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xii | |
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xv | |
| Preface |
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xvii | |
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Research: a way of thinking |
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1 | (14) |
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Research: a way of examining your practice |
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2 | (2) |
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4 | (2) |
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6 | (1) |
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Characteristics of research |
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7 | (1) |
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8 | (5) |
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9 | (1) |
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10 | (2) |
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12 | (1) |
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13 | (1) |
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14 | (1) |
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The research process: a quick glance |
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15 | (12) |
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The research process: an eight-step model |
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16 | (4) |
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Steps in planning a research study |
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20 | (4) |
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Step I: formulating a research problem |
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20 | (1) |
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Step II: conceptualising a research design |
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20 | (2) |
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Step III: constructing an instrument for data collection |
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22 | (1) |
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Step IV: selecting a sample |
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23 | (1) |
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Step V: writing a research proposal |
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23 | (1) |
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Steps in conducting a study |
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24 | (1) |
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24 | (1) |
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Step VII: processing data |
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24 | (1) |
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Step VIII: writing a research report |
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25 | (1) |
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25 | (2) |
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Step I Formulating a research problem |
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27 | (54) |
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29 | (10) |
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Place of literature review in research |
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30 | (1) |
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Bring clarity and focus to your research problem |
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30 | (1) |
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31 | (1) |
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Broaden your knowledge base in your research area |
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31 | (1) |
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Contextualise your findings |
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31 | (1) |
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Procedure for reviewing the literature |
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31 | (6) |
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Search for existing literature |
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32 | (3) |
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Review the literature selected |
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35 | (1) |
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Develop a theoretical framework |
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35 | (2) |
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Develop a conceptual framework |
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37 | (1) |
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Writing up the literature reviewed |
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37 | (1) |
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38 | (1) |
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Formulating a research problem |
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39 | (15) |
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40 | (1) |
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The importance of formulating a research problem |
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40 | (1) |
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Sources of research problems |
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41 | (2) |
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Considerations in selecting a research problem |
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43 | (1) |
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Steps in the formulation of a research problem |
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44 | (6) |
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The formulation of objectives |
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50 | (1) |
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Establishing operational definitions |
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51 | (2) |
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53 | (1) |
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54 | (18) |
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The definition of a variable |
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55 | (1) |
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The difference between a concept and a variable |
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56 | (1) |
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Concepts, indicators and variables |
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57 | (3) |
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60 | (6) |
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From the viewpoint of causation |
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60 | (3) |
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From the viewpoint of the study design |
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63 | (1) |
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From the viewpoint of the unit of measurement |
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64 | (2) |
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Types of measurement scale |
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66 | (5) |
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The nominal or classificatory scale |
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67 | (1) |
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The ordinal or ranking scale |
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67 | (1) |
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68 | (2) |
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70 | (1) |
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71 | (1) |
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72 | (9) |
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The definition of a hypothesis |
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73 | (1) |
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The functions of a hypothesis |
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74 | (1) |
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The characteristics of a hypothesis |
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75 | (1) |
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76 | (2) |
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Errors in testing a hypothesis |
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78 | (1) |
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79 | (2) |
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Step II Conceptualising a research design |
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81 | (34) |
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83 | (9) |
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The definition of a research design |
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84 | (1) |
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The functions of a research design |
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84 | (7) |
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91 | (1) |
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92 | (23) |
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Study designs based on the number of contacts |
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93 | (5) |
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The cross-sectional study design |
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93 | (2) |
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The before-and-after study design |
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95 | (2) |
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The longitudinal study design |
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97 | (1) |
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Study designs based on the reference period |
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98 | (2) |
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The retrospective study design |
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99 | (1) |
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The prospective study design |
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99 | (1) |
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The retrospective-prospective study design |
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99 | (1) |
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Study designs based on the nature of the investigation |
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100 | (8) |
