I’ll fill out this page more later, but I wanted to note indebtedness to two people in particular.
First, part of the reason I ended up on this crazy train was Nathan Grawe. I saw a presentation of his in 2009 at Fairfield that made me rethink what math education should be about, one which showed the explicit connection between QR and informed citizenship.
Second, great thanks are due to Milo Schield, whose work showed me the power of having explicit frameworks for QR. His textbook on statistical literacy is a must-read for anyone that wants to teach QR, and he is the master of finding the root causes of student misunderstanding. His discussions on seemingly obvious (but widely misunderstood) part-whole distinctions are worth the price of the book alone. Beyond all this, he has been a great colleague, commenting on (and criticizing!) many elements of this textbook in the context of what I know to be a pretty packed schedule.
Beyond that, there’s really too many people too name. The past decade has seen an explosion of high quality research on the causes of student difficulty with statistical thinking, and together those articles have vastly improved this text through their insights.