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Reading Statistics and Research: United States Edition de Schuyler W. Huck

Reading Statistics and Research: United States Edition

Autor Schuyler W. Huck
en Limba Engleză Mixed media product – 25 feb 2007
<>This text shows consumers of research how to read, understand, and critically evaluate the statistical information and research results contained in technical research reports.
 
The text is also useful for applied researchers who need advice on how to analyze their own data and summarize their empirical findings. Students in education and other disciplines need to learn how to interpret and use statistics and research, but often they do not have any way to begin this process. This text clearly and methodically presents basic statistical and research concepts and illustrates how to employ them in making sound educational decisions. Excerpts from more than 500 recent research articles are presented, analyzed, and discussed to illustrate concepts, while numerous cases, terms and review questions help guide the discussion.
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Specificații

ISBN-13: 9780205510672
ISBN-10: 0205510671
Pagini: 576
Dimensiuni: 191 x 235 x 25 mm
Greutate: 0.86 kg
Ediția:Nouă
Editura: Pearson Education
Colecția Allyn & Bacon
Locul publicării:Boston, United States

Cuprins

1   The Typical Formal of a Journal Article         
2   Descriptive Statistics: The Univariate Case                            
3   Bivariate Correlation         
4   Reliability and Validity         
5   Foundations of Inferential Statistics         
6   Estimation         
7   Hypothesis Testing         
8   Effect Size, Power, CIs, and Bonferroni         
9   Statistical Inferences Concerning Bivariate Correlation Coefficients         
10  Inferences Concerning One or Two Means         
11  Tests on Three or More Means Using a One-Way ANOVA         
12  Post Hoc and Planned Comparisons         
13  Two-Way Analyses of Variance         
14  Analyses of Variance With repeated Measures         
15  The Analysis of Covariance         
16  Bivariate, Multiple, and Logistic Regression         
17  Inferences on Percentages, Proportions, and Frequencies         
18  Statistical Tests on Ranks (Nonparametric Tests)         
19      The Quantitative Portion of Mixed Methods Studies     

Textul de pe ultima copertă

Reading Statistics and Research, Fifth Edition
By Schuyler W. Huck
 
This text shows consumers of research how to read, understand, and critically evaluate the statistical information and research results contained in technical research reports.
 
The text is also useful for applied researchers who need advice on how to analyze their own data and summarize their empirical findings. Students in education and other disciplines need to learn how to interpret and use statistics and research, but often they do not have any way to begin this process. This text clearly and methodically presents basic statistical and research concepts and illustrates how to employ them in making sound educational decisions. Excerpts from more than 500 recent research articles are presented, analyzed, and discussed to illustrate concepts, while numerous cases, terms, and review questions help guide the discussion.
 
Features of this text include:
  • More than 500 boxed excerpts from recent research articles (including tables, figures, and portions of textual material) illustrate concepts, good practice, and common mistakes.
  • End-of-chapter summaries of two research studies in Research NavigatorTM (online component), each asking the reader to propose the study’s main finding.
  • Discussion about the quality of research results as they relate to the quality of the data used in computer programs (“garbage in, garbage out” concerns).
  • Repeated cautions that studies can yield statistical significance without showing anything that is significant in a practical (or “clinical”) sense.
  • Many excerpts from studies having topics of likely interest to the reader (e.g., gossiping at work, students’ locus-of-control and GPA, ability to recall dreams).
 
“I love this book. I first worked with an earlier edition when I was a doctoral student. I continue to share it with my own graduate students.”
–Bob Ives, University of Nevada, Reno

Caracteristici

  • More than 500 boxed excerpts from recent research articles (including tables, figures, and portions of textual material) illustrate concepts, good practice, and common mistakes. 497 of these excerpts were published after 2004, showing clearly how contemporary researchers analyze and interpret numerical data.
  • Author’s writing style is exceedingly clear and user-friendly for those with little or no technical background.
  • End-of-chapter summaries of two research studies found in Research Navigator, with each summary asking the reader to guess the study’s main finding.
  • Concern for quality of the data put into computer programs; otherwise, “garbage in, garbage out.”
  • Repeated cautions that studies can yield statistical significance without showing anything whatsoever that’s significant in a practical (or “clinical”) sense.
  • Many excerpts come from studies having topics of likely interest to the reader (e.g., gossiping at work; students’ locus-of-control and GPA; ability to recall dreams)  

Caracteristici noi

  • NEWEXCERPTS! Of the book’s 518 excerpts, 497 are new and published after 2004. Collectively, these excerpts show clearly how contemporary researchers analyze and interpret numerical data.
  • A new chapter on MIXED METHODS STUDIES has been added in response to growing interest in combining qualitative and quantitative methodologies.
  • Added emphasis on EFFECT SIZE. Tables appear in many chapters that show the criteria used to claim that an observed effect is small, medium or large.
  • EXPANDED CONTENT COVERAGE. Some of 5e’s new topics: Tamhane’s post hoc test, interactions as predictor variables in multiple regression, Holm sequential Bonferroni adjustment procedure, overview of meta analysis.
  • COMPANION WEBSITE–The very complete companion website has been updated. It includes interactive review quizzes covering 5e’s excerpts, chapter outlines, links to interactive websites, statistical poetry, links to full-text research articles, statistical jokes, and biographies of famous statisticians.
  • Access to RESEARCH NAVIGATOR is included with every new textbook.  This website offers a multitude of research articles as well as writing and citation assistance.

