MARC details
| 000 -LEADER |
|---|
| fixed length control field |
10082cam a2200385 a 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
0000022612 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20241110101518.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
130124e200700 caum b a001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780761933830 |
| Terms of availability |
$50 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
222250173 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
DLC |
| Modifying agency |
YDX |
| -- |
BAKER |
| -- |
BTCTA |
| -- |
YDXCP |
| -- |
CDX |
| -- |
EDK |
| -- |
OCLCQ |
| -- |
KSU |
| -- |
UtOrBLW |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
H62 |
| Item number |
SIN |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
300.72 |
| Edition number |
22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Singh, Kultar. |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Quantitative social research methods / |
| Statement of responsibility, etc. |
Kultar Singh. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Los Angeles : |
| Name of publisher, distributor, etc. |
Sage Publications, |
| Date of publication, distribution, etc. |
c2007. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xv, 383 p : |
| Other physical details |
ill. (some col.) ; |
| Dimensions |
cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references and indexes. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Preface -- 1: Why do research? -- On what basis do you make decisions? -- How do we know what we know? -- Ways of knowing without research -- Developing critical thinking skills -- What is empirical social research? -- What evidence? -- Research is a process that results in a product -- Varieties of social research -- Fit the question you want to answer with a type of social research -- Exploring -- Describing -- Explaining -- Evaluating -- How to use research -- Basic research -- Applied research -- Steps in the research process -- What have you learned? -- Apply what you've learned -- Part 1: Beginning The Research Process -- 2: Planning a study -- Picking a study topic -- Conducting a review of past studies -- Where do you find research literature? -- How to conduct a literature review: a six-step process -- Focusing on a research question -- Research proposal -- Proposal for quantitative or qualitative research -- What have you learned? -- Apply what you've learned -- 3: Becoming an ethical researcher -- Ethical imperative -- Scientific misconduct -- Unethical but legal -- Ethical issues involving research participants -- Origin of ethical principles for research with humans -- Protect research participants from harm -- Participation must be voluntary and informed -- Limits to using deception in research -- Privacy, anonymity, and confidentiality -- Extra protection for special populations -- Formal protections for research participants -- Ethics and the sponsors of research -- Arriving at particular findings -- Political influences on research -- Value-free and objective research -- What have you learned? -- Apply what you've learned -- 4: Sampling: how to select a few to represent the many -- How and why do samples work? -- Focusing on a specific group: four types of nonrandom samples -- Convenience sampling -- Quota sampling -- Positive or judgmental sampling -- Snowball sampling -- Coming to conclusions about large populations -- Why use a random sample? -- Types of random samples -- Three specialized sampling situations -- Random-digit dialing -- Within-household sampling -- Sampling hidden populations -- Inferences from sample to population -- How to reduce sampling errors -- How large should my sample be? -- How to create a zone of confidence -- What have you learned? -- Apply what you've learned -- 5: Measuring social life -- Why measure? -- Making aspects of the social world visible -- Measuring with numbers of words -- Two parts of the measurement process -- Quantitative conceptualization and operationalization -- Qualitative conceptualization and operationalization -- How to create good measures: reliability and validity -- Reliability and validity in quantitative research -- Reliability and validity in qualitative research -- Putting reliability and validity together -- Guide to quantitative measurement -- Levels of measurement -- Specialized measures: scales and indexes -- Adding measures to get a score: index construction -- Two complications in index construction -- Capturing intensity: scale construction -- Commonly used scales -- What have you learned? -- Applying what you've learned. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6: Survey: asking people questions -- What is a social survey? -- How to conduct a survey -- Start-up stage -- Execution stage -- Data analysis stage -- Writing good survey questions -- What are leading questions? -- Getting answers to survey questions -- Effective questionnaire design tips -- Length of survey or questionnaire -- Question order or sequence -- Advantages and disadvantages of different survey formats -- Mail and self-administered questionnaires -- Telephone interviews -- Face-to-face interviews -- Web surveys -- Survey interviewing -- Interviewer's role -- Interview stages -- Training interviewers -- Using probes -- Interviewer bias -- Computer-assisted telephone interviewing -- Ethical survey -- What have you learned? -- Applying what you've learned -- Part 2: Quantitative Data Collection And Analysis -- 7: Experiment -- Doing experiments in everyday life -- What questions can you answer with the experimental method? -- Why assign people randomly? -- Do you speak the language of experimental design? -- Managing experiments -- Types of experimental design -- Design notation -- Experimental validity inside and out -- Looking at an experiment's internal validity -- External validity and field experiments -- Making comparisons and looking at experimental results -- How to be ethical in conducting experiments -- What have you learned? -- Applying what you've learned -- 8: Research with nonreactive measures -- Analyzing physical evidence for clues about social life -- Limitations of physical evidence -- Revealing the content buried within communication messages -- How to measure and code in content analysis -- How to conduct content analysis research -- Limitations of content analysis -- Mining existing statistical sources to answer new questions -- Locating data -- Verifying data quality -- Creative thinking about variables of interest -- Standardization of data -- Secondary sources -- Limitations of secondary data sources -- Conducting ethical nonreactive research -- What have you learned? -- Applying what you've learned -- 9: Making sense of the numbers -- What to do once you have the numbers -- Cleaning up the numbers -- How to describe quantitative results -- Looking at results with one variable -- Results with two variables -- Results with more than two variables -- Going beyond description: inferential statistics -- Statistical significance -- Levels of significance -- What have you learned? -- Applying what you've learned -- Part 3: Qualitative Data Collection And Analysis -- 10: Observing people in natural settings -- What is field research? -- Ethnography -- Studying people in the field -- 1: Preparing for a field study -- 2: Starting the research project -- 3: Being in the field -- 4: Strategies for success in the field -- 5: Observing and collecting data -- 6: Interviewing in field research -- 7: Leaving the field -- 8: Writing the field research report -- Ethics and the field researcher -- Focus groups -- What have you learned? -- Applying what you've learned -- 11: Looking At The Past And Across Cultures -- What is historical-comparative research? -- How are field research and H-C research alike? -- What is unique about H-C research? -- How to do a historical-comparative research study -- Acquire the necessary background -- Conceptualize the issue -- Locate and evaluate the evidence -- Organize the evidence -- Synthesize and develop concepts -- Write a report -- Researching the past -- Types of historical evidence -- Research that compares across cultures -- Can you really compare? -- Galton's problem -- Gathering comparative data -- Issue of equivalence -- Being an ethical H-C researcher -- What have you learned -- Applying what you've learned -- Part 4: Research Report -- 12: Writing a research report -- Why write a report? -- Writing process -- Know your audience -- Pick a style and tone -- Organize your thoughts -- Go back to the library -- Engage in prewriting activities -- Rewrite your report -- Show cause-effect relations -- Quantitative research report -- Abstract or executive summary -- Presentation of the problem -- Description of the method -- Results and tables -- Discussion -- Conclusions -- Qualitative research report -- Report on field research -- Report on historical-comparative research -- Research proposal -- Proposals for research grants -- Undergraduate research -- What have you learned? -- Applying what you've learned -- Appendices -- Appendix A: Sample research proposals -- Appendix B: Data and literature research -- Appendix C: Sample articles based on different research methods -- Name index -- Subject index. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
From the Publisher: Understanding Research is an accessible and visually-appealing introduction to research across a wide range of academic fields and applied professions. It builds a broad foundation that will prepare you for more advanced courses in research and statistics; shows you how to evaluate and understand the significance of published studies; and illustrates the usefulness of research in a variety of real settings. Whether you become a producer or consumer of research, Understanding Research demonstrates that the subject is both interesting and highly relevant to your personal and working life. Key Features: Covers all major social research concepts and builds a broad foundation that will prepare students for more advanced courses in research and statistics. Develops critical reading skills to enable students to evaluate and understand the significance of published studies. Includes examples and illustrations from a broad range of academic disciplines. Engages students and illustrates utility of research in a variety of "real" settings. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Social sciences |
| General subdivision |
Research. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Social sciences |
| General subdivision |
Methodology. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Sociology |
| General subdivision |
Research. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Sociology |
| General subdivision |
Methodology. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Social sciences |
| General subdivision |
Research. |
| Source of heading or term |
sears. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Social sciences |
| General subdivision |
Methodology. |
| Source of heading or term |
sears. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Sociology |
| General subdivision |
Research. |
| Source of heading or term |
sears. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Sociology |
| General subdivision |
Methodology. |
| Source of heading or term |
sears. |
| 908 ## - PUT COMMAND PARAMETER (RLIN) |
|---|
| Put command parameter |
130124 |
| 913 ## - |
|---|
| -- |
N |
| 989 #7 - |
|---|
| -- |
20230822095114.0 |
| -- |
1401800014 |