05493nam 2200685 450 991082843730332120240102112643.00-19-939579-9(CKB)2550000001302374(EBL)1692209(SSID)ssj0001194622(PQKBManifestationID)12417546(PQKBTitleCode)TC0001194622(PQKBWorkID)11154073(PQKB)11635318(MiAaPQ)EBC1692209(Au-PeEL)EBL1692209(CaPaEBR)ebr10871675(CaONFJC)MIL611015(OCoLC)880147857(EXLCZ)99255000000130237420140526h20142014 uy 0engur|n|---|||||txtrdacontentcrdamediacrrdacarrierStraightforward statistics understanding the tools of research /Glenn Geher and Sara HallOxford :Oxford University Press,[2014]©20141 online resource (481 pages)Description based upon print version of record.0-19-975176-5 1-306-79764-0 Includes bibliographical references and index.Cover; Straightforward Statistics; Copyright; Contents; Preface; Acknowledgements; chapter 1 Prelude: Why Do I Need to Learn Statistics?; The Nature of Findings and Factsin the Behavioral Sciences; Statistical Significance and Effect Size; Descriptive and Inferential Statistics; A Conceptual Approach to Teachingand Learning Statistics; The Nature of this Book; How to Approach this Class andWhat You Should Get Out of It; Key Terms; chapter 2 Describing a Single Variable; Variables, Values, and Scores; Types of Variables; Describing Scores for a Single Variable; Indices of Central TendencyIndices of Variability (and the SheerBeauty of Standard Deviation!)Rounding; Describing Frequencies of Valuesfor a Single Variable; Representing Frequency Data Graphically; Describing Data for a Categorical Variable; A Real Research Example; Summary; Key Terms; chapter 3 Standardized Scores; When a Z-Score Equals 0, the Raw ScoreIt Corresponds to Must Equal the Mean; Verbal Scores for the MadupistanAptitude Measure; Quantitative Scores for theMadupistan Aptitude Measure; Every Raw Score for Any VariableCorresponds to a Particular Z-ScoreComputing Z-Scores for All Studentsfor the Madupistan Verbal TestComputing Raw Scores from Z-Scores; Comparing Your GPA of 3.10 from SolidState University with Pat's GPA of 1.95from Advanced Technical University; Each Z-Score for Any VariableCorresponds to a Particular Raw Score; Converting Z-Scores to Raw Scores(The Dorm Resident Example); A Real Research Example; Summary; Key Terms; chapter 4 Correlation; Correlations Are Summaries; Representing a Correlation Graphically; Representing a Correlation Mathematically; Return to Madupistan; Correlation Does Not Imply CausationA Real Research ExampleSummary; Key Terms; chapter 5 Statistical Prediction and Regression; Standardized Regression; Predicting Scores on Y with DifferentAmounts of Information; Beta Weight; Unstandardized Regression Equation; The Regression Line; Quantitatively Estimating the PredictivePower of Your Regression Model; Interpreting r2; A Real Research Example; Conclusion; Key Terms; chapter 6 The Basic Elements of Hypothesis Testing; The Basic Elements ofInferential Statistics; The Normal Distribution; A Real Research Example; Summary; Key Terms; chapter 7 Introduction to Hypothesis TestingThe Basic Rationale of Hypothesis TestingUnderstanding the BroaderPopulation of Interest; Population versus Sample Parameters; The Five Basic Steps of Hypothesis Testing; A Real Research Example; Summary; Key Terms; chapter 8 Hypothesis Testing if N > 1; The Distribution of Means; Steps in Hypothesis Testing if N > 1; Confidence Intervals; Real Research Example; Summary; Key Terms; chapter 9 Statistical Power; What Is Statistical Power?; An Example of Statistical Power; Factors that Affect Statistical Power; A Real Research Example; Summary; Key Termschapter 10 t-tests (One-Sample and Within-Groups)Straightforward Statistics: Understanding the Tools of Research is a clear and direct introduction to statistics for the social, behavioral, and life sciences. Based on the author's extensive experience teaching