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Books on the topic 'Generalizability theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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1

Brennan, Robert L. Generalizability Theory. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4757-3456-0.

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2

M, Webb Noreen, ed. Generalizability theory: A primer. Newbury Park, Calif: Sage Publications, 1991.

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3

Cardinet, Jean. Applying generalizability theory using EduG. New York: Routledge, 2010.

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Cardinet, Jean. Applying generalizability theory using EduG. New York: Routledge, 2010.

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Cardinet, Jean. Applying generalizability theory using EduG. New York: Routledge, 2010.

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Cardinet, Jean. Applying generalizability theory using EduG. New York: Routledge, 2010.

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7

Scoring performance assessments based on judgements: Generalizability theory. Boston, MA: Kluwer Academic Publishers, 2001.

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8

Adigun, Isaac O. Generalizability of a theory of job attitudes: A cross-cultural approach. Bangor: School of Accounting, Banking and Economics, University of Wales, 1996.

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9

Kraiger, Kurt. Generalizability theory: An assessment of its relevance to the Air Force job performance measurement project. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1989.

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10

Brennan, Robert L. Generalizability Theory. Springer, 2014.

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11

Streiner, David L., Geoffrey R. Norman, and John Cairney. Generalizability theory. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199685219.003.0009.

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This chapter is a detailed review of generalizability theory (G theory), an extension of classical reliability theory originally devised by Cronbach. The basic concept is that any measurement contains multiple sources of error, and through the use of G theory these various sources can be calculated in a single study. This permits the researcher to examine the relative magnitude of different sources of error and the relation among them. The power of the method rests in its ability to use these estimates to devise optimal strategies for distributing observations. That is, G theory can be used to determine how a fixed number of observations should be distributed across raters, occasions, or cases to optimize reliability.
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12

Brennan, Robert L. Generalizability Theory. Springer London, Limited, 2013.

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13

Generalizability Theory. Springer, 2001.

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14

Generalizability Theory. Springer New York, 2010.

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15

Shavelson, Richard J., and Noreen M. Webb. Generalizability Theory: A Primer. SAGE Publications, Incorporated, 2012.

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16

Brenan, Robert L. Elements of Generalizability Theory. Amer College Testing, 1992.

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17

Cardinet, Jean, Sandra Johnson, and Gianreto Pini. Applying Generalizability Theory Using EduG. Taylor & Francis Group, 2011.

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Cardinet, Jean, Sandra Johnson, and Gianreto Pini. Applying Generalizability Theory Using EduG. Taylor & Francis Group, 2011.

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19

Cardinet, Jean, Sandra Johnson, and Gianreto Pini. Applying Generalizability Theory Using EduG. Taylor & Francis Group, 2011.

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20

Cardinet, Jean. Applying Generalizability Theory using EduG. Routledge, 2011. http://dx.doi.org/10.4324/9780203866948.

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21

Cardinet, Jean, Sandra Johnson, and Gianreto Pini. Applying Generalizability Theory Using EduG. Taylor & Francis Group, 2011.

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22

Cardinet, Jean, Sandra Johnson, and Gianreto Pini. Applying Generalizability Theory Using EduG. Taylor & Francis Group, 2011.

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23

Small, Mario Luis. Theoretical Generalizability. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190661427.003.0009.

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This chapter examines the extent to which theories that the book has proposed to explain the graduate students’ behavior can be applied to other situations. It first considers the structural theory on which the rule of thumb about the separate benefits of strong and weak ties is based. It then highlights the theory’s limitations and offers an alternative. It shows that most of the book’s propositions can be organized around three core principles, none of which is reducible to the characteristics of the network structure. It also relates these principles to three key findings: the avoidance of strong ties, or people who might otherwise seem to be good confidants; the pursuit of cognitive empathy from weak ties; and the prevalence of incidental and spontaneous decisions about whom to confide in. Finally, it looks at other contexts where similar principles are at play.
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24

Chiu, Christopher Wing-Tat. Scoring Performance Assessments Based on Judgements: Generalizability Theory. Springer, 2012.

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25

Mcdaniel, Anna Marie Manley. RELIABILITY OF A PATIENT CLASSIFICATION SYSTEM: AN APPLICATION OF GENERALIZABILITY THEORY. 1991.

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26

An investigation of the dependability of criterion-referenced test scores using generalizability theory. 1985.

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27

Patterson, Patricia. An investigation of the dependability of criterion-referenced test scores using generalizability theory. 1987.

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28

Patterson, Patricia. An investigation of the dependability of criterion-referenced test scores using generalizability theory. 1987.

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29

An investigation of the dependability of criterion-referenced test scores using generalizability theory. 1987.

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30

Chiu, Christopher Wing-Tat. Scoring Performance Assessments Based on Judgements: Generalizability Theory (Evaluation in Education and Human Services). Springer, 2001.

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31

Small, Mario Luis. Empirical Generalizability. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190661427.003.0008.

