evaluate student learning and teacher factors in the U.S. Educational Research and Evaluation: An International Journal on Theory and Practice, 19(4), 323- 345.
Xu, Y., Patamor, G., & Mills, J. D. (2012, November). Enhancing teachers’ knowledge of core academic standards through a digital content development workshop. Kentucky Journal of Excellence in College Teaching and Learning, 10(4). Available at http://encompass.eku.edu/kjectl/vol10/iss2012/4/
Mills, J. D. & Raju, D. (2011, July). Teaching statistics at a distance: A decade’s review of the literature about what works. Journal of Statistics Education,19(2). Retrieved from http://www.amstat.org/publications/jse/v19n2/mills.pdf
Mills, J. D. (2007). Teacher perceptions and attitudes about teaching statistics in P-12 education. Educational Research Quarterly, 30(4), 16- 34.
Mills, J.D., & Xu, Y. (2005-2006). Statistics at a distance: Technological tools, learning, and instructional design for today’s modern course. Journal of Educational Technology Systems, 34(4), 427-446.
Mills, J.D. (2005). Introduction to regression using NBA statistics.
Academic Exchange Quarterly, 9(3), 35-39.
Mills, J. D., Olejnik, S. F., & Marcoulides, G. A. (2005). The TABU search procedure: An alternative to the variable selection methods. Multivariate Behavioral Research, 40(3), 351-371. 5
Mills, J. D. (2005). Teaching the mixed model design: A flowchart to facilitate understanding. Education, 125(3), 426-437.
Mills, J. D. (2004). Learning abstract statistics concepts using simulation.
Educational Research Quarterly, 28(4), 18-33.
Mills, J. D., & Johnson, E. L. (2004). An evaluation of ActivStats® for SPSS® for teaching and learning. The American Statistician, 58(3), 254-258.
Mills, J. D. (2004). Students’ attitude toward statistics: Implications for the future. College Student Journal, 38(3), 349-61.
Mills, J. D. (2003, November). SPSS textbooks: A review for teachers.
Statistics Education Research Journal, 2(2), 59-70. Retrieved December 1, 2003, from http://fehps.une.edu.au/F/s/curric/cReading/serj/current_issue/SERJ 2(2)_Mills.pdf
Mills, J. D. (2003). A theoretical framework for teaching statistics. Teaching Statistics, 25(2), 56-58.
Mills, J. D. (2002, November). Using computer simulation methods to teach statistics: A review of the literature. Journal of Statistics Education 10(1). Retrieved December 1, 2002, from www.amstat.org/publications/jse/v10n1/mills.html
Olejnik, S., Mills, J., & Keselman, H. (2001). Using Wherry’s adjusted r2 and Mallow’s cp for model selection from all possible regressions. Journal of Experimental Education, 68(4), 365-380.
Mills, J. D. (2009). Developing statistics learning at a distance using formal discussions. In N. Mastorakis, V. Mladenov, & V.T. Kontargyri
(Eds.), Proceedings of the European Computing Conference (pp.359-366). New York: Springer Science
Mills, J. (2006). Using discussion to facilitate teaching statistics at a distance.
In A. Mendez-Vilas, A. Martin, J. Gonzalez, & J.A. Gonzalez (Eds.), Current Developments in Technology-Assisted Education, IV International Conference on Multimedia and Information and Communication Technologies in Education (pp. 710-714). Badajoz, Spain: Formatex
Software Help Manual (Peer-Reviewed)
Mills, J., & Carter, T. (1997). SPSS 6.1.3 and 7.5 help manual: A statistical software guide for faculty and graduate students in the college of education. Athens, Georgia: University of Georgia, Department of Educational Psychology.
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