Selecting the Right Analyses for Your Data
Quantitative, Qualitative, and Mixed Methods
1st Edition
Published on 27. August 2014
Book
Hardback
500 pages
978-1-4625-1602-5 (ISBN)
Description
What are the most effective methods to code and analyze data for a particular study? This thoughtful and engaging book reviews the selection criteria for coding and analyzing any set of data--whether qualitative, quantitative, mixed, or visual. The authors systematically explain when to use verbal, numerical, graphic, or combined codes, and when to use qualitative, quantitative, graphic, or mixed-methods modes of analysis. Chapters on each topic are organized so that researchers can read them sequentially or can easily "flip and find" answers to specific questions. Nontechnical discussions of cutting-edge approaches--illustrated with real-world examples--emphasize how to choose (rather than how to implement) the various analyses. The book shows how using the right analysis methods leads to more justifiable conclusions and more persuasive presentations of research results.
User-Friendly Features
*Chapter-opening preview boxes that highlight useful topics addressed.
*End-of-chapter summary tables recapping the 'dos and don'ts' and advantages and disadvantages of each analytic technique.
*Annotated suggestions for further reading and technical resources on each topic.
See also Vogt et al.'s When to Use What Research Design, which addresses the design and sampling decisions that occur prior to data collection.
User-Friendly Features
*Chapter-opening preview boxes that highlight useful topics addressed.
*End-of-chapter summary tables recapping the 'dos and don'ts' and advantages and disadvantages of each analytic technique.
*Annotated suggestions for further reading and technical resources on each topic.
See also Vogt et al.'s When to Use What Research Design, which addresses the design and sampling decisions that occur prior to data collection.
Reviews / Votes
This is the first book I've seen that goes into depth about coding, which is sorely needed. It also does an excellent job of discussing analysis and interpretation at a conceptual level, while providing enough guidance on where to go to get the needed technical assistance. The way the authors compare and contrast quantitative and qualitative methods, approaches, and ways of thinking is particularly strong and well balanced.--Marji Erickson Warfield, PhD, Heller School for Social Policy and Management, Brandeis UniversityThis is a comprehensive resource that delivers what the title promises and more. It provides a great introduction to nearly all data-analytic methods currently utilized by social scientists, and very effectively guides the reader to more in-depth treatments of the subject matter.--Ryan Spohn, PhD, School of Criminology and Criminal Justice, University of Nebraska at Omaha
A field guide for researchers who are looking for detailed discussions of the choices they have to make as they work through the research process, whether they are taking a quantitative, qualitative, or combined approach. This isn't a 'how to' in terms of analyses, but more of a 'here's what to consider' book. The tone is at once casual and professional, incorporating real-world examples and occasional humor. The authors have their fingers on the pulse of the field and clearly explain complex ideas.--Theresa E. DiDonato, PhD, Department of Psychology, Loyola University Maryland
A useful text. Many students are stymied by data analysis; they think that you just feed data into some software, and voila! I recently told a student that saying a software package will analyze your data is akin to saying Word will write your dissertation. This book gives students data analysis options so they can choose the approach most appropriate for the specific research design.--Janet Salmons, PhD, School of Business and Technology, Capella University
The authors are masterful writers who combine depth and accessibility.--Jerrell C. Cassady, PhD, Department of Educational Psychology, Ball State University
This book exposes readers to a breadth of coding and analysis considerations for both quantitative and qualitative data. The goal is to teach the reader when it is appropriate to use the various techniques and where to look to learn more. The authors provide a solid foundation of knowledge for navigating a research world where both quantitative and qualitative approaches are valued and necessary. I would definitely use this book in courses. For professional use, I would consult it for areas I am not as familiar with, or to provide resources for students. I particularly enjoyed the nonstatistical examples used to explain concepts; they are helpful and make the book easier and more enjoyable to read.--Tracey LaPierre, PhD, Department of Sociology, University of Kansas