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This chapter presents each of the book’s core empirical propositions about how much graduate students change, retain, develop, avoid, and make use of confidants and compares them with nationally representative data. Drawing on original surveys and recent findings from other national studies, it examines whether other populations make decisions about whom to talk to as the graduate students did. Among the most significant findings: the core discussion networks of people at all ages change most often as they experience transitions that alter those with whom they interact on a regular basis; people actually confide often in individuals they are not close to; people often avoid those they are close to; people are willing to forgo closeness for empathy; people will often confide in whomever is around. In general, while graduate students are unique, their decisions with respect to confiding in others are largely not.
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32

von Nordenflycht, Andrew, Namrata Malhotra, and Timothy Morris. Sources of Homogeneity and Heterogeneity across Professional Services. Edited by Laura Empson, Daniel Muzio, Joseph Broschak, and Bob Hinings. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199682393.013.7.

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Research on Professional Service Firms (PSFs) has tended to treat them as homogeneous and to assume there are similarities in how they are organized and managed. This assumption has been challenged recently as scholars have drawn attention to organizational differences stemming from sources of heterogeneity. The authors argue that rigorous theorizing about the organization and management of PSFs requires an understanding of sources of both homogeneity and heterogeneity and their specific implications. They synthesize insights from the sociology of professions literature and the economics and organization theory literatures to distil key sources of homogeneity and heterogeneity. They also identify firm-level characteristics that drive heterogeneity within a particular professional service. The authors propose an overarching framework of sources of homogeneity and heterogeneity that helps interpret the generalizability of existing research and has the potential to better inform future empirical research on PSFs.
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33

Organ, Dennis W. The Roots of Organizational Citizenship Behavior. Edited by Philip M. Podsakoff, Scott B. Mackenzie, and Nathan P. Podsakoff. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190219000.013.2.

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This chapter traces the development of organizational citizenship behavior (OCB) back to related constructs discussed by scholars, such as Weber, Barnard, Roethlisberger and Dickson, and Katz and Kahn, in management and organization theory from the early 20th century onward. We look at the pros and cons of the proposition that job satisfaction is a causal factor with respect to members’ contributions to organizational performance, what forms these contributions take, the rival hypotheses that could be consistent with the empirical data, the extent to which OCB has generalizability and meaning across cultures, and the issue of whether OCB at some levels and forms might have undesired effects on organizations and their members. We also take note of a closely related construct, “contextual performance,” which has emphasized the effects of personality on certain discretionary individual contributions to organizational effectiveness.
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34

Schmitt, Neal, and Jessica Fandre. Validity of Selection Procedures. Edited by Susan Cartwright and Cary L. Cooper. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199234738.003.0008.

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This article addresses two major issues: How psychologists conceptualize the validity of the procedures they develop and use to select employees; and what reasonable estimates of the validity of those procedures are. Changes in the way one conceptualizes validity are obvious in the American Psychological Association Guidelines, the Society for Industrial and Organizational Psychology Principles, as well as recent textbook treatments of validity. At the same time that these changes in the ideas about measure validity have occurred, the use of meta-analysis has radically changed the discipline's thinking regarding the magnitude of the validity and utility of selection procedures, as well as their generalizability. Procedures developed to assess the extent of validity generalization have prompted a focus on true validity.
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35

Brandsma, Gijs Jan, and Jens Blom-Hansen. Institutional Preferences on the Post-Lisbon Control Regimes. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767909.003.0006.

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This chapter conducts an alternative investigation of our core theoretical argument that the EU institutions act as control-maximizers when designing or installing control structures. The case-based analysis in Chapter 5 and the large-N statistical analysis in this chapter have different merits. The case-based analysis allows us to include context and details and gives the reader an understanding of the substance. It also makes it possible to examine the actors’ strategies, that is, to show how they pursue their preferences. However, since the analysis is based on a limited number of non-randomly selected cases, the generalizability of the findings is questionable. In this chapter we analyse a large number of delegation situations in the post-Lisbon period with the aim of uncovering systematic preference patterns.
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36

Krupnikov, Yanna, and Blake Findley. Survey Experiments. Edited by Lonna Rae Atkeson and R. Michael Alvarez. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190213299.013.32.

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In recent years more and more scholars have turned to survey experiments. These studies randomly assign treatments in a survey context, which allows a researcher to balance both internal and external validity considerations. Although survey experiments carry with them numerous benefits, these studies are not without their costs. Pivotal to the costs and benefits of survey experiments are the types of participants recruited to take part in a study and the types of tasks these participants are asked to perform. This chapter explores the conditions under which survey experiments can live up to the promise of greater generalizability and considers those under which this type of experimental design is superior to other experimental approaches.
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37

Norton, Wynne E., Cynthia A. Vinson, and David A. Chambers. Future Directions in Implementation Science Across the Cancer Continuum. Edited by David A. Chambers, Wynne E. Norton, and Cynthia A. Vinson. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190647421.003.0040.

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Implementation science in health has made considerable progress in the past decade, including in cancer control and prevention. As those in the field reflect on accomplishments and advancements, they must also consider emerging challenges and outstanding issues that have yet to be tackled. This chapter provides an overview of three issues in implementation science in health that warrant additional consideration and attention: minimum criteria for implementation, implementation strategies 2.0, and generalizability of implementation science. The goal of this chapter is to increase focus on these areas of inquiry and highlight some challenges that implementation science may encounter. The chapter takes a critical yet constructive approach to these issues and, in doing so, challenges the field to address these topics.
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38

Halperin, Sandra, and Oliver Heath. 13. Ethnography and Participant Observation. Oxford University Press, 2017. http://dx.doi.org/10.1093/hepl/9780198702740.003.0013.

