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J. Myron Atkin: Classroom Assessment and the National Science Education Standards: A Guide for Teaching and Learning

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Index: Research Design

Questionnaire Design (1996)

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A   dot   B   dot   C   dot   D   dot   E   dot   F   dot   G   dot   H   dot   I   dot   K   dot   L   dot   M   dot   N   dot   P   dot   S   dot   T   dot   U   dot   W


A

Anderson, J. F. (1986). Questionnaire Design and Use Revisited: Recent Developments and Issues in Survey Research. and Issues in Survey Research. Minnesota Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PC01 Plus Postage. . This paper summarizes and highlights some of the critical developments, issues, and trends which impact the work of developments, issues, and trends which impact the work of survey research. The issue of preventing or minimizing survey research. The issue of preventing or minimizing nonresponse bias by successfully obtaining cooperation from nonresponse bias by successfully obtaining cooperation from people being surveyed continues to be of concern to survey people being surveyed continues to be of concern to survey research professionals. The most effective response rate research professionals. The most effective response rate stimulating strategies are those that are creatively stimulating strategies are those that are creatively designed to fit the people being surveyed and flexible designed to fit the people being surveyed and flexible enough to meet the changing characteristics of different enough to meet the changing characteristics of different populations. Regarding the effect of people who are populations. Regarding the effect of people who are unreachable by telephone, the important issue is making unreachable by telephone, the important issue is making certain the sample is not different from the population in certain the sample is not different from the population in some way that will affect the results. An approach to some way that will affect the results. An approach to obtaining truthful answers to questions of a sensitive obtaining truthful answers to questions of a sensitive nature is the randomized response technique, which presents nature is the randomized response technique, which presents the respondent with more questions then just the sensitive the respondent with more questions then just the sensitive question. New question. New developments in technology have impacted survey research in developments in technology have impacted survey research in data collection and data analysis, specifically with the data collection and data analysis, specifically with the use of Computer Assisted Telephone Interviewing and the use of Computer Assisted Telephone Interviewing and the personal computer. Certain emerging trends might endanger personal computer. Certain emerging trends might endanger the quality of research efforts: (1) over-emphasizing quick the quality of research efforts: (1) over-emphasizing quick results: (2) allowing technology to substitute for human results: (2) allowing technology to substitute for human quality; (3) restricting options; and (4) misusing quality; (3) restricting options; and (4) misusing qualitative methods. (PN) qualitative methods. (PN) ED271501

Arizona Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. . This report details the process undertaken at Paradise Valley Community College (PVCC) to develop a content-valid Valley Community College (PVCC) to develop a content-valid questionnaire to identify the instructional training needs questionnaire to identify the instructional training needs of full-time college faculty. Chapter 1 discusses the of full-time college faculty. Chapter 1 discusses the background to the project, reviews the goals of the background to the project, reviews the goals of the Employee Development Program at PVCC and stresses the Employee Development Program at PVCC and stresses the importance of identifying faculty training needs in order importance of identifying faculty training needs in order to create effective development efforts. Chapter 2 provides to create effective development efforts. Chapter 2 provides a review a review of the literature on survey strategies and methods, sample of the literature on survey strategies and methods, sample size, and effective questionnaire development. Chapter 3 size, and effective questionnaire development. Chapter 3 discusses the methodology and procedures utilized in discusses the methodology and procedures utilized in developing the questionnaire, including the formation of a developing the questionnaire, including the formation of a review committee, involvement of three research experts, review committee, involvement of three research experts, and field testing of the questionnaire among 5 full-time and field testing of the questionnaire among 5 full-time faculty. Chapter 4 presents the results of the survey faculty. Chapter 4 presents the results of the survey instrument development efforts, describing the goals of the instrument development efforts, describing the goals of the questionnaire questionnaire which included obtaining information on instructional which included obtaining information on instructional methodology workshops which faculty would be interested in methodology workshops which faculty would be interested in attending and faculty time slot preferences for workshops. attending and faculty time slot preferences for workshops. Outlines of potential workshops and strategies for Outlines of potential workshops and strategies for disseminating the questionnaire and analyzing the results disseminating the questionnaire and analyzing the results are included in this chapter. Chapter 5 discusses are included in this chapter. Chapter 5 discusses implications and presents recommendations for implementing implications and presents recommendations for implementing the faculty survey. The questionnaire, a sample data the faculty survey. The questionnaire, a sample data sheet/answer form, and a copy sheet/answer form, and a copy of the questionnaire cover letter are appended. (GFW) of the questionnaire cover letter are appended. (GFW) ED324047
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Bachman, J. G. (1987). Friends May Disapprove of Drug Use, but Not as Much as Parents Do: Another Lesson in Questionnaire Context Parents Do: Another Lesson in Questionnaire Context Effects. Effects. Michigan Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PC01 Plus Postage.

