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18425nam a22002777a 4500 |
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CITU |
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20240424102910.0 |
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210625b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0205380662 |
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| International Standard Book Number |
9780205380664 |
| 040 ## - CATALOGING SOURCE |
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CITU LRAC |
| Language of cataloging |
eng |
| 041 ## - LANGUAGE CODE |
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| Language code of text/sound track or separate title |
eng |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
370.72 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Preferred name for the person |
Thorkildsen, Theresa A. |
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author |
| 245 ## - TITLE STATEMENT |
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| Title |
Fundamentals of measurement in applied research / |
| Statement of responsibility, etc |
Theresa A. Thorkildsen |
| 264 #1 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication, distribution, etc |
Boston : |
| Name of publisher, distributor, etc |
Pearson, |
| Date of publication, distribution, etc |
2005. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xxv, 550p. : |
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illustrations ; |
| Dimensions |
24 cm. |
| 336 ## - CONTENT TYPE |
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rdacontent |
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text |
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txt |
| 337 ## - MEDIA TYPE |
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rdamedia |
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unmediated |
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n |
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rdacarrier |
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volume |
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nc |
| 505 ## - CONTENTS |
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| Formatted contents note |
CONTENTS<br/>CHAPTER 1 The Role of Measurement in Research 000<br/>UNDERSTANDING THE STRUCTURE OF RESEARCH 000<br/>Distinguishing Philosophical, Theoretical, and Measurement Assumptions 000<br/>Distinguishing Research Design and Measurement 000<br/>Distinguishing Methods of Analysis, Interpretation, and Measurement 000<br/>Disseminating Findings 000<br/>IS A NEW STUDY ALWAYS NECESSARY? 000<br/>DEFINING A MEASUREMENT PURPOSE 000<br/>Measurement Scales 000<br/>Linking an Agenda with Tools 000<br/>DIFFERENTIATING MEASUREMENT CONCERNS 000<br/>CHAPTER 2 Integrity in the Research Enterprise 000<br/>ETHICAL PRINCIPLES 000<br/>Respect for Persons 000<br/>Beneficence 000<br/>Justice 000<br/>Continuing Moral Tensions 000<br/>IS A STUDY WARRANTED? 000<br/>INTERACTING WITH PARTICIPANTS 000<br/>Planning a Design 000<br/>Recruiting Participants and Obtaining Consent 000<br/>Interactions during a Study 000<br/>Putting Planning into Action 000<br/>IDENTIFYING APPROPRIATE MEASUREMENT TOOLS 000<br/>How Will Data Be Utilized? 000<br/>Are the Limitations of Each Tool Acknowledged? 000<br/>What Types of Error Can Be Minimized? 000<br/>How Will Respondents? Attitudes Influence the Performance of a Tool? 000<br/>How Will Respondents Be Informed about the Use of Their Responses? 