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This chapter discusses the principles of ethnography and participant observation: what they are, how (if) they became standardized as a research method, what form of evidence they constitute, and what place they occupy in the study of Politics. Participant observation has emerged as a popular research tool across the social sciences. In particular, political ethnographies are now widely carried out in a wide variety of contexts, from the study of political institutions and organizations to the investigation of social movements and informal networks, such as terrorist groups and drugs cartels. Political ethnography is also becoming a research method of choice in the field of International Relations. The chapter examines the strengths of ethnographic fieldwork, focusing on issues relating to sampling, access, key informants, and collecting observational data. It also addresses the weaknesses of ethnography, especially issues of subjectivity, reliability, and generalizability.
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39

Callaghan, Helen. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815020.003.0006.

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The final chapter highlights the theoretical significance of the findings, reflects on their generalizability, and outlines supplementary explanations. By identifying systematic differences in the policy feedback processes triggered by market-enabling and market-restraining rules, the book bridges a gap between abstract theories of institutional change and more specific theories on the dynamics of capitalist development. Apart from self-reinforcing and self-undermining feedback effects, several other features of economic governance in advanced industrialized democracies also shape pathways to marketization. These features include eventfulness and periodicity, economic interdependence, multilevel governance, the influence of ideas on the content and intensity of public debates, and institutional structures that mediate interests and ideas, including electoral systems, legal systems, and the division of regulatory competences between levels of government as well as between elected and unelected rule-makers.
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40

Hayes, Gillian R. Design, Action, and Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198733249.003.0010.

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Action research (AR) is an approach to research that involves engaging with a community to address some problem or challenge, and through this problem-solving, to develop scholarly knowledge. AR is not a method, nor even a suite of methods, but a perspective that makes use of a wide variety of methods. AR is explicitly democratic, collaborative, and interdisciplinary. It focuses on highly contextualized, localized solutions with a greater emphasis on transferability than generalizability. In other words, scholars and community partners work together to develop and learn from solutions that work in a single context; in addition, they collect data that will enable these solutions to be adapted or transferred to other contexts. Most importantly, AR claims that the intervention, the learning, and the doing and knowing cannot be disentangled.
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41

Mastroianni, George R. Matters of Method. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190638238.003.0003.

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Chapter 3 explores issues in the application of the traditional methods of psychological science to understanding the Holocaust. Three such issues are (a) What is the nature of available “data” in studying the Holocaust? (b) Can contemporary laboratory research inform our understanding of the Holocaust? (c) Can we reconcile the exculpatory implications of a deterministic analysis with our moral assessment of the Holocaust? Psychologists accustomed to exerting considerable control over the data they produce and study confront considerable challenges in the use of historical data. Laboratory research, while potentially relevant to the Holocaust, similarly presents considerable challenges in assessing the generalizability of such findings to temporally and culturally distant events. Insofar as psychological explanations are framed in the vernacular of social science, the risk of such explanations being seen as inappropriately exculpatory cannot be avoided.
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42

McCleary, Richard, David McDowall, and Bradley J. Bartos. External Validity. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190661557.003.0009.

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A threat to external validity is any factor that limits the generalizability of an observed result. Unlike all threats to statistical conclusion and internal validities and some threats to construct validity, threats to external validity cannot ordinarily be controlled by design. Nor is there any disagreement on how threats to external validity should be controlled. In most instances, it can only be controlled by replication?—across subjects, situations and time frames. This seldom happens, unfortunately, because the academic incentive structure discourages replication. The contemporary “reproducibility crisis” was spurred by a collaborative group of social scientists attempting to replicate one hundred experimental and correlational studies published in three mainstream psychology journals. Sixty percent of replications failed to reproduce the published effect. Failures to control for threats to external validity that stem from uncontrolled variations in persons, situations, and time frames, parsimosniously explain the failure rate in this replication study.
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43

Leff, Stephen S., Tracy Evian Waasdorp, and Krista R. Mehari. An Updated Review of Existing Relational Aggression Programs. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0018.

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This chapter reviews school-based programming for its impact on relational aggression, relational victimization, and/or relational bullying: specifically, 14 programs with publications between 2010–2016 that were reviewed across key areas, including: (1) mode of operation; (2) targeted population and age range; (3) implementation factors; (4) primary strategies employed; (5) materials available to conduct the program; and (6) their impact on relevant target outcomes. Review of these programs highlighted certain factors important for future research related to relational aggression and bullying prevention programming, such as employing strong designs using random assignment taking into account the complexity of relational aggression at the individual, classroom, and school level whenever possible, and examining the impact of programming on the forms of aggression separately. Generalizability and implementation integrity need to be considered when designing and implementing programming. The field of relational aggression and bullying prevention programming has grown substantially over the past decade, but much remains to be done.
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