Bauman, L. J. A., Elissa Greenberg Adair, Elissa Greenberg . (1992

Bretz, R. (1972). The MODIA Questionnaire for Curriculum Analysis. . In a series of four interrelated reports, Rand work to date for the Air Force on the development of methodologies for for the Air Force on the development of methodologies for designing programs of instruction is reported. This report, designing programs of instruction is reported. This report, the third of the series, presents and discusses the use of the third of the series, presents and discusses the use of a questionnaire that help curriculum designers to analyze a a questionnaire that help curriculum designers to analyze a course of study to gauge its requirements for communication course of study to gauge its requirements for communication media, personnel, and time. Use of the questionnaire fits media, personnel, and time. Use of the questionnaire fits as a middle step in the larger sequence of as a middle step in the larger sequence of MODIA (A Method of Designing Instructional Alternatives). MODIA (A Method of Designing Instructional Alternatives). The questionnaire causes the designer to subdivide each The questionnaire causes the designer to subdivide each course into basic "learning events" and proceed through the course into basic "learning events" and proceed through the branching questionnaire for each. (Author/RH) branching questionnaire for each. (Author/RH) Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. EDRS Price - MF01/PC02 Plus Postage. Report/ISSN: R-1020-PR Report/ISSN: R-1020-PR ED074738

Burke, J. C., Noel Cartwright, Noel . (1988). Life Events and Academic Performance: Instrument Design. Massachusetts Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PC01 Plus Postage.
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Clark, S. B. B., Judith A. Boser, Judith A. . (1992). Questionnaire Design in Broad-Based Evaluation Studies: Letting Someone Else Collect Comparison Group Data. Letting Someone Else Collect Comparison Group Data. Tennessee Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PC01 Plus Postage. Contract no.: DE-AC05-760R00033 Contract no.: DE-AC05-760R00033 . A context in which existing items may provide a convenient source of questions for questionnaires was explored through source of questions for questionnaires was explored through a case study making use of existing comparison groups. Two a case study making use of existing comparison groups. Two programs at Oak Ridge Associated Universities (ORAU), the programs at Oak Ridge Associated Universities (ORAU), the Science and Engineering Research Semester (SERS) and the Science and Engineering Research Semester (SERS) and the Laboratory Graduate Research Participation (Lab Grad) Laboratory Graduate Research Participation (Lab Grad) program, are educational programs which have been program, are educational programs which have been undergoing follow-up assessments, but for which setting up undergoing follow-up assessments, but for which setting up a a control group for each cohort of interest is not feasible. control group for each cohort of interest is not feasible. Researchers at ORAU and the Argonne National Laboratory Researchers at ORAU and the Argonne National Laboratory have developed the following evaluation questionnaires for have developed the following evaluation questionnaires for these programs in which certain key items conform to those these programs in which certain key items conform to those from large national surveys sponsored by federal agencies: from large national surveys sponsored by federal agencies: (1) the Survey of Earned Doctorates; (2) the Survey of (1) the Survey of Earned Doctorates; (2) the Survey of Doctorate Recipients; (3) the Survey of Recent Science, Doctorate Recipients; (3) the Survey of Recent Science, Social Science, and Engineering Graduates; and (4) the Social Science, and Engineering Graduates; and (4) the National Survey National Survey of Natural and Social Scientists and Engineers. While of Natural and Social Scientists and Engineers. While lifting items from existing instruments is not a substitute lifting items from existing instruments is not a substitute for thoughtful instrument development, the technique can be for thoughtful instrument development, the technique can be useful and cost-effective if the comparison group is useful and cost-effective if the comparison group is identified before the instrument is designed. There are 10 identified before the instrument is designed. There are 10 illustrative figures and a 22-item list of references. illustrative figures and a 22-item list of references. (SLD) (SLD) ED346149

