While many teachers of statistics are likely to focus on transmitting knowledge, many students are likely to have trouble with statistics due to non-cognitive factors, such as negative attitudes or beliefs towards statistics. Such factors can impede learning of statistics, or hinder the extent to which students will develop useful statistical intuitions and apply what they have learned outside the classroom. This paper reviews the role of affect and attitudes in the learning of statistics, critiques current instruments for assessing attitudes and beliefs of students, and explores assessment methods teachers can use to gauge students' dispositions regarding statistics.

Background: Given the growing interest in, and relevance of, integrated approaches to STEM (science, technology, engineering, and mathematics) education, there is an urgent desire to understand the challenges and obstacles to developing and implementing integrated STEM curricula and instruction. In this article, we present phase 1 of a two-phase needs assessment study to identify challenges and needs of promoting integrated approaches in STEM education. Utilizing a key informant approach, 22 K-12 teachers and four administrators selected as potential leaders in STEM education in an unidentified state on the East Coast of the USA were interviewed. Participants were asked to identify challenges and perceived supports to conduct integrated STEM education. Questions were open-ended in order to inform a larger, state-wide questionnaire study in phase 2 to be reported subsequently and were qualitatively coded.

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ucano \ t the end of the twentiethcentury. thoseofus in the education world have been exploring the potential oftechnology. One important aspect of this is the growth of educational opportunities available tothose who might not beable to otherwise partake, due toinconvenientlocation and time. orcompeting demands ofjob and family. Si milarly. we have expected that technology might have a positive impact on the educational process itself, whether through custorruzed tutoring systems that respond tothe learner'sneeds. or through enhanced and enriched instructional activities thatpromote higher quality learning. Penodically ItIS useful tostand back and reflect on ifand howwe are moving toward achieving [:"S(; goals Certa: .11" if w, mside r SImple access to information asa basis for informal, self-directed.andself-managed learning, then we have been verv successful. Computer technology and the commitment ofindividuals andorganizations to make information available electroni-call~h