000<br/>Debriefing as a Source of Information 000<br/>IMPLEMENTING A STUDY WITH ACCURACY 000<br/>Minimizing Invasiveness 000<br/>FM.QXD 7/13/2004 3:49 PM Page v<br/>Accommodating the Design to Volunteers 000<br/>Compare an Accommodated Design to Theoretical Concerns 000<br/>Isolating Valid Conclusions 000<br/>REPORTING RESULTS 000<br/>Promote Parsimony in Analysis 000<br/>Evaluate the Balance and Fairness of Each Measurement Outcome 000<br/>Acknowledge the Limitations of Each Measurement Technique 000<br/>Compare the Design and Final Measures 000<br/>Determine Authorship 000<br/>Credit Sources 000<br/>Coordinating Issues 000<br/>QUESTIONING PERSONAL JUDGMENT 000<br/>Update Training 000<br/>Develop Professional Relationships 000<br/>Seek Feedback 000<br/>Evaluate Measurement Skills 000<br/>LEARNING ETHICS 000<br/>SUGGESTED READINGS 000<br/>SUGGESTED WEB SITES 000<br/>CHAPTER 3 Assumptions of Psychometric Measurement 000<br/>COORDINATING THEORY AND MEASUREMENT 000<br/>DIFFERENCES IN PHYSICAL AND PSYCHOLOGICAL MEASUREMENT 000<br/>STRATEGIES FOR LINKING INDICANTS AND CONSTRUCTS 000<br/>MEASUREMENT LANGUAGE 000<br/>Reliability and Error Measurement 000<br/>Differentiating Reliability and Validity 000<br/>Adjusted True Score Theory 000<br/>Summary 000<br/>NUMERICAL REPRESENTATIONS 000<br/>Connecting Indicants to Numbers 000<br/>Characteristics of a Distribution 000<br/>Reliability as Stability and Accuracy 000<br/>Interpreting Raw Scores 000<br/>Valid Alignment with Theory 000<br/>EXPLORING RELATIONSHIPS AMONG INDICANTS 000<br/>What Is Factor Analysis? 000<br/>Do All Indicants Belong on the Same Measure? 000<br/>What Does a Factor Look Like? 000<br/>How Many Dimensions Are Evident? 000<br/>What Makes a Factor Reliable? 000<br/>vi CONTENTS<br/>FM.QXD 7/13/2004 3:49 PM Page vi<br/>DISTORTIONS AND OTHER RESPONSE EFFECTS 000<br/>Self-Report Bias 000<br/>Design Distortions 000<br/>Unintended Distortions 000<br/>Limiting Distortion 000<br/>COMPARING ASSUMPTIONS 000<br/>SUGGESTED READINGS 000<br/>Introductory Books 000<br/>Advanced Books 000<br/>Suggested Web Sites 000<br/>CHAPTER 4 Measuring Attitudes 000<br/>SCALE DEVELOPMENT PROCEDURES 000<br/>TYPES OF SCALES 000<br/>PERSON SCALING 000<br/>Methods of Summated Ratings 000<br/>Advantages and Disadvantages of Person Scaling 000<br/>STIMULUS, THEN PERSON SCALING 000<br/>Method of Paired-Comparison 000<br/>Method of Equal-Appearing Intervals 000<br/>Method of Successive Intervals 000<br/>Advantages and Disadvantages of Stimulus, Then Person Scales 000<br/>DILEMMAS FOR SINGLE-ITEM SCALES 000<br/>SIMULTANEOUS STIMULUS AND PERSON SCALING 000<br/>Guttman Scales 000<br/>Advantages and Disadvantages of Simultaneous Stimulus and Person Scaling 000<br/>EVALUATING THE QUALITIES OF INDICANTS: ITEM ANALYSIS 000<br/>Person Scales 000<br/>Stimulus, Then Person Scales 000<br/>Evaluating Indicants 000<br/>EVALUATING RELATIONSHIPS AMONG INDICANTS: RELIABILITY 000<br/>Person Scales 000<br/>Stimulus, Then Person Scales 000<br/>Simultaneous Stimulus and Person Scales 000<br/>Relationships among Indicants 000<br/>EVALUATING RELATIONSHIPS BETWEEN INDICANTS<br/>AND CONCEPTS: VALIDITY 000<br/>Content Validity 000<br/>Criterion Validity 000<br/>Construct Validity 000<br/>Theoretical Validity 000<br/>CONTENTS vii<br/>FM.QXD 7/13/2004 3:49 PM Page vii<br/>ATTITUDES AS BELIEFS, OPINIONS, OR VALUES 000<br/>SUGGESTED READINGS 000<br/>SUGGESTED WEB SITES 000<br/>CHAPTER 5 Measuring Personality 000<br/>TYPES OF PERSONALITY MEASURES 000<br/>Categories of Measurement 000<br/>NOMOTHETIC MEASUREMENT 000<br/>Self-Report Data 000<br/>Observational Data 000<br/>Standardized Test Data 000<br/>Summary 000<br/>IDEAL QUALITIES OF INDICANTS 000<br/>What Do Indicants Measure? 000<br/>Which Item Formats Work Best? 000<br/>When Are Indicants Associated? 