{"product_id":"quantitative-research-in-education-fundamentals-of-applied-research-1st-ed","title":"Quantitative Research in Education (Fundamentals of Applied Research) (1ST ed.)","description":"\n\u003ctable align=\"center\" border=\"0\" cellpadding=\"2\" cellspacing=\"0\" width=\"100%\"\u003e\n\u003ctr\u003e\n\u003ctd class=\"productDetailSmallElements\"\u003e\n\u003cp\u003e\n\u003cstrong\u003eTable of Contents\u003c\/strong\u003e:\u003cbr\u003e\n\t\t\t\t\t\t\t\tVOLUME ONE: KEY ISSUES IN EDUCATION RESEARCH \n\u003cbr\u003ePART ONE: MEASURING SCHOOL AND TEACHER EFFECTS \n\u003cbr\u003e Cognitive Outcomes in Public and Private Schools - J. Coleman, T. Hoffer and S. Kilgore \n\u003cbr\u003e Improving Text Comprehension Strategies in Upper Primary School Children: A design experiment - E. de Corte, L. Verschaffel and V. van De Ven \n\u003cbr\u003e Differential School Effectiveness - D. Nuttall, H. Goldstein, R. Presser and H. Rasbash \n\u003cbr\u003e Test Scores, Dropout Rate, and Transfer Rates as Alternative Indicators of High School Performance - R. Rumberger and G. Palardy \n\u003cbr\u003ePART TWO: SCHOOL ORGANISATION \n\u003cbr\u003e Relationships Between Class Size and Teaching: A multimethod analysis of English infant schools - P. Blatchford, V. Moriarty, S. Edmonds, and C. Martin \n\u003cbr\u003e Meta-analysis of Research on Class Size and Achievement - G. Glass and M. Smith \n\u003cbr\u003e Effects of Single-sex Secondary Schools on Student Achievement and Attitudes - V. Lee and A. Bryk \n\u003cbr\u003e The Tennessee Study of Class Size in the Early School Grades - F. Mosteller \n\u003cbr\u003ePART THREE: INEQUALITIES IN SCHOOLING \n\u003cbr\u003e Trends in Social Class Segregation Between Schools in England, Wales and Scotland Since 1984 - L. Croxford and L. Paterson \n\u003cbr\u003e Are Schools Drifting Apart? Intake stratification in English secondary schools - S. Gibbons and S. Telhaj \n\u003cbr\u003e The Differential Attainment of Boys and Girls at School: Investigating the patterns and their determinants - S. Gorard, G. Rees and J. Salisbury \n\u003cbr\u003e Urban Size, Spatial Segregation and Inequality in Educational Outcomes - I. Gordon and V. Monastiriotis \n\u003cbr\u003e Explaining Socioeconomic Inequalities in Student Achievement - G. Marks, J. Cresswell and J. Ainley \n\u003cbr\u003e The Big-Fish-Little-Pond Effects of Selective High Schools on Self-concept after Graduation - H. Marsh, U. Trautwein, O. Ludtke, J. Baumert and O. Koller \n\u003cbr\u003e Self-selection in the State School System - D. Robertson and J. Symons \n\u003cbr\u003e Cultural Capital and Educational Attainment - A. Sullivan \n\u003cbr\u003e Racial Segregation Among Public and Private Schools - K. Taeuber and D. James \n\u003cbr\u003ePART FOUR: LONGER TERM OUTCOMES OF EDUCATION \n\u003cbr\u003e Routes of Success: Influences on the occupational attainment of young British males - R. Bond and P. Saunders \n\u003cbr\u003e Class, Mobility and Merit: The experience of two British birth cohorts - R. Breen and J. Goldthorpe \n\u003cbr\u003e Family Background and Returns to Schooling in Spain - M. San-Segundo and A. Valiente \n\u003cbr\u003e The Standardised Admission Ratio for Measuring Widening Participation in Medical Schools: Analysis of UK medical school admissions by ethnicity, socioeconomic status, and sex - K. Seyan, T. Greenhalgh and D. Dorling \n\u003cbr\u003e Certifying the Workforce: Economic imperative or failed social policy? - A. Wolf, A. Jenkins and A. Vignoles \n\u003cbr\u003eVOLUME TWO: KEY TECHNIQUES FOR EDUCATION RESEARCH \n\u003cbr\u003ePART FIVE: EXPERIMENTAL APPROACHES \n\u003cbr\u003e Design Experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings - A. Brown \n\u003cbr\u003e Causal effects in Nonexperimental Studies: Reevaluating the evaluation of training programs - R. Dehejia and S. Wahba \n\u003cbr\u003e An Empirical Assessment of the Absolute Effect of Schooling: Regression-discontinuity applied to TIMSS-95 - H. Luyten \n\u003cbr\u003e The Incidence of ′Casusal′ Statements - D. Robinson, J. Levin, G. Thomas, K. Pituch and S. Vaughn \n\u003cbr\u003e The Central Role of the Propensity Score in Observational Studies for Causal Effects - P. Rosenbaum and D. Rubin \n\u003cbr\u003e Avoiding Bias in Randomised Controlled Trials in Educational Research - D. Torgerson and C. Torgerson \n\u003cbr\u003ePART SIX: MODELLING \n\u003cbr\u003e Loglinear Analysis: A new tool for educational researchers - J. Burnett \n\u003cbr\u003e Random Effects Probit and Logistic Regression Models for Three Level Data - R. Gibbons and D. Hedeker \n\u003cbr\u003e Structural Equation Modelling: A guide for the perplexed - J. Matrin \n\u003cbr\u003e New Statistical Models for Analysing Social Structures: An introduction to multilevel models - L. Paterson and H. Goldstein \n\u003cbr\u003e A Hierarchical Model for Studying School Effects - S. Raedenbush and A. Bryk \n\u003cbr\u003ePART SEVEN: POLITICAL ARITHMETIC \n\u003cbr\u003e The Political Arithmetic Tradition in the Sociology of Education - A. Heath \n\u003cbr\u003e Analysis of Large-Scale Secondary Data in Higher Education Research: Potential perils associated with complex sampling designs - S. Thomas and R. Heck \n\u003cbr\u003ePART EIGHT: META-ANALYSIS \n\u003cbr\u003e The Implications of Meta-analysis for Educational Research - C. Fitz-Gibbon \n\u003cbr\u003e Distribution Theory for Glass′s Estimator of Effect Size and Related Estimators - L. Hedges \n\u003cbr\u003e Practical Significance: A concept whose time has come - R. Kirk \n\u003cbr\u003ePART NINE: QUESTIONS AND QUESTIONNAIRES \n\u003cbr\u003e Fitting into Categories or Falling Between them? Rethinking ethnic classification - A. Bonnett and B. Carrington \n\u003cbr\u003e Rescaling Ordinal Data to Interval Data in Educational Research - M. Harwell and G. Gatti \n\u003cbr\u003e Education Moderates some Response Effects in Attitude Measurement - S. Narayan and J. Krosnick \n\u003cbr\u003e The Revised Cambridge Scale of Occupations - K. Prandy \n\u003cbr\u003e Ward-level Deprivation and Individual Social and Economic Outcomes in the British Household Panel Survey - A. McCulloch \n\u003cbr\u003ePART TEN: SPATIAL ISSUES \n\u003cbr\u003e The Modifiable Areal Unit Problem: Segregation between school and levels of analysis - C. Taylor, S. Gorard and J. Fitz \n\u003cbr\u003ePART ELEVEN: ASSESSMENT \n\u003cbr\u003e Assessment and the Improvement of Education - W. Harlen, C. Gipps, P. Broadfoot and D. Nuttall \n\u003cbr\u003e The Validity of Assessments - D. Nuttall \n\u003cbr\u003eVOLUME THREE: DEBATES IN THE CONDUCT OF EDUCATION RESEARCH \n\u003cbr\u003ePART TWELVE: BAYESIAN APPROACHES \n\u003cbr\u003e The Proof of the Pudding: An illustration of the relative strengths of null hypothesis, meta-analysis, and Bayesian analysis - G. Howard, S. Maxwell and K. Fleming \n\u003cbr\u003e Bayes for Beginners? Some reasons to hesitate - D. Moore \n\u003cbr\u003ePART THIRTEEN: RASCH MODELLING \n\u003cbr\u003e Relationships Between the Thurstone and Rasch Approaches to Item Scaling - D. Andrich \n\u003cbr\u003e Does the Rasch Model Really Work for Multiple Choice Items? Not if you look closely - D. Divgi \n\u003cbr\u003e Five Decades of Item Response Modelling - H. Goldstein and R. Wood \n\u003cbr\u003ePART FOURTEEN: CLUSTER SAMPLING \n\u003cbr\u003e The Dubious Benefits of Multi-level Modelling - S. Gorard \n\u003cbr\u003e Multilevel Modelling Might not be the Answer - R. Mitchell \n\u003cbr\u003ePART FIFTEEN: THE SIGNIFICANCE DEBATE \n\u003cbr\u003e Mindless Statistics - G. Gigerenzer \n\u003cbr\u003e Towards a Judgement-based Statistical Analysis - S. Gorard \n\u003cbr\u003e Theory-testing in Psychology and Physics: A methodological paradox - P. Meehl \n\u003cbr\u003e Why Summaries of Research on Psychological Theories are often Uninterpretable - P. Meehl \n\u003cbr\u003e An Interview with Gene Glass - D. Robinson \n\u003cbr\u003e Shaping up the Practice of Null Hypothesis Significance Testing - H. Wainer and D. Robinson \n\u003cbr\u003ePART SIXTEEN: THE HEALTH OF QUANTITATIVE METHODS \n\u003cbr\u003e Making our Measurements Count - M. Brighton \n\u003cbr\u003e Standard Errors in Educational Assessment: A policy analysis perspective - G. Camilli \n\u003cbr\u003e Randomized Experiments in Educational Policy Research: A critical examination of the reasons the educational evaluation community has offered for not doing them - T. Cook \n\u003cbr\u003e Mixed Methods Research: A research paradigm whose time has come - R. Johnson and A. Onwuegbuzie \n\u003cbr\u003e Difficulties Experienced by Education and Sociology Students in Quantitative Methods Courses - M. Murtonen and E. Lehtinen \n\u003cbr\u003e Making Friends with your Data: Improving how statistics are conducted and reported - D. Wright \n\u003cbr\u003ePART SEVENTEEN: QUESTIONING WHAT WE KNOW \n\u003cbr\u003e What Should an Index of Segregation Measure? - R. Allen and A. Vignoles \n\u003cbr\u003e International