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The experimental study designs |
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101 | (7) |
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Others---some commonly used study designs |
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108 | (5) |
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108 | (2) |
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110 | (1) |
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The cross-over comparative experimental design |
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110 | (1) |
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The replicated cross-sectional design |
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110 | (1) |
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111 | (1) |
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112 | (1) |
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112 | (1) |
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113 | (1) |
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113 | (1) |
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113 | (1) |
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113 | (2) |
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Step III Constructing an instrument for data collection |
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115 | (46) |
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Selecting a method of data collection |
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117 | (26) |
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Methods of data collection |
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118 | (1) |
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Collecting data using primary sources |
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119 | (22) |
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119 | (1) |
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120 | (1) |
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Problems with using observation as a method of data collection |
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120 | (1) |
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Situations in which observation can be made |
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121 | (1) |
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The recording of observation |
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121 | (2) |
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123 | (1) |
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123 | (3) |
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126 | (1) |
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126 | (1) |
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Choosing between an interview schedule and a questionnaire |
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126 | (3) |
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Different ways of administering a questionnaire |
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129 | (1) |
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The contents of the covering letter |
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129 | (1) |
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Advantages of a questionnaire |
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130 | (1) |
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Disadvantages of a questionnaire |
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130 | (1) |
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Advantages of the interview |
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131 | (1) |
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Disadvantages of the interview |
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131 | (1) |
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132 | (2) |
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Advantages and disadvantages of open-ended questions |
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134 | (1) |
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Advantages and disadvantages of closed-ended questions |
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135 | (1) |
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Considerations in formulating questions |
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135 | (2) |
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The construction of a research instrument |
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137 | (1) |
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Asking personal and sensitive questions |
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138 | (2) |
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140 | (1) |
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Prerequisites for data collection |
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140 | (1) |
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Collecting data using secondary sources |
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141 | (1) |
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Problems with using data from secondary sources |
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141 | (1) |
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142 | (1) |
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Collecting data using attitudinal scales |
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143 | (9) |
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Functions of attitudinal scales |
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144 | (1) |
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Difficulties in developing an attitudinal scale |
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145 | (1) |
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Types of attitudinal scale |
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145 | (6) |
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The summated rating or Likert scale |
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145 | (5) |
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The equal-appearing interval or Thurstone scale |
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150 | (1) |
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The cumulative or Guttman scale |
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151 | (1) |
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The relationship between attitudinal and measurement scales |
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151 | (1) |
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151 | (1) |
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Establishing the validity and reliability of a research instrument |
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152 | (9) |
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153 | (1) |
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154 | (2) |
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Face and content validity |
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154 | (1) |
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Concurrent and predictive validity |
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155 | (1) |
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155 | (1) |
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The concept of reliability |
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156 | (1) |
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Factors affecting the reliability of a research instrument |
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157 | (1) |
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Methods of determining the reliability of an instrument |
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157 | (2) |
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External consistency procedures |
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157 | (1) |
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Internal consistency procedures |
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158 | (1) |
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159 | (2) |
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Step IV Selecting a sample |
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161 | (24) |
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163 | (22) |
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164 | (1) |
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The concept of sampling in qualitative research |
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165 | (1) |
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165 | (1) |
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166 | (2) |
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Factors affecting the inferences drawn from a sample |
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168 | (1) |
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Aims in selecting a sample |
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169 | (1) |
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169 | (12) |
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Random/probability sampling designs |
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169 | (8) |
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Non-random/non-probability sampling designs |
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177 | (3) |
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180 | (1) |
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The calculation of sample size |
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181 | (3) |
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184 | (1) |
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Step V Writing a research proposal |
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185 | (22) |
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Writing a research proposal |
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187 | (20) |
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188 | (1) |
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Contents of a research proposal |
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188 | (15) |
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190 | (2) |
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192 | (1) |
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193 | (1) |
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194 | (1) |
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195 | (2) |
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197 | (1) |
