Abstract
Earlier in this Conference, Cooley indicated that to consider data analysis apart from the research questions being asked is very difficult. Certainly, throughout the course of the Conference, it was evident that analysis in and of itself was rarely criticized or even discussed — even when it was the assigned topic. Instead, criticism was addressed to the content of the research questions. Such an occurrence seems quite natural to me, for I have always sensed a certain amount of symbiosis between the research questions asked and the data-analysis methods used to answer them. Each seems to stimulate the other to new heights: as the questions become more comprehensive and complicated, new techniques are developed to answer them; and likewise, new developments in measurement and observational techniques allow new questions to be addressed.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Bergan, J.R. (1983). “Latent class models in educational research.” Review of Research in Education, 10, 305–360.
Cohen, J. and Hyman, J.S. (1979). “How come so many hypotheses in educational research are supported?” Educational Researcher, 8 (11), 12–16.
Cooley, W.W. and Lohnes, P.R. (1976). Evaluation research in education. New York: Irvington Publishers Inc.
Eisner, E.W. (1981). “On the differences between scientific and artistic approaches to qualitative research.” Educational Researcher, 10 (4), 5–9.
Feltovich, P.J. (1983). “Expertise: Reorganizing and refining knowledge for use.” Professions Education Researcher Notes, 4 (3).
Houle, C.O. (1980). Continuing learning in the professions. San Francisco: JosseyBass Inc.
Hsu, L.M. (1980). “On why many hypotheses in educational research are supported and on the interpretation of sample effect sizes: A comment.” Educational Researcher, 9 (5), 6–10.
The Joint Committee on Standards for Educational Evaluation. (1981). Standards for evaluations of educational programs, projects, and materials. New York: McGraw Hill.
Joreskog, K.G., and Sorbom, D. (1979). Advances in factor analysis and structural equation models. Cambridge, Massachusetts: Abt Associates.
Lord, F.M. and Novick, M.R. (1969). Statistical theories of mental test scores. Reading, Massachusetts: Addison-Wesley.
McCutcheon, G. (1981). “On the interpretation of classroom observations.” Educational Researcher, 10 (5), 5–10.
Nevo, D. (1983). “The conceptualization of educational evaluation: An analytical review of the literature.” Review of Educational Research, 53 (1), 117–128.
Ostrom, C.W., Jr. (1978). Time series analysis: Regression techniques. Beverly Hills: Sage Publications Inc.
Phillips, D.C. (1981). “Toward an evaluation of the experiment in educational contexts.” Educational Researcher, 10 (6), 13–20.
Poister, T.H. (1982). “Performance monitoring in the evaluation process.” Evaluation Review, 6 (5), 601–623.
Sechrest, L. and Yeaton, W.H. (1982). “Magnitudes of experimental effects in social science research.” Evaluation Review, 6 (5), 579–600.
Shulman, L.S. (1981). “Disciplines of inquiry in education: An overview.” Educational Researcher, 10 (6), 5–12.
Traub, R.E. and Wolfe, R.G. (1981). “Latent trait theories and the assessment of educational achievement.” Review of Research in Education, 9, 377–435.
Tobias, S. (1982). “When do instructional methods make a difference.” Educa-tional Researcher, 11 (4), 4–9.
Velleman, P.F. and Hoaglin, D. (1981). Applications, basics, and computing of exploratory data analysis. Boston, Massachusetts: PWS Publishers.
Wright, B.D. and Stone, M.H. (1979). Best test design. Chicago, Illinois: Mesa Press.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1985 Kluwer-Nijhoff Publishing
About this chapter
Cite this chapter
Hoffman, K.I. (1985). Another View of Data Analysis. In: Abrahamson, S. (eds) Evaluation of Continuing Education in the Health Professions. Evaluation in Education and Human Services, vol 18. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-4986-7_9
Download citation
DOI: https://doi.org/10.1007/978-94-009-4986-7_9
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-8707-0
Online ISBN: 978-94-009-4986-7
eBook Packages: Springer Book Archive