-This book, along with When to Use What Research Design...is useful for researchers and advanced students in education, sociology, psychology, political science, and criminal justice. Recommended. Graduate students through professionals/practitioners.--Choice Reviews, 1/1/2015 This is the first book I've seen that goes into depth about coding, which is sorely needed. It also does an excellent job of discussing analysis and interpretation at a conceptual level, while providing enough guidance on where to go to get the needed technical assistance. The way the authors compare and contrast quantitative and qualitative methods, approaches, and ways of thinking is particularly strong and well balanced.--Marji Erickson Warfield, PhD, Heller School for Social Policy and Management, Brandeis University
This is a comprehensive resource that delivers what the title promises and more. It provides a great introduction to nearly all data-analytic methods currently utilized by social scientists, and very effectively guides the reader to more in-depth treatments of the subject matter.--Ryan Spohn, PhD, School of Criminology and Criminal Justice, University of Nebraska at Omaha
A field guide for researchers who are looking for detailed discussions of the choices they have to make as they work through the research process, whether they are taking a quantitative, qualitative, or combined approach. This isn't a 'how to' in terms of analyses, but more of a 'here's what to consider' book. The tone is at once casual and professional, incorporating real-world examples and occasional humor. The authors have their fingers on the pulse of the field and clearly explain complex ideas.--Theresa E. DiDonato, PhD, Department of Psychology, Loyola University Maryland
A useful text. Many students are stymied by data analysis; they think that you just feed data into some software, and voila! I recently told a student that saying a software package will analyze your data is akin to saying Word will write your dissertation. This book gives students data analysis options so they can choose the approach most appropriate for the specific research design.--Janet Salmons, PhD, School of Business and Technology, Capella University
The authors are masterful writers who combine depth and accessibility.--Jerrell C. Cassady, PhD, Department of Educational Psychology, Ball State University
This book exposes readers to a breadth of coding and analysis considerations for both quantitative and qualitative data. The goal is to teach the reader when it is appropriate to use the various techniques and where to look to learn more. The authors provide a solid foundation of knowledge for navigating a research world where both quantitative and qualitative approaches are valued and necessary. I would definitely use this book in courses. For professional use, I would consult it for areas I am not as familiar with, or to provide resources for students. I particularly enjoyed the nonstatistical examples used to explain concepts; they are helpful and make the book easier and more enjoyable to read.--Tracey LaPierre, PhD, Department of Sociology, University of Kansas
A -This book, along with When to Use What Research DesignaEUR|is useful for researchers and advanced students in education, sociology, psychology, political science, and criminal justice. Recommended. Graduate students through professionals/practitioners.--Choice Reviews, 1/1/2015
More details
Language
English
Place of publication
New York
United States
Publishing group
Guilford Publications
Target group
College/higher education
Professional Practice & Development
Product notice
Unsewn / adhesive bound
Paper over boards
Dimensions
Height: 257 mm
Width: 183 mm
Thickness: 36 mm
Weight
1134 gr
ISBN-13
978-1-4625-1602-5 (9781462516025)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
W. Paul Vogt | Elaine R. Vogt | Dianne C. Gardner
Selecting the Right Analyses for Your Data
Quantitative, Qualitative, and Mixed Methods
Book
07/2014
1st Edition
Guilford Press
€69.00
Shipment within 15-20 days
Persons
W. Paul Vogt, PhD, until his death in 2016, was Emeritus Professor of Research Methods and Evaluation at Illinois State University, where he received both teaching and research awards. Dr. Vogt's areas of specialization included research design and data analysis, with particular emphasis on combining qualitative, quantitative, and graphic approaches. His books include Selecting the Right Analyses for Your Data and When to Use What Research Design.
Elaine R. Vogt, MA, CAS, is certified as a school psychologist in New York and Illinois and has worked as a psychologist in schools and a variety of other public and private institutions. She recently retired from Illinois Wesleyan University, where she taught piano and was a staff accompanist. Ms. Vogt's research interests include cognitive psychology, especially music cognition.