Clough, C. E. N., Martha Nawy, Martha . (1988). Development of a Questionnaire for a Study of Employers' Usage of Typewriters and Computer Hardware/Software in a Usage of Typewriters and Computer Hardware/Software in a California Community College District. Curriculum and California Community College District. Curriculum and Program Planning. Program Planning. California Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. EDRS Price - MF01/PC03 Plus Postage. . In 1988, a project was undertaken at Chabot College in California to develop a questionnaire and study methodology California to develop a questionnaire and study methodology for assessing the views of employers regarding the business for assessing the views of employers regarding the business applications of typewriters and computers. Staff at the applications of typewriters and computers. Staff at the college needed this information for curriculum and program college needed this information for curriculum and program planning, as well as for equipment and supply budgeting. planning, as well as for equipment and supply budgeting. The project involved: (1) a review of the literature on the The project involved: (1) a review of the literature on the need for research on technological changes in the need for research on technological changes in the office, questionnaire development and design, and the office, questionnaire development and design, and the involvement of staff in research and curriculum design; (2) involvement of staff in research and curriculum design; (2) the formation of a committee made up of the 23 full-time the formation of a committee made up of the 23 full-time office and business computer education faculty and an office and business computer education faculty and an administrator; (3) a committee meeting to determine administrator; (3) a committee meeting to determine research objectives and a time frame and process for research objectives and a time frame and process for questionnaire development; (4) the solicitation of questionnaire development; (4) the solicitation of questions to be incorporated into the survey instrument questions to be incorporated into the survey instrument from committee members; (5) meetings from committee members; (5) meetings to review, analyze, and evaluate the proposed questions; to review, analyze, and evaluate the proposed questions; (6) the preparation of five drafts of the questionnaire; (6) the preparation of five drafts of the questionnaire; (7) the pilot testing of the final version among 10 (7) the pilot testing of the final version among 10 different-sized employers; and (8) the development of different-sized employers; and (8) the development of recommendations concerning study methodology. An extensive recommendations concerning study methodology. An extensive literature review, a 99-item bibliography, a curriculum literature review, a 99-item bibliography, a curriculum checklist, and various drafts of the survey instrument are checklist, and various drafts of the survey instrument are included in the project report. (JMC) included in the project report. (JMC) ED314111

Cristiano, M. J. (1990). Development of a Questionnaire Designed To Identify the Instructional Training Needs of the Full-Time Faculty at Instructional Training Needs of the Full-Time Faculty at Paradise Valley Community College. Paradise Valley Community College. Arizona Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. EDRS Price - MF01/PC03 Plus Postage.
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DeMuth, G. R. G., John A. Gronvall, John A. . (1970). The Questionnaire and Its Analysis . Journal of Medical Education 45 45 11 pt2 11 pt2 15-29 15-29 . The data summarized comprise an interim report on trends in medical school curriculum as of 1968. (IR) medical school curriculum as of 1968. (IR) EJ030969

Describes a study which was undertaken in Britain in 1975 to identify the factors which have the greatest influence on teachers in the planning of courses in secondary science, and on their choice of curriculum material for those courses. (Author) EJ170635

