By design :: planning research on higher education /
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, Mass. :
Harvard University Press,
1990.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | 1 online resource (xvii, 272 pages) |
| Format: | Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. |
| Bibliographie: | Includes bibliographical references (pages 245-262). |
| ISBN: | 9780674040267 0674040260 |
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| 100 | 1 | |a Light, Richard J. |0 http://id.loc.gov/authorities/names/n82011506 | |
| 245 | 1 | 0 | |a By design : |b planning research on higher education / |c Richard J. Light, Judith D. Singer, John B. Willett. |
| 260 | |a Cambridge, Mass. : |b Harvard University Press, |c 1990. | ||
| 300 | |a 1 online resource (xvii, 272 pages) | ||
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| 504 | |a Includes bibliographical references (pages 245-262). | ||
| 588 | 0 | |a Print version record. | |
| 506 | |3 Use copy |f Restrictions unspecified |2 star |5 MiAaHDL | ||
| 533 | |a Electronic reproduction. |b [Place of publication not identified] : |c HathiTrust Digital Library, |d 2010. |5 MiAaHDL | ||
| 538 | |a Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. |u http://purl.oclc.org/DLF/benchrepro0212 |5 MiAaHDL | ||
| 583 | 1 | |a digitized |c 2010 |h HathiTrust Digital Library |l committed to preserve |2 pda |5 MiAaHDL | |
| 505 | 0 | |a CONTENTS -- 1. Why Do Research on Higher Education? -- Many Questions, Many Options -- Our Philosophy of Research Design -- How This Book Is Organized -- 2. What Are Your Questions? -- Why Are Research Questions So Important? -- Getting Specific -- Building on the Work of Others -- Correlation versus Causation -- The Wheel of Science -- 3. What Groups Do You Want to Study? -- Specifying the Target Population -- Where Should You Conduct the Study? -- Selecting Your Sample -- More Than One Type of Respondent -- Nonresponse Bias | |
| 505 | 8 | |a 4. What Predictors Do You Want to Study?Types of Predictors -- The Important Role of Variation -- Other Reasons for Selecting Predictors -- The Integrity of Your Treatment -- Choosing Which Predictors to Study -- 5. Compared to What? -- Why Do You Need a Comparison Group? -- Randomized Control Groups: The Best Comparisons -- Requiring Informed Consent -- Volunteer Bias -- Comparison Groups without Random Assignment -- Retrospective Case-control Studies -- Design Effects Can Swamp Treatment Effects -- 6. What Are Your Outcomes? -- Different Kinds of Outcomes | |
| 505 | 8 | |a Will You Measure Status or Development?Short-term versus Long-term Effects -- Are Your Measures Valid? -- 7. How Can You Improve Your Measures? -- What Is Measurement Error? -- Reliability and Measurement Error -- Six Strategies for Improving Measurement Quality -- Looking at Measurement Quality -- 8. How Many People Should You Study? -- Why Is Sample Size So Important? -- What Size Effect Do You Want to Detect? -- What Type of Analysis Will You Use? -- Instrument Precision and Sample Size -- What If Students Drop Out? | |
| 505 | 8 | |a 9. Should You Try It out on a Small Scale?The Advantages of Pilot Studies -- Piloting Instruments -- Relational Studies -- Informal Small-scale Experiments -- Generalizing from a Small Study -- 10. Where Should You Go from Here? -- Getting Started -- Lessons from Our Seminar -- Decisions You Must Make -- Planning a Longer-term Research Program -- References -- Index | |
| 520 | |b Do students who work longer and harder learn more in college? Does joining a fraternity with a more academic flavor enhance a student's academic performance? When are the results from an innovation that is tried on one campus applicable to other campuses? How many students and faculty members must participate in a research project before findings are valid? Do students learn best when they study alone or in small groups? These are just some more than fifty examples that Richard Light Judith Singer and John Willett explore in By Design, a lively nontechnical sourcebook for learning about colleges and universities. These authors believe that careful design of research on college effectiveness is the single most important step toward producing useful and valid findings. In that spirit, By Design is a pathbreaking textbook of modern research methods that both practitioners and students will find useful. | ||