Notă biografică

Schuyler W. Huck was born in Chicago, Illinois in 1943. He attended school in two Chicago suburbs (Riverside and Glenview), receiving a high school diploma in 1961 from Glenbrook North H.S. His undergraduate work was taken at DePauw University (Greencastle, Indiana) where he graduated in 1965 with a major in psychology and a minor in sociology. He pursued a doctorate in Educational Psychology at Northwestern University (Evanston, Illinois), receiving the Ph.D. in 1970. His doctoral specialization was applied statistics, testing, and research design. In 1970, Dr. Huck joined the faculty at the University of Tennessee, Knoxville as an Assistant Professor. Affiliated with the Department of Educational and Counseling Psychology, he was promoted to Associate Professor in 1974 and to Professor in 1977. Since receiving his doctorate, Dr. Huck has taught at two other educational institutions while on leave from UT. For 10 summers between 1977 and 1986, he was employed as a Visiting Professor in the Psychology and Education Departments at the University of Nevada (Reno). From July, 1988 until July, 1989, he served as a Distinguished Visiting Professor at the United States Air Force Academy in Colorado. Over the past three decades, Professor Huck has been involved in an ongoing program of research and scholarly activity. He is the senior author of three books: (1) Reading Statistics and Research (with the 3rd edition published in 2000 by Allyn & Bacon/Longman), (2) Rival Hypotheses: Alternative Explanations for Data-Based Conclusions (published in 1979 by Harper & Row), and (3) Statistical Illusions (published in 1984 by Harper & Row); he has had 34 technical papers published in a variety of refereed journals (Teaching Statistics, Educational and Psychological Measurement, Journal of Educational Statistics, American Educational Research Journal, Journal of Educational Measurement, Psychological Bulletin, Journal of Experimental Education, Journal of Applied Psychology, Science Education, Teaching of Psychology, Mathematics Teacher, Journal of Counseling Psychology, Research Quarterly, Physiology & Behavior); and he has made over 60 oral presentations of his work at professional meetings (International Conference on Teaching Statistics, American Educational Research Association, American Psychological Association, and regional meetings affiliated with these two national organizations). In addition to making his own contributions to the professional literature, Professor Huck has been heavily involved in screening the work of others and in serving as a consultant on others' projects. He has reviewed book prospecti/full manuscripts sent to publishing companies, papers considered for possible publication in professional journals, and abstracts submitted for possible presentation at conventions. In his role as a consultant, Professor Huck has worked on several projects, including (1) test-development efforts conducted by: the American College of Veterinary Internal Medicine, the American Association of State Psychology Boards, Tennessee's State Departments of Education and Human Services, the Child Welfare Institute (Atlanta), and UT's Center for Government Training, (2) a three-year NSF research project designed to assess new procedures for helping math teachers assist students improve their creativity and problem-solving skills, and (3) a trial in which the State of Tennessee was being sued and for which Tennessee's Office of the Attorney General asked Dr. Huck to testify as an Expert Witness in the areas of testing, research design, and applied statistics. At various points in his career, Dr. Huck has received awards/recognition from students, colleagues, and administrators. While at DePauw, he received the Frank C. Tucker Award for Leadership. Early in his stay at Tennessee, the Student Government Association tapped him as one of the University's Outstanding Teachers. Soon thereafter, colleagues at UT gave him the first Annual Award for Outstanding Faculty Research in the College of Education. The major honors bestowed upon Professor Huck, however, came (1) in 1983 when he was selected to be a UT Distinguished Service Professor, a prestigious title that he holds for the duration of his stay at the University, (2) in 1988 when he was asked to serve, for a year, on the faculty at the Air Force Academy as a Distinguished Visiting Professor, (3) in 1984 and 1990 when the scholarly work of two doctoral advisees received Outstanding Dissertation Awards in national competitions conducted by AERA, (4) in 1991 when he was elected by his colleagues at other universities as President of AERA's Educational Statisticians SIG, (5) in 1993 when he was one of the first two faculty members given the title of Chancellor's Teaching Scholar, a post involving work with UT's Chancellor and other top administrators, and (6) in 1995 when the GTA Mentoring Program (a project that grew out of his idea on how to improve undergraduate education at research universities) was deemed worthy of support by UT and the Alcoa Foundation.