Duffy, M. W., Claire E. Weinstein, Claire E. . (1978). Architectural Design Characteristics of Public Housing and Well-Being of the Elderly. Well-Being of the Elderly. Texas Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PC01 Plus Postage.
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Edwards, D. E. T., J. J. Thompson, J. J. . (1977

Elizur, D. (1979). Assessing Achievement Motive of American and Israeli Managers: Design and Application of a Three-Facet Measure. Managers: Design and Application of a Three-Facet Measure. . Applied Psychological Measurement v3 n2 p201-12 Spr 1979 v3 n2 p201-12 Spr 1979 . A questionnaire assessing achievement motivation in Israeli and American middle managers was developed and its and American middle managers was developed and its structure was analyzed. A three-facet definition of structure was analyzed. A three-facet definition of achievement motivationbehavior modality, type of achievement motivationbehavior modality, type of confrontation, and time perspectivewas suggested which confrontation, and time perspectivewas suggested which provided guidelines for the formulation of hypotheses. provided guidelines for the formulation of hypotheses. (Author/JKS) (Author/JKS) EJ218739

Ethnographic interviews help researchers avoid assumptions, collect descriptive data, and use language originating with respondents. The rich insights such interviews provide into attitudes, values, and behavior can be useful for survey design and measurement decisions. (SK) Report/ISSN: ISSN-0195-8402 EJ438822
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1974). Factor Analysis in the Investigation of Multidimensional Educational Problems Educational Problems . Alberta Journal of Educational Research 20 20 1 1 46-58 46-58 . In this article, the author discusses the application of factor analysis as a technique in the investigation of factor analysis as a technique in the investigation of multidimensional educational problems and presents the multidimensional educational problems and presents the results of one such application. (Editor) results of one such application. (Editor)
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Groves, R. M. (1978). On the Mode of Administering a Questionnaire and Responses to Open-Ended Items. to Open-Ended Items. . Social Science Research v7 n3 p257-71 Sep 1978 v7 n3 p257-71 Sep 1978 . Personal and telephone surveys are compared to measure differences between the modes for identical questions. differences between the modes for identical questions. Speed of questioning is greater in telephone interviews, Speed of questioning is greater in telephone interviews, and so open-ended items in telephone interviews yield and so open-ended items in telephone interviews yield shorter answers. Reduced responses are disproportionately shorter answers. Reduced responses are disproportionately exhibited by younger, affluent respondents, who often exhibited by younger, affluent respondents, who often provide detailed responses in personal interviews. provide detailed responses in personal interviews. (Author/KR) (Author/KR)
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Harty, H. (1979). Questionnaire Design and Administration. . New Directions for Institutional Advancement No. 6 (Surveying Institutional Constituencies) p45-57 1979 No. 6 (Surveying Institutional Constituencies) p45-57 1979 . The mail questionnaire is seen as a risky data- and information-gathering instrument but an effective way to information-gathering instrument but an effective way to tap constituent attitudes. Knowing when and how to use it tap constituent attitudes. Knowing when and how to use it is considered crucial in institutional advancement in is considered crucial in institutional advancement in academe. Goals and objectives, design assumptions, and academe. Goals and objectives, design assumptions, and types of questions and response formats are discussed. types of questions and response formats are discussed. (Author/MLW) (Author/MLW) EJ221981

Heller, E. S. R., Frank N. Rife, Frank N. . (1987). Questionnaire Response Scales: Design Factors That Influence Respondent Satisfaction. Influence Respondent Satisfaction. Massachusetts Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PC01 Plus Postage.

Henson, L. (1987). Preparing Students to Write in Major-Field Courses: A Faculty Questionnaire for Databased Instructional Design. Faculty Questionnaire for Databased Instructional Design. . Technical Writing Teacher v14 n1 p108-10 Win 1987 v14 n1 p108-10 Win 1987 . Presents and explains a faculty questionnaire designed to give technical writing teachers