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| 776 | 0 | 8 | |i Print version: |a Light, Richard J. |t By design. |d Cambridge, Mass. : Harvard University Press, 1990 |w (DLC) 89036311 |w (OCoLC)20013417 |
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| contents | CONTENTS -- 1. Why Do Research on Higher Education? -- Many Questions, Many Options -- Our Philosophy of Research Design -- How This Book Is Organized -- 2. What Are Your Questions? -- Why Are Research Questions So Important? -- Getting Specific -- Building on the Work of Others -- Correlation versus Causation -- The Wheel of Science -- 3. What Groups Do You Want to Study? -- Specifying the Target Population -- Where Should You Conduct the Study? -- Selecting Your Sample -- More Than One Type of Respondent -- Nonresponse Bias 4. What Predictors Do You Want to Study?Types of Predictors -- The Important Role of Variation -- Other Reasons for Selecting Predictors -- The Integrity of Your Treatment -- Choosing Which Predictors to Study -- 5. Compared to What? -- Why Do You Need a Comparison Group? -- Randomized Control Groups: The Best Comparisons -- Requiring Informed Consent -- Volunteer Bias -- Comparison Groups without Random Assignment -- Retrospective Case-control Studies -- Design Effects Can Swamp Treatment Effects -- 6. What Are Your Outcomes? -- Different Kinds of Outcomes Will You Measure Status or Development?Short-term versus Long-term Effects -- Are Your Measures Valid? -- 7. How Can You Improve Your Measures? -- What Is Measurement Error? -- Reliability and Measurement Error -- Six Strategies for Improving Measurement Quality -- Looking at Measurement Quality -- 8. How Many People Should You Study? -- Why Is Sample Size So Important? -- What Size Effect Do You Want to Detect? -- What Type of Analysis Will You Use? -- Instrument Precision and Sample Size -- What If Students Drop Out? 9. Should You Try It out on a Small Scale?The Advantages of Pilot Studies -- Piloting Instruments -- Relational Studies -- Informal Small-scale Experiments -- Generalizing from a Small Study -- 10. Where Should You Go from Here? -- Getting Started -- Lessons from Our Seminar -- Decisions You Must Make -- Planning a Longer-term Research Program -- References -- Index |
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Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.</subfield><subfield code="u">http://purl.oclc.org/DLF/benchrepro0212</subfield><subfield code="5">MiAaHDL</subfield></datafield><datafield tag="583" ind1="1" ind2=" "><subfield code="a">digitized</subfield><subfield code="c">2010</subfield><subfield code="h">HathiTrust Digital Library</subfield><subfield code="l">committed to preserve</subfield><subfield code="2">pda</subfield><subfield code="5">MiAaHDL</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">CONTENTS -- 1. Why Do Research on Higher Education? -- Many Questions, Many Options -- Our Philosophy of Research Design -- How This Book Is Organized -- 2. What Are Your Questions? -- Why Are Research Questions So Important? -- Getting Specific -- Building on the Work of Others -- Correlation versus Causation -- The Wheel of Science -- 3. 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| spelling | Light, Richard J. http://id.loc.gov/authorities/names/n82011506 By design : planning research on higher education / Richard J. Light, Judith D. Singer, John B. Willett. Cambridge, Mass. : Harvard University Press, 1990. 1 online resource (xvii, 272 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier data file Includes bibliographical references (pages 245-262). Print version record. Use copy Restrictions unspecified star MiAaHDL Electronic reproduction. [Place of publication not identified] : HathiTrust Digital Library, 2010. MiAaHDL Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212 MiAaHDL digitized 2010 HathiTrust Digital Library committed to preserve pda MiAaHDL CONTENTS -- 1. Why Do Research on Higher Education? -- Many Questions, Many Options -- Our Philosophy of Research Design -- How This Book Is Organized -- 2. What Are Your Questions? -- Why Are Research Questions So Important? -- Getting Specific -- Building on the Work of Others -- Correlation versus Causation -- The Wheel of Science -- 3. What Groups Do You Want to Study? -- Specifying the Target Population -- Where Should You Conduct the Study? -- Selecting Your Sample -- More Than One Type of Respondent -- Nonresponse Bias 4. What Predictors Do You Want to Study?Types of Predictors -- The Important Role of Variation -- Other Reasons for Selecting Predictors -- The Integrity of Your Treatment -- Choosing Which Predictors to Study -- 5. Compared to What? -- Why Do You Need a Comparison Group? -- Randomized Control Groups: The Best Comparisons -- Requiring Informed Consent -- Volunteer Bias -- Comparison Groups without Random Assignment -- Retrospective Case-control Studies -- Design Effects Can Swamp Treatment Effects -- 6. What Are Your Outcomes? -- Different Kinds of Outcomes Will You Measure Status or Development?Short-term versus Long-term Effects -- Are Your Measures Valid? -- 7. How Can You Improve Your Measures? -- What Is Measurement Error? -- Reliability and Measurement Error -- Six Strategies for Improving Measurement Quality -- Looking at Measurement Quality -- 8. How Many People Should You Study? -- Why Is Sample Size So Important? -- What Size Effect Do You Want to Detect? -- What Type of Analysis Will You Use? -- Instrument Precision and Sample Size -- What If Students Drop Out? 9. Should You Try It out on a Small Scale?The Advantages of Pilot Studies -- Piloting Instruments -- Relational Studies -- Informal Small-scale Experiments -- Generalizing from a Small Study -- 10. Where Should You Go from Here? -- Getting Started -- Lessons from Our Seminar -- Decisions You Must Make -- Planning a Longer-term Research Program -- References -- Index Do students who work longer and harder learn more in college? Does joining a fraternity with a more academic flavor enhance a student's academic performance? When are the results from an innovation that is tried on one campus applicable to other campuses? How many students and faculty members must participate in a research project before findings are valid? Do students learn best when they study alone or in small groups? These are just some more than fifty examples that Richard Light Judith Singer and John Willett explore in By Design, a lively nontechnical sourcebook for learning about colleges and universities. These authors believe that careful design of research on college effectiveness is the single most important step toward producing useful and valid findings. In that spirit, By Design is a pathbreaking textbook of modern research methods that both practitioners and students will find useful. English. Education, Higher Research United States. Universities and colleges United States Evaluation. Enseignement supérieur Recherche États-Unis. Universités États-Unis Évaluation. EDUCATION Higher. bisacsh EDUCATION General. bisacsh Education, Higher Research fast Universities and colleges Evaluation fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Höheres Bildungswesen gnd http://d-nb.info/gnd/4299541-3 Bildungsforschung gnd Effizienz gnd http://d-nb.info/gnd/4013585-8 Tertiärbereich gnd http://d-nb.info/gnd/4184808-1 Hochschule gnd http://d-nb.info/gnd/4072560-1 USA gnd http://d-nb.info/gnd/4078704-7 Hoger onderwijs. gtt Onderzoek. gtt Ensino superior. larpcal Pesquisa educacional. larpcal Higher education Research United States Singer, Judith D. http://id.loc.gov/authorities/names/n82004401 Willett, John B. http://id.loc.gov/authorities/names/n87889214 has work: By design (Text) https://id.oclc.org/worldcat/entity/E39PCFTxMRyccbpVQQWkC6Kvtq https://id.oclc.org/worldcat/ontology/hasWork Print version: Light, Richard J. By design. Cambridge, Mass. : Harvard University Press, 1990 (DLC) 89036311 (OCoLC)20013417 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=282606 Volltext |