000<br/>What Makes a Strong Indicant? 000<br/>How Can Diverse Items Be Evaluated? 000<br/>How Can Measures of Function Be Evaluated? 000<br/>How Can Indicants Be Linked to Source Traits? 000<br/>Summary 000<br/>DIMENSIONS OF RELIABILITY 000<br/>Establishing Inter-Rater Reliability 000<br/>Calibrating Nomothetic Instruments 000<br/>Transferability across Subpopulations 000<br/>Summary 000<br/>VALIDITY CONSIDERATIONS 000<br/>Content Validity 000<br/>Criterion Validity 000<br/>Construct Validity 000<br/>Theoretical Validity 000<br/>Summary 000<br/>IMPEDIMENTS TO MEASURING PERSONALITY 000<br/>Participant?Generated Distortion 000<br/>Investigator?Generated Distortion 000<br/>CHARACTERISTICS OF PERSONALITY 000<br/>SUGGESTED READINGS 000<br/>SUGGESTED WEB SITES 000<br/>viii CONTENTS<br/>FM.QXD 7/13/2004 3:49 PM Page viii<br/>CHAPTER 6 Measuring Intelligence 000<br/>WHAT IS INTELLIGENCE? 000<br/>WHAT IS ABILITY? 000<br/>DIFFERENTIATING ABILITY AND SKILL 000<br/>INFERRING INTELLIGENCE FROM ESTIMATES OF ABILITY 000<br/>ESTABLISHING A THEORETICAL BLUEPRINT 000<br/>The Purpose of Blueprints 000<br/>COMMON ITEM FORMATS 000<br/>Multiple-Choice Items 000<br/>Matching Items 000<br/>True-False Formats 000<br/>Interpretive Selection Exercises 000<br/>Short-Answer Items 000<br/>Essay Items 000<br/>Choosing a Format 000<br/>Assembling a Test 000<br/>ITEM-ANALYSIS PROCEDURES 000<br/>Evaluating Items for Ability Tests 000<br/>Evaluating Items for Intelligence Tests 000<br/>RELIABILITY 000<br/>Steps for Verifying Reliability 000<br/>Exogenous Influences on Reliability 000<br/>VALIDITY 000<br/>Content Validity 000<br/>Criterion Validity 000<br/>Construct Validity 000<br/>MEASURING GENERAL COGNITIVE FUNCTIONING 000<br/>SUGGESTED READINGS 000<br/>SUGGESTED WEB SITES 000<br/>CHAPTER 7 Measuring Competence and Skill 000<br/>WHAT IS COMPETENCE? 000<br/>ARE INTELLIGENCE AND COMPETENCE DIFFERENT CONSTRUCTS? 000<br/>WHAT IS A SKILL? 000<br/>CONTENTS ix<br/>FM.QXD 7/13/2004 3:49 PM Page ix<br/>DESIGNING SKILL-FOCUSED TOOLS 000<br/>Fundamentals of Item-Response Theory 000<br/>ESTABLISHING A SKILL-BASED BLUEPRINT 000<br/>Blueprints for Computer Adaptive Tests 000<br/>Blueprints for Sequential Measures of Skill 000<br/>PROCEDURES FOR TEST CONSTRUCTION 000<br/>Designing a Computer Adaptive Test 000<br/>Designing a Sequential Skills Test 000<br/>RELIABILITY 000<br/>Precision and Computer Adaptive Testing 000<br/>Conventional Criterion-Referenced Approaches to Reliability 000<br/>VALIDITY 000<br/>Content Validity 000<br/>Criterion Validity 000<br/>Threats to Validity 000<br/>Generalizations 000<br/>MEASURING SPECIFIC COGNITIVE FUNCTIONING 000<br/>SUGGESTED READINGS 000<br/>SUGGESTED WEB SITES 000<br/>CHAPTER 8 Measuring Behavior and Physiological Reactions 000<br/>MEASURING BEHAVIOR 000<br/>Matching Theoretical Concerns with Indicants 000<br/>Designing Tools: Categorical Classification Systems 000<br/>Designing Tools: Descriptive Systems 000<br/>Evaluating the Qualities of Indicants: Sources of Error 000<br/>Reliability for Observational Techniques 000<br/>Validity of Observational Techniques 000<br/>MEASURING PHYSIOLOGICAL REACTIONS 000<br/>Psychophysical Scaling 000<br/>Measures of Isolated Physical Properties 000<br/>Measures of the Central Nervous System 000<br/>MEASURING ACTIONS AND REACTIONS 000<br/>SUGGESTED READINGS 000<br/>CHAPTER 9 Assumptions of Developmental Measurement 000<br/>STUDYING A DYNAMIC SYSTEM 000<br/>How Is Change Explored? 