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198 | (1) |
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198 | (1) |
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198 | (1) |
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199 | (2) |
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201 | (1) |
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202 | (1) |
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203 | (1) |
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203 | (2) |
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205 | (2) |
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207 | (10) |
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Considering ethical issues in data collection |
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209 | (8) |
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210 | (1) |
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211 | (1) |
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Ethical issues concerning research participants |
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212 | (2) |
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212 | (1) |
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212 | (1) |
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213 | (1) |
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Seeking sensitive information |
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213 | (1) |
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The possibility of causing harm to participants |
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214 | (1) |
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Maintaining confidentiality |
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214 | (1) |
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Ethical issues relating to the researcher |
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214 | (2) |
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214 | (1) |
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Provision or deprivation of a treatment |
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214 | (1) |
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Using inappropriate research methodology |
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215 | (1) |
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215 | (1) |
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Inappropriate use of information |
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215 | (1) |
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Ethical issues regarding the sponsoring organisation |
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216 | (1) |
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Restrictions imposed by the sponsoring organisation |
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216 | (1) |
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The misuse of information |
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216 | (1) |
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216 | (1) |
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217 | (46) |
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219 | (28) |
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Editing data collected through structured inquiries (quantitative studies) |
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220 | (2) |
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Editing data collected through unstructured interviewing |
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222 | (1) |
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Coding data: introduction |
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222 | (2) |
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Coding quantitative/categorical (qualitative and quantitative) data |
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224 | (16) |
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224 | (11) |
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235 | (1) |
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235 | (5) |
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240 | (1) |
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Coding descriptive/quantitative data |
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240 | (1) |
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Developing a frame of analysis for quantitative studies |
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241 | (3) |
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242 | (1) |
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242 | (1) |
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Constructing the main concepts |
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243 | (1) |
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243 | (1) |
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Developing a frame of analysis for qualitative studies |
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244 | (1) |
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244 | (1) |
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The role of computers in research |
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245 | (1) |
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The role of statistics in research |
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245 | (1) |
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246 | (1) |
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247 | (16) |
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248 | (4) |
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248 | (2) |
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250 | (1) |
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251 | (1) |
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252 | (10) |
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253 | (2) |
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255 | (1) |
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255 | (1) |
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The 100 per cent bar chart |
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255 | (1) |
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256 | (2) |
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The cumulative frequency polygon |
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258 | (1) |
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The stem-and-leaf display |
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259 | (1) |
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259 | (1) |
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The line diagram or trend curve |
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260 | (1) |
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260 | (1) |
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261 | (1) |
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262 | (1) |
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Step VIII Writing a research report |
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263 | (42) |
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Writing a research report |
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265 | (8) |
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Research writing in general |
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266 | (1) |
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266 | (1) |
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267 | (1) |
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267 | (2) |
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269 | (2) |
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271 | (2) |
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Research methodology and practice evaluation |
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273 | (32) |
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274 | (1) |
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275 | (2) |
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Intervention-development-evaluation process |
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277 | (1) |
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Perspectives in the classification of evaluation studies |
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278 | (2) |
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Types of evaluation from a focus perspective |
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280 | (12) |
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Evaluation for planning a program/intervention |
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281 | (2) |
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Process/monitoring evaluation |
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283 | (4) |
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Impact/outcome evaluation |
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287 | (4) |
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Cost-benefit/cost-effectiveness evaluation |
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291 | (1) |
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Types of evaluation from a philosophical perspective |
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292 | (2) |
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Goal-centered/objective-oriented evaluation |
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293 | (1) |
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Consumer-oriented/client-centred evaluation |
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293 | (1) |
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Improvement-oriented evaluation |
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293 | (1) |
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Holistic/illuminative evaluation |
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293 | (1) |
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Understanding an evaluation: the process |
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294 | (8) |
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Involving stakeholders in evaluation |
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302 | (1) |
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303 | (1) |
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304 | (1) |
| Appendix Developing a research project--a set of exercises for beginners |
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305 | (18) |
| References |
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323 | (4) |
| Index |
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327 | |