Surveys of Educational Achievement: How robust are the findings? - G. Brown, J.Micklewright, S. Schnepf, and R. Waldman \n\u003cbr\u003e Revisiting a 90-year-old Debate: The advantages of the mean deviation - S. Gorard \n\u003cbr\u003e Is the School Composition Effect Real? A discussion with evidence from the UK PISA data - R. Nash \n\u003cbr\u003e Measuring Comparability of Standards Across Subjects: Why our statistical techniques do not make the grade - P. Newton \n\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\n\u003cstrong\u003eBiographical Note\u003c\/strong\u003e:\u003cbr\u003e\n\t\t\t\t\t\t\t\tStephen Gorard is a Professor in Education at the University of Birmingham. He is a leading a figure in the field of quantitative research methods. His research interests are the improvement of education in terms of effectiveness and equity. He has conducted studies of primary education, early childhood, secondary education, FE, HE, adult and continuing education, and informal learning in the home. Gorard is the associate editor of Evaluation and Research in Education, and editor of Continuum Publishers′ Empirical Studies in Education, and Trials in Public Policy. In addition to this he is on the editorial boards of a number of journals, regularly referees for about 50 education and social science journals, is consultant or reviewer for around 40 academic, governmental and grant-awarding bodies and has written many books. His work generates considerable media interest and he has discussed research findings on various shows and newspapers including the BBC, ′Womans Hours′, BBC Radio Five Live, The Guardian Newspaper and the THES.\u003cbr\u003e\u003cbr\u003e\n\u003cstrong\u003ePublisher Marketing\u003c\/strong\u003e:\u003cbr\u003e\n\t\t\t\t\t\t\t\tThis major work captures cutting-edge and seminal practice from around the world in quantitative research in education, as well as looking back at some of the classic papers that have changed the way we work forever. It encompasses innovations in secondary analysis, surveys, experiments, statistical modeling, and sampling over thirty years. It showcases the methodological side of such innovations alongside reports of substantive results of great significance for educational policy and practice that emerge when using them. \n\u003cbr\u003e\n\u003cbr\u003eThe articles included combine a good range of methodological approaches presented by a strong mix of top-name authors from around the world. Education research remains at the top of the academic and political agenda of most countries in the world, and quantitative approaches, both in isolation and mixed with other methods, provide the greatest promise of improvement in effectiveness, efficiency, and equity. This is an invaluable research resource for academic and graduates in this field. It will change the way you think about quantitative methods.\u003cbr\u003e\u003cbr\u003e\n\u003c\/p\u003e\n\u003cbr\u003e\n\u003cp\u003e\n\u003cstrong\u003eContributor Bio:\u003c\/strong\u003eGorard, Stephen\u003cbr\u003e\n\u003cb\u003eStephen Gorard\u003c\/b\u003e is the Professor of Education Research at the University of Birmingham, Academician of the Academy of Social Sciences, introducer for the ESRC Grant Awarding Panel A, and a methods expert for the US Institute of Education Science panel on Mathematics and Science. His research concerns the robust evaluation of education as a lifelong society-wide process, focused on issues of equity and effectiveness. He has successfully conducted over 70 projects funded by government and other sources, and is the author of hundreds of research books and articles. His work appears regularly in the media, and is much used by local and international policy-makers. He is currently an evaluator for the European Commission Directorate-General for Regional Policy, the Educational Endowment Foundation, the Learning and Skills Information Service, the Department of Work and Pensions, and the Food Standards Agency.\u003cbr\u003e\u003cbr\u003e\n\u003c\/p\u003e\n\u003cbr\u003e\n\u003c\/td\u003e\n\u003c\/tr\u003e\n\u003c\/table\u003e\n","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":47448635310211,"sku":"9781847873279","price":1161.6,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0564\/6830\/8099\/files\/9781847873279.jpg?v=1783317509","url":"https:\/\/sebink.com\/products\/quantitative-research-in-education-fundamentals-of-applied-research-1st-ed","provider":"Sebink","version":"1.0","type":"link"}