000<br/>x CONTENTS<br/>FM.QXD 7/13/2004 3:49 PM Page x<br/>Theoretical Parameters 000<br/>Comparing Psychometric and Developmental Measurement 000<br/>Components of Individual Development 000<br/>Differences in Tools and Their Use 000<br/>DIMENSIONS OF CHANGE 000<br/>Levels of Organization 000<br/>Plasticity versus Stability 000<br/>Continuity versus Discontinuity 000<br/>Quantitative versus Qualitative Differences 000<br/>Change in a Dynamic System 000<br/>TYPES OF CHANGE 000<br/>Representational Change 000<br/>Temporal Change 000<br/>Diversity and Individual Variation 000<br/>Theorizing about Change 000<br/>MEASURING CHANGE 000<br/>Measuring Representational Change 000<br/>Measuring Temporal Change 000<br/>Measuring Diversity 000<br/>A PROGRAMMATIC EXAMPLE 000<br/>SUGGESTED READINGS 000<br/>SUGGESTED WEB SITES 000<br/>CHAPTER 10 Representing Structure and Functioning 000<br/>COMMON STRUCTURAL FEATURES 000<br/>COMMON STRUCTURAL FORMS 000<br/>Hierarchical Structures 000<br/>Completely Coordinated Structures 000<br/>Completely Independent Structures 000<br/>Overlapping Structures 000<br/>Anticipating Structural Features 000<br/>DILEMMAS IN DEFINING STRUCTURES 000<br/>Common Questions 000<br/>QUESTIONING THE OVERDEPENDENCE ON JUDGMENTS 000<br/>Limitations of Direct Observation 000<br/>Limitations of Interviews 000<br/>Limitations of Surveys and Tests 000<br/>Confounding Inferences in Experimental Designs 000<br/>Potential Theoretical Blind Spots 000<br/>MEASURING JUDGMENTS AND EXPLANATIONS 000<br/>Verbal Behavior about Events Remote in Time 000<br/>CONTENTS xi<br/>FM.QXD 7/13/2004 3:49 PM Page xi<br/>Verbal Behavior about Immediate Events 000<br/>Mixing Verbal and Nonverbal Behavior 000<br/>Nonverbal Behavior 000<br/>Clinical Concentric Studies 000<br/>Designing Activities 000<br/>INVESTIGATORS? SKILLS 000<br/>Job Skills 000<br/>Personal Attributes 000<br/>Work-Related Knowledge 000<br/>Verifying Qualifications 000<br/>CALIBRATING TOOLS 000<br/>Liberated and Spontaneous Convictions 000<br/>Constrained Convictions 000<br/>The Importance of Justifications 000<br/>STANDARDIZATION 000<br/>Variation in Theoretical Commitments 000<br/>Differentiating Trivial and Essential Forms of Standardization 000<br/>Maximizing Interaction 000<br/>Bracket Indicants for an Age Group 000<br/>The Value of Comparison 000<br/>GENERALIZABILITY 000<br/>Generalizability as the Verification of Order 000<br/>Generalizability as Synchrony of Concepts 000<br/>Generalizations about Stages 000<br/>Generalizations Involving Children 000<br/>Generalizations about Generalizations 000<br/>REPRESENTING DEVELOPMENT 000<br/>SUGGESTED READINGS 000<br/>SUGGESTED WEB SITES 000<br/>CHAPTER 11 Measuring Temporal Change 000<br/>STEPS IN THEORY BUILDING 000<br/>Representational Change 000<br/>Individual Differences 000<br/>Temporal Change 000<br/>Multiple Designs, Multiple Tools 000<br/>Verifying the Practicality of Longitudinal Research 000<br/>Types of Temporal Change 000<br/>CHALLENGES OF MEASURING TEMPORAL CHANGE 000<br/>Design and Variable Constraints 000<br/>Control for Initial Differences 000<br/>Difference Scores 000<br/>xii CONTENTS<br/>FM.QXD 7/13/2004 3:49 PM Page xii<br/>Comparability of Stimuli 000<br/>Appropriate Measurement Scales 000<br/>Finding Enough Longitudinal Data 000<br/>DIFFERENT FORMS OF TEMPORAL CHANGE 000<br/>Age or Proxies for Time? 000<br/>Developmental or Nondevelopmental Change? 