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[null,"1.","Record Nr.",null,"UNINA9910556883103321"]
[null,null,"Autore",null,"O'Hare William P."]
[null,null,"Titolo",null,"A practitioner's guide to using child indicators / / William O'Hare"]
[null,null,"Pubbl/distr/stampa",null,"Cham, Switzerland : , : Springer International Publishing, , [2022]"]
[{"$nulls":4},"©2022"]
[null,null,"ISBN",null,"9783030902919"]
[{"$nulls":4},"9783030902902"]
[null,null,"Descrizione fisica",null,"1 online resource (129 pages)"]
[null,null,"Collana",null,"SpringerBriefs in Well-Being and Quality of Life Research"]
[null,null,"Disciplina",null,"306"]
[null,null,"Soggetti",null,"Quality of life"]
[{"$nulls":4},"Quality of life - Research"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Intro -- Sponsoring Organizations -- Acknowledgements -- Contents -- Chapter 1: Introduction and Overview -- 1.1 Introduction and Overview -- 1.2 Key Terms and Concepts -- 1.3 Development of the Child Indicator Field -- 1.4 Connections to Child Indicator Movement -- 1.5 The Development of an Organizational Infrastructure -- 1.6 Why Data and Research Are Particularly Important for Children -- 1.7 Sorting out Scholarship and Advocacy -- 1.8 Contents of this Publication -- 1.9 The Audience for this Material -- References -- Chapter 2: Analytic Frameworks and Perspectives for Measuring Child Well-being -- 2.1 Introduction -- 2.2 The United Nations Convention on the Rights of the Child -- 2.3 Child Development Perspective -- 2.4 Ecological Model of Child Well-being -- 2.5 Sociology of Children -- 2.6 Subjective Child Well-being Measures -- References -- Chapter 3: Uses of Child Well-being Indicators -- 3.1 Introduction -- 3.2 Increasing Public Awareness about Child Well-being -- 3.2.1 International Reports (Reports Including More than One Country) -- 3.2.2 Country Reports -- 3.3 Monitoring Child Well-being -- 3.4 Goal Setting for Child Well-being -- 3.5 Evaluating Programs and Policies Related to Children -- 3.6 Identifying Child-Centered Problems -- 3.7 Using Indicators in Research and Analysis -- References -- Chapter 4: Developing and Evaluating a Set of Child Well-being Indicators -- 4.1 Introduction -- 4.2 What Is an Indicator of Child Well-being? -- 4.3 Statistics and Indicators -- 4.4 Indicators for Individuals and Population Indicators -- 4.5 Key Questions Related to Indicator Selection -- 4.6 "]
[{"$nulls":4},"Roles and Relationships -- 4.6.1 Getting Stakeholder Input -- 4.6.2 Using a Data Partner -- 4.6.3 Relationships with Agencies -- 4.7 Identifying Indicators of Interest -- 4.7.1 Domains of Well-being -- 4.7.2 How Many Indicators Do I Need?."]
[{"$nulls":4},"4.8 Where to Look for Potential Indicators -- 4.8.1 Administrative Data and Survey Data -- 4.9 Different Forms of Availability of Data -- 4.10 Selection Criteria and Considerations -- 4.10.1 Accuracy -- 4.10.2 Consistency and Comparability -- 4.10.3 Completeness -- 4.10.4 Readily Understandable -- 4.10.5 Balanced -- 4.10.6 Relevance to the Agenda -- 4.10.7 Using a Strategic Unit of Geography -- 4.10.8 Timeliness of the Data -- 4.10.9 Positive Indicators or Assets -- 4.11 Limitations of Data -- References -- Chapter 5: Data Analysis and Tabulation -- 5.1 Introduction -- 5.2 Description and Analysis -- 5.3 Level or Type of Statistical Analysis -- 5.4 Comparative Analysis -- 5.4.1 Comparisons Over Time -- 5.4.2 Comparisons Across Groups -- 5.4.3 Comparisons Across Geographic Units -- 5.5 Comparisons Using Ranking -- 5.6 Identifying Specific Place Names -- 5.7 Use of Statistical Significance Testing -- 5.8 Building an Index of Child Well-Being -- 5.9 The Issue of False Precision -- 5.10 The Challenge of Disaggregation of Data -- 5.11 Understanding the Meaning of Numbers and Rates -- 5.12 Outliers -- 5.13 Data Limitations -- References -- Chapter 6: Producing a Report and Disseminating Data -- 6.1 Introduction -- 6.2 Understanding the Audience -- 6.3 Communication and Child Indicators -- 6.4 Strategic and Opportunistic Communication -- 6.5 Presenting Data from a Comparative Perspective -- 6.6 Paper or Computers? -- 6.7 Should Reports be Produced Every Year? -- 6.8 Working with an Editor -- 6.9 Graphs and Maps -- 6.9.1 Line Graph -- 6.9.2 Bar Charts -- 6.9.3 Pie Charts -- 6.9.4 Maps -- 6.10 Auxiliary Products -- References -- Chapter 7: Examples of Indicator Projects and Reports -- 7.1 Introduction -- 7.2 UNICEF Innocenti Research Centre Report Cards -- 7.3 The UNICEF Multiple Indicator Cluster Surveys (MICS)."]
[{"$nulls":4},"7.4 The Organization for Economic Cooperation and Development (OECD) -- 7.5 KIDS COUNT Project -- 7.6 America´s Children: Key Indicators of Well-Being -- 7.7 KIDS COUNT on the Eastern Shore of Virginia -- 7.8 Kids Count Mexico -- 7.9 The Field of Child Indicators Studies in South Korea -- 7.10 Quebec, Canada -- 7.10.1 Our Target Audiences -- 7.10.2 How They Work -- 7.10.3 Our Publications -- 7.10.4 Biggest Achievement -- References."]