Dianne C. Gardner, PhD, is Associate Professor of Educational Administration and Foundations and a Research Associate at the Center for the Study of Education Policy at Illinois State University. Dr. Gardner's research interests include assessment, evaluation of collaborative professional learning systems, qualitative research methodology, and P-20 education systems. She serves as a program evaluator for state- and federally funded education programs.
Lynne M. Haeffele, PhD, is a Senior Research Associate at the Center for the Study of Education Policy at Illinois State University and also serves as Education Policy Director in the Office of the Illinois Lieutenant Governor. She provides research, evaluation, policy analysis, and management expertise for various state and federal projects in P-20 education, and has served as a consultant to the U.S. Department of Education. Dr. Haeffele's research interests include combining research designs, applying research findings to policy and practice, program evaluation, and the topical areas of college readiness and completion, organizational performance, and school-university partnerships.
Elaine R. Vogt, MA, CAS, is certified as a school psychologist in New York and Illinois and has worked as a psychologist in schools and a variety of other public and private institutions. She recently retired from Illinois Wesleyan University, where she taught piano and was a staff accompanist. Ms. Vogt's research interests include cognitive psychology, especially music cognition.
Dianne C. Gardner, PhD, is Associate Professor of Educational Administration and Foundations and a Research Associate at the Center for the Study of Education Policy at Illinois State University. Dr. Gardner's research interests include assessment, evaluation of collaborative professional learning systems, qualitative research methodology, and P-20 education systems. She serves as a program evaluator for state- and federally funded education programs.
Lynne M. Haeffele, PhD, is a Senior Research Associate at the Center for the Study of Education Policy at Illinois State University and also serves as Education Policy Director in the Office of the Illinois Lieutenant Governor. She provides research, evaluation, policy analysis, and management expertise for various state and federal projects in P-20 education, and has served as a consultant to the U.S. Department of Education. Dr. Haeffele's research interests include combining research designs, applying research findings to policy and practice, program evaluation, and the topical areas of college readiness and completion, organizational performance, and school-university partnerships.
Content
Preface
General Introduction
I. Coding Data-by Design
1. Coding Survey Data
2. Coding Interview Data
3. Coding Experimental Data
4. Coding Data from Naturalistic and Participant Observations
5. Coding Archival Data
II. Analysis and Interpretation of Quantitative Data
6. Describing, Exploring, and Visualizing Your Data
7. What Methods of Statistical Inference to Use When
8. What Associational Statistics to Use When
9. Advanced Associational Methods and Analyses
10. Model Building and Selection : Quantitative Data
III. Analysis and Interpretation of Qualitative and Combined/Mixed Data
11. Inductive Analyses of Qualitative Data: Ethnographic Approaches and Grounded Theory
12. Deductive Analyses of Qualitative Data: Comparative Case Studies and Qualitative Comparative Analysis
13. Coding and Analyzing Data from Combined and Mixed Designs
14. Conclusion
General Introduction
I. Coding Data-by Design
1. Coding Survey Data
2. Coding Interview Data
3. Coding Experimental Data
4. Coding Data from Naturalistic and Participant Observations
5. Coding Archival Data
II. Analysis and Interpretation of Quantitative Data
6. Describing, Exploring, and Visualizing Your Data
7. What Methods of Statistical Inference to Use When
8. What Associational Statistics to Use When
9. Advanced Associational Methods and Analyses
10. Model Building and Selection : Quantitative Data
III. Analysis and Interpretation of Qualitative and Combined/Mixed Data
11. Inductive Analyses of Qualitative Data: Ethnographic Approaches and Grounded Theory
12. Deductive Analyses of Qualitative Data: Comparative Case Studies and Qualitative Comparative Analysis
13. Coding and Analyzing Data from Combined and Mixed Designs
14. Conclusion