Research Methods in Educational Leadership and ManagementMarianne Coleman, Ann R J Briggs SAGE Publications, 9 août 2002 - 298 pages This book is the essential guide to research in educational leadership and management by bringing together expert original contributions to present a comprehensive and accessible resource for new and experienced researchers in the field. |
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Page 16
... measurement is central . How we objectify , observe and measure ' leadership styles ' , ' intel- ligence ' , ' educational attainment ' , ' reading ages ' , and ' home - school part- nerships ' , for example , are key concerns ; with ...
... measurement is central . How we objectify , observe and measure ' leadership styles ' , ' intel- ligence ' , ' educational attainment ' , ' reading ages ' , and ' home - school part- nerships ' , for example , are key concerns ; with ...
Page 65
... measuring what it is supposed to measure . ( Bell , 1987 : 51 ) Validity is the extent to which an indicator is a measure of what the researcher wishes to measure . ( Sapsford and Evans , 1984 : 259 ) Validity , like reliability , is a ...
... measuring what it is supposed to measure . ( Bell , 1987 : 51 ) Validity is the extent to which an indicator is a measure of what the researcher wishes to measure . ( Sapsford and Evans , 1984 : 259 ) Validity , like reliability , is a ...
Page 70
... measure what it is supposed to measure ? Reliability Will the same measure yield the same results on different occasions ( assuming no real change in what is to be measured ) ? ( Adapted from Easterby - Smith et al . , 1994 : 90 ) ...
... measure what it is supposed to measure ? Reliability Will the same measure yield the same results on different occasions ( assuming no real change in what is to be measured ) ? ( Adapted from Easterby - Smith et al . , 1994 : 90 ) ...
Autres éditions - Tout afficher
Research Methods in Educational Leadership and Management Marianne Coleman,Ann R J Briggs Aucun aperçu disponible - 2002 |
Expressions et termes fréquents
achievement action research activities analysis answer approach appropriate carried chapter classroom clear collection concepts conduct consider context critical culture described diary discussion documents educational management educational research effective ethical evidence example experience findings give given ideas identify important improve individual interest interpretation interviews involved issues Journal knowledge leadership learning London mean measure meeting methods narrative notes observation Open outcomes participants particular population possible practice present Press problem professional pupils qualitative quantitative questionnaire questions range readers record References reflection relation reliability require respondents sample sample means scores seen shows social sources staff stage standard statistical structured subjects survey Table teachers teaching theory tion understanding University validity values writing written
Références à ce livre
Leading the Curriculum in the Primary School Neil Burton,Mark Brundrett Aucun aperçu disponible - 2005 |