| spellingShingle | Light, Richard J. By design : planning research on higher education / CONTENTS -- 1. Why Do Research on Higher Education? -- Many Questions, Many Options -- Our Philosophy of Research Design -- How This Book Is Organized -- 2. What Are Your Questions? -- Why Are Research Questions So Important? -- Getting Specific -- Building on the Work of Others -- Correlation versus Causation -- The Wheel of Science -- 3. What Groups Do You Want to Study? -- Specifying the Target Population -- Where Should You Conduct the Study? -- Selecting Your Sample -- More Than One Type of Respondent -- Nonresponse Bias 4. What Predictors Do You Want to Study?Types of Predictors -- The Important Role of Variation -- Other Reasons for Selecting Predictors -- The Integrity of Your Treatment -- Choosing Which Predictors to Study -- 5. Compared to What? -- Why Do You Need a Comparison Group? -- Randomized Control Groups: The Best Comparisons -- Requiring Informed Consent -- Volunteer Bias -- Comparison Groups without Random Assignment -- Retrospective Case-control Studies -- Design Effects Can Swamp Treatment Effects -- 6. What Are Your Outcomes? -- Different Kinds of Outcomes Will You Measure Status or Development?Short-term versus Long-term Effects -- Are Your Measures Valid? -- 7. How Can You Improve Your Measures? -- What Is Measurement Error? -- Reliability and Measurement Error -- Six Strategies for Improving Measurement Quality -- Looking at Measurement Quality -- 8. How Many People Should You Study? -- Why Is Sample Size So Important? -- What Size Effect Do You Want to Detect? -- What Type of Analysis Will You Use? -- Instrument Precision and Sample Size -- What If Students Drop Out? 9. Should You Try It out on a Small Scale?The Advantages of Pilot Studies -- Piloting Instruments -- Relational Studies -- Informal Small-scale Experiments -- Generalizing from a Small Study -- 10. Where Should You Go from Here? -- Getting Started -- Lessons from Our Seminar -- Decisions You Must Make -- Planning a Longer-term Research Program -- References -- Index Education, Higher Research United States. Universities and colleges United States Evaluation. Enseignement supérieur Recherche États-Unis. Universités États-Unis Évaluation. EDUCATION Higher. bisacsh EDUCATION General. bisacsh Education, Higher Research fast Universities and colleges Evaluation fast Höheres Bildungswesen gnd http://d-nb.info/gnd/4299541-3 Bildungsforschung gnd Effizienz gnd http://d-nb.info/gnd/4013585-8 Tertiärbereich gnd http://d-nb.info/gnd/4184808-1 Hochschule gnd http://d-nb.info/gnd/4072560-1 Hoger onderwijs. gtt Onderzoek. gtt Ensino superior. larpcal Pesquisa educacional. larpcal |
| subject_GND | http://d-nb.info/gnd/4299541-3 http://d-nb.info/gnd/4013585-8 http://d-nb.info/gnd/4184808-1 http://d-nb.info/gnd/4072560-1 http://d-nb.info/gnd/4078704-7 |
| title | By design : planning research on higher education / |
| title_auth | By design : planning research on higher education / |
| title_exact_search | By design : planning research on higher education / |
| title_full | By design : planning research on higher education / Richard J. Light, Judith D. Singer, John B. Willett. |
| title_fullStr | By design : planning research on higher education / Richard J. Light, Judith D. Singer, John B. Willett. |
| title_full_unstemmed | By design : planning research on higher education / Richard J. Light, Judith D. Singer, John B. Willett. |
| title_short | By design : |
| title_sort | by design planning research on higher education |
| title_sub | planning research on higher education / |
| topic | Education, Higher Research United States. Universities and colleges United States Evaluation. Enseignement supérieur Recherche États-Unis. Universités États-Unis Évaluation. EDUCATION Higher. bisacsh EDUCATION General. bisacsh Education, Higher Research fast Universities and colleges Evaluation fast Höheres Bildungswesen gnd http://d-nb.info/gnd/4299541-3 Bildungsforschung gnd Effizienz gnd http://d-nb.info/gnd/4013585-8 Tertiärbereich gnd http://d-nb.info/gnd/4184808-1 Hochschule gnd http://d-nb.info/gnd/4072560-1 Hoger onderwijs. gtt Onderzoek. gtt Ensino superior. larpcal Pesquisa educacional. larpcal |
| topic_facet | Education, Higher Research United States. Universities and colleges United States Evaluation. Enseignement supérieur Recherche États-Unis. Universités États-Unis Évaluation. EDUCATION Higher. EDUCATION General. Education, Higher Research Universities and colleges Evaluation United States Höheres Bildungswesen Bildungsforschung Effizienz Tertiärbereich Hochschule USA Hoger onderwijs. Onderzoek. Ensino superior. Pesquisa educacional. |
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