000<br/>Why Use Age? 000<br/>CALIBRATING TEMPORAL VARIABLES 000<br/>Limitations of Change as Integration 000<br/>Change 000<br/>Stability 000<br/>Order 000<br/>Chaos 000<br/>Procedures for Calibrating Tools 000<br/>STANDARDIZING TEMPORAL VARIABLES 000<br/>Assumptions about Time 000<br/>Change in Integration 000<br/>Change in Rate, Magnitude, or Duration of Time 000<br/>Coordinating Qualitative and Quantitative Measures 000<br/>MAKING GENERALIZATIONS 000<br/>Indicators of Integration 000<br/>Quantitative Change 000<br/>VERIFYING DEVELOPMENT 000<br/>SUGGESTED READINGS 000<br/>CHAPTER 12 Measuring Diversity in Human Functioning 000<br/>INDIVIDUAL VARIATION 000<br/>Theoretical Assumptions 000<br/>Empirical Decisions 000<br/>DIVERSITY 000<br/>Theoretical Distinctions 000<br/>Empirical Distinctions 000<br/>INTERACTIVE MEASUREMENT 000<br/>Interview Parameters 000<br/>Interview Styles 000<br/>Designing Interviews 000<br/>Conducting Interviews 000<br/>Adaptive Testing 000<br/>Lessons from Interactive Methods 000<br/>NORMATIVE MEASUREMENT 000<br/>The Role of Inferences 000<br/>CONTENTS xiii<br/>FM.QXD 7/13/2004 3:49 PM Page xiii<br/>The Effects of Context 000<br/>Participants? Comfort 000<br/>Lessons from Normative Methods 000<br/>CALIBRATING TOOLS 000<br/>Interactive Tools 000<br/>Normative Tools 000<br/>Coordinating Interactive and Normative Tools 000<br/>STANDARDIZING TOOLS 000<br/>Interactive Tools 000<br/>Normative Tools 000<br/>SUPPORTING GENERALIZATIONS 000<br/>Broad Validity Concerns 000<br/>Constraints on Generalizations 000<br/>Purposes of Generalizations 000<br/>COORDINATING INDIVIDUAL VARIATION AND DIVERSITY 000<br/>SUGGESTED READINGS 000<br/>SUGGESTED WEB SITES 000<br/>CHAPTER 13 Assumptions about Interpretive Measurement 000<br/>Levels of Interpretation 000<br/>A Broader Notion of Validity 000<br/>APPROACHES TO INTERPRETATION 000<br/>Interpretive Measurement Assumptions 000<br/>Conclusions in Interpretive Research 000<br/>TYPES OF INTERPRETIVE RESEARCH 000<br/>Phenomenology 000<br/>Critical Theory 000<br/>Interpretive Analysis 000<br/>Deconstructionism 000<br/>PURPOSES FOR INTERPRETIVE RESEARCH 000<br/>Rule-Governed Interpretations 000<br/>MINIMIZING BIAS 000<br/>Nature of Bias 000<br/>Addressing Bias 000<br/>Misconceptions 000<br/>Respectable Bias 000<br/>DEPENDABILITY AND CREDIBILITY 000<br/>Dependability 000<br/>Credibility 000<br/>xiv CONTENTS<br/>FM.QXD 7/13/2004 3:49 PM Page xiv<br/>Grounded Interpretations 000<br/>Verifying Dependability and Credibility 000<br/>CONFIRMABILITY 000<br/>Balancing Internal and External Validity 000<br/>Levels of the Validation Process 000<br/>Confirmation Processes 000<br/>PURPOSES FOR INTERPRETIVE MEASUREMENT 000<br/>SUGGESTED READINGS 000<br/>CHAPTER 14 Measuring Cycles of a Life?s Course 000<br/>STUDYING LIVES IN PROGRESS 000<br/>Purposes for Exploring Individual Lives 000<br/>MEASURING IDENTITY 000<br/>Nomothetic Approaches 000<br/>Idiographic Approaches 000<br/>Idiothetic Approaches 000<br/>Interpretive Approaches 000<br/>MEASURING INTERACTIONS 000<br/>Discourse Analysis 000<br/>Case Studies 000<br/>MEASURING LIVES IN SOCIOCULTURAL CONTEXTS 000<br/>Framing 000<br/>Action Research 000<br/>MEANS OF TEXT PRODUCTION 000<br/>Self-Report Approaches 000<br/>Observational Records 000<br/>Standardized Tests and Personal Documents 000<br/>CALIBRATING MEASURES 000<br/>Describing Individuals 000<br/>Describing Interactions 000<br/>Describing Transpersonal Relations 000<br/>DEPENDABLE AND CREDIBLE EVIDENCE 000<br/>Dependable and Credible Fixed Variables 000<br/>Dependable and Credible Random Variables 000<br/>Dependable and Credible Interpretations 000<br/>CONFIRMING GENERALIZATIONS 000<br/>Comparing Scores across Methods 000<br/>Triangulation 000<br/>Validity in Reference to Sociopolitical Contexts 000<br/>CONTENTS xv<br/>FM.QXD 7/13/2004 3:49 PM Page xv<br/>THE STORY OF A LIFE 000<br/>SUGGESTED READINGS 000<br/>SUGGESTED WEB SITES 000<br/>CHAPTER 15 Measuring Group Structures and