Written by a renowned statistician, this book presents the basic ideas behind the statistical methods commonly used in studies of human subjects. It is an ideal guide for advanced undergraduates who are beginning to do their own research. It presents the basic principles in a non-mathematical way and is accessible to a wide audience with little background in statistics.
Specifically targeted towards the needs of a second language research audience, Second Language Research: Methodology and Design addresses basic issues related to research design, providing step-by-step instructions for how to carry out studies. This up-to-date text includes chapters that cover identifying research problems and questions; selecting elicitation measures; dealing with ethical issues related to data gathering; validity and reliability in research; research in second and foreign language classroom contexts; data description and coding; and data analysis.
In the last thirty years, combinatorial mathematics has found itself at the heart of many technological applications. The aims of the conference on which this book is based were to stimulate combinatorial mathematicians to pursue new lines of research of potential and practical importance, and to uncover the breadth of applications to the subject.
The Handbook of Trust Research presents a timely and comprehensive account of the most important work undertaken in this lively and emerging field over the past ten to fifteen years. Presenting a broad range of approaches to issues on trust, the Handbook features 22 articles from a variety of disciplines on the study of trust in both organizational and societal contexts. This international collaboration is an imaginative and informative reference tool to aid research in this engaging area for years to come.
Showcasing exemplary research programs, this book explores how the latest theories and findings on cognitive development can be used to improve classroom instruction. The focus is on how children acquire knowledge about the processes involved in learning—such as remembering, thinking, and problem solving—as well as strategies for mastering new information. The contributors are leading experts who illustrate ways teachers can support the development of metacognition and goal-directed strategy use throughout the school years and in different academic domains.