undergraduate statistics, this book provides a narrative presentation of the core principles that provide the foundation for modern-day statistics. With step-by-step guidance on the nuts and bolts of computing these statistics, the book includes detailed tutorials how to use state-of-the-art software, SPSS, to compute the basic statistics employed in modern academic and applied researcPsychometricsPsychologyResearchPsychologyMathematical modelsStatisticsStudy and teaching (Higher)Psychometrics.PsychologyResearch.PsychologyMathematical models.StatisticsStudy and teaching (Higher)150.15195Geher Glenn1660717Hall Sara1979-MiAaPQMiAaPQMiAaPQBOOK9910828437303321Straightforward statistics4117725UNINA04049nam 22006135 450 991048495240332120200714051441.03-658-12828-310.1007/978-3-658-12828-9(CKB)3710000000653717(EBL)4514502(DE-He213)978-3-658-12828-9(MiAaPQ)EBC4514502(EXLCZ)99371000000065371720160426d2016 u| 0gerur|n|---|||||txtrdacontentcrdamediacrrdacarrierBegleiten, Beraten und Coachen Der Lehrberuf im Wandel /von Monika Perkhofer-Czapek, Renate Potzmann1st ed. 2016.Wiesbaden :Springer Fachmedien Wiesbaden :Imprint: Springer VS,2016.1 online resource (384 p.)Springer VS ResearchDescription based upon print version of record.3-658-12827-5 Includes bibliographical references.Förderliche und hinderliche Faktoren für eine Erweiterung des LehrerInnen-Rollenspektrums -- Einschätzung zumutbarer Rollenaspekte im pädagogischen Kontext -- Reflexion und Klärung des Rollenverständnisses als berufsbegleitende Entwicklungsaufgabe -- Professionalisierung von LehrerInnen -- Lernbegleitung.Monika Perkhofer-Czapek und Renate Potzmann untersuchen erstmals Verständnis und Zumutbarkeit der Erweiterung des Aufgabenspektrums von LehrerInnen in Richtung Begleiten, Beraten und Coachen aus theoretischer und empirischer Sicht. Die ermittelnde Basis bilden Interviews mit LehrerInnen in einem qualitativen Forschungsdesign. Durch exemplarische Begriffsbestimmungen und Eingrenzung zumutbarer Aspekte der Rollen LernbegleiterInnen, LernberaterInnen, BeraterInnen, Lerncoach und Coach zeigen die Autorinnen Möglichkeiten zur pädagogischen Gestaltung dieser Rollen an Schulen und bieten vielfache Einblicke in deren konzeptionelle Spannweite. Der Inhalt Förderliche und hinderliche Faktoren für eine Erweiterung des LehrerInnen-Rollenspektrums Einschätzung zumutbarer Rollenaspekte im pädagogischen Kontext Reflexion und Klärung des Rollenverständnisses als berufsbegleitende Entwicklungsaufgabe Professionalisierung von LehrerInnen Lernbegleitung Die Zielgruppen Dozierende und Studierende aus dem Bereich Pädagogik, Politik, Forschung PraktikerInnen aus den Bereichen LehrerInnen-Bildung, Bildungsforschung und Bildungspolitik, Schul- und Unterrichtsentwicklung Die Autorinnen Dr. Monika Perkhofer-Czapek ist Lehrerin an einem Gymnasium; Mitarbeiterin an den Pädagogischen Hochschulen Wien und Salzburg und im Bildungsministerium. Dr. Renate Potzmann ist Mitarbeiterin am Institut für Allgemeinbildung in der Sekundarstufe der Pädagogischen Hochschule Wien, lehrt und forscht zu Themen der Professionalisierung.Springer VS research.TeachingLearningInstructionContinuing educationAdult educationTeaching and Teacher Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/O31000Learning & Instructionhttps://scigraph.springernature.com/ontologies/product-market-codes/O22000Lifelong Learning/Adult Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/O42000Teaching.Learning.Instruction.Continuing education.Adult education.Teaching and Teacher Education.Learning & Instruction.Lifelong Learning/Adult Education.370Perkhofer-Czapek Monikaauthttp://id.loc.gov/vocabulary/relators/aut1229638Potzmann Renateauthttp://id.loc.gov/vocabulary/relators/autBOOK9910484952403321Begleiten, Beraten und Coachen2854256UNINA