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Books on the topic 'Research by questionnaire and guided interview'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Cognitive interviewing: A tool for improving questionnaire design. Thousand Oaks, Calif: Sage Publications, 2005.

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2

Bell, Judith. Doing your research project: A guide for first-time researchers in education and social science. Milton Keynes, England: Open University Press, 1986.

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3

Doing your research project: A guide for first-time researchers in education and social science. 3rd ed. Buckingham [England]: Open University Press, 1999.

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Doing your research project: A guide for first-time researchers in education and social science. Milton Keynes, England: Open University Press, 1987.

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5

Bell, Judith. Doing your research project: A guide for first-time researchers in education and social science. 2nd ed. Buckingham: Open University Press, 1993.

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6

Bell, Judith. Doing your research project: A guide for first-time researchers in education, health and social science. 4th ed. Maidenhead, Berkshire, England: Open University Press, 2006.

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7

Bell, Judith. Doing your research project: A guide for first-time researchers in education, health and social science. 4th ed. Maidenhead, Berkshire, England: Open University Press, 2006.

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8

Bell, Judith. Doing your research project: A guide for first-time researchers in education, health and social science. 4th ed. Maidenhead, Berkshire, England: Open University Press, 2006.

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9

Doing your research project: A guide for first-time researchers in education, health and social science. 4th ed. Maidenhead, England: Open University Press, 2005.

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10

Bell, Judith. Doing your research project: A guide for first-time researchers in education, health and social science. 4th ed. Maidenhead, Berkshire, England: Open University Press, 2006.

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11

Willis, Gordon B. Analysis of the Cognitive Interview in Questionnaire Design. Oxford University Press, Incorporated, 2015.

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12

Willis, Gordon B. Cognitive Interviewing: A Tool for Improving Questionnaire Design. Sage Publications, Inc, 2004.

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13

Willis, Gordon B. Cognitive Interviewing: A Tool for Improving Questionnaire Design. Sage Publications, Inc, 2004.

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14

Halperin, Sandra, and Oliver Heath. 11. Surveys. Oxford University Press, 2017. http://dx.doi.org/10.1093/hepl/9780198702740.003.0011.

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This chapter discusses the principles of survey research as well as the issues and problems associated with different stages of the research design process. In particular, it examines questionnaire design, sample design, and interviewing techniques, along with the common sources of error that affect survey research and what can be done to try and avoid or minimize them. Although surveys have several weaknesses, they are widely used in political research to investigate a wide range of political phenomena. They combine two things: obtaining information from people by asking questions and random sampling. When done well, surveys provide an accurate and reliable insight into what ordinary people think about politics and how they participate in politics. The chapter considers the elements of a survey that need to be addressed, namely: questionnaire design, measurement error, sampling design, sampling error, and interview mode.

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15

Mueller, Astrid, James E. Mitchell, and Lisa A. Peterson. Assessment and Treatment of Compulsive Buying. Edited by Jon E. Grant and Marc N. Potenza. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195389715.013.0115.

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Compulsive buying disorder (CBD) affects a significant percentage of those in the general population. However, CBD has not received as much attention with regard to research and training providers in its assessment and treatment as other psychiatric disorders. Formal diagnostic criteria have been put forth, and there are a variety of assessment instruments for evaluating buying behavior using both questionnaire and interview formats. Based on the literature to date, it appears that disorder-specific cognitive-behavioral therapy has been most successful in treating those with CBD. Treatment providers should also be aware that mood disorders, anxiety disorders, and compulsive hoarding often accompany CBD and complicate its treatment, and these disorders should be addressed within the treatment paradigm. Further research is needed to define barriers to motivation for change and treatment compliance among individuals with CBD, as well as factors associated with both positive and negative treatment outcomes.

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16

Honorato, Hercules Guimarães. Relato de uma experiência acadêmica: O "eu" professor-pesquisador - Vol III. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-378-7.

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This study aims to present the plurality of the teacher’s perception, which emerges from the actions taken to minimize the difficulties that come up in remote education. Its relevance is found in the actions and reactions of those involved, and make up possibilities for generating public policies that motivate and foster quality education. The following research question guided this work: What lessons could be learned by those involved in their teaching practice after schools reopen? An exploratory research was carried out, by choosing the methodological approach of qualitative research. Data collection was performed using an online questionnaire, directed to teachers who worked in the classroom and started working in remote education. Sharing knowledge is complex and demands a variety of actions, interventions, processes that, however sophisticated the technology used, it certainly does not allow to develop all the strategies that the teacher uses in the classroom. Technologies help with physical distance. But we believe the exchange that happens naturally between teacher and student, and between student and student, exists only when everyone is in the same physical environment, under the same physical and human conditions, especially in basic education. The lessons learned: (i) improve our training or post-training with the introduction of disciplines related to digital and technological means; (ii) understand that remote education is a possibility to be applied in our teaching practice; (iii) include viable teaching, learning and assessment alternatives in the Political Pedagogical Project; (iv) at parent-teacher conferences or class meetings, seek to collect all possible observations, both positive and negative. We need to considerate new routes, minimize the questions that arise during practice, in order to adapt to the new technological strategies of the art of teaching.

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