Functioning 000<br/>ASSUMPTIONS ABOUT GROUPS 000<br/>PURPOSES FOR MEASURING GROUPS 000<br/>Social Status 000<br/>Social Networks 000<br/>Structures in Ethnography and Ethnology 000<br/>MINIMIZING BIAS IN DESCRIBING GROUPS 000<br/>Social Status 000<br/>Social Networks 000<br/>Ethnographic Structures 000<br/>Differentiating Informative and Uninformative Bias 000<br/>DEPENDABILITY AND CREDIBILITY IN INFERENCES 000<br/>Social Status 000<br/>Social Networks 000<br/>Ethnographic Structures 000<br/>Verifying Second-Order or Third-Order Inferences 000<br/>CONFIRMING CLASSIFICATIONS, NETWORKS, AND STRUCTURES 000<br/>Social Status 000<br/>Social Networks 000<br/>Ethnographic Structures 000<br/>Choosing an Approach to Validity 000<br/>GROUPS AS LEVELS OF ORGANIZATION 000<br/>SUGGESTED READINGS 000<br/>CHAPTER 16 Measuring Micro- and Macrocultures 000<br/>PURPOSES FOR CULTURAL THEORY 000<br/>COMMON RESEARCH PARADOXES 000<br/>THE LOGIC OF CULTURAL THEORIES 000<br/>ANALYSIS OF TEXT 000<br/>Building Relationships 000<br/>Centrality of Text in Analyzing Interactions 000<br/>Rely on Literal Interpretations 000<br/>xvi CONTENTS<br/>FM.QXD 7/13/2004 3:49 PM Page xvi<br/>Multiple Questions, Multiple Approaches 000<br/>Limitations of Text Analysis 000<br/>MEASURING CULTURAL RITUALS 000<br/>The Importance of Participant-Observation 000<br/>Communication as Negotiation 000<br/>Procedures for Fieldwork 000<br/>The Cyclical Nature of Measurement 000<br/>Guiding Questions 000<br/>Summarizing Evidence 000<br/>Describing Rituals 000<br/>COLLECTING ARTIFACTS 000<br/>Purposes for Artifacts 000<br/>Culture as Principles of Interpretation 000<br/>Guiding Questions 000<br/>The Value of Artifacts 000<br/>Limitations of Artifacts 000<br/>COMBINING SOURCES OF EVIDENCE 000<br/>Procedural Advice 000<br/>MINIMIZING BIAS 000<br/>Text Analysis 000<br/>Cultural Rituals 000<br/>Cultural Artifacts 000<br/>DEPENDABILITY AND CREDIBILITY 000<br/>Text Analysis 000<br/>Cultural Rituals 000<br/>Cultural Artifacts 000<br/>Triangulation 000<br/>CONFIRMING CONCLUSIONS 000<br/>Guiding Questions 000<br/>Choose an Exemplary Vignette 000<br/>Write a General Description 000<br/>Evaluate Interpretive Commentaries 000<br/>Evaluate Causal Networks 000<br/>Construct an Historical Record 000<br/>Compare the Typical and Unusual 000<br/>Limitations of Ethnographic Evidence 000<br/>STUDYING CULTURES AS SOCIAL ORGANIZATIONS 000<br/>SUGGESTED READINGS 000<br/>Appendix: Tables 000<br/>References 000<br/>Index |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc |
"Fundamentals of Measurement in Applied Research introduces students to common measurement techniques from applied research so that they can design, produce, and use new tools. The author shows how users of research and assessment tools can become proficient in the production of new instruments. The text reviews details of how psychometric, developmental, and interpretive approaches to measurement are used in a multitude of educational and social sciences. Supporting activities illustrate how researchers use key measurement concepts. The text can be covered one chapter at a time in a formal measurement course or used as a supplementary text for courses in research design." |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Education |
| General subdivision |
Research |
| -- |
Methodology. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Link text |
http://catdir.loc.gov/catdir/toc/ecip0421/2004017934.html |
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Source of classification or shelving scheme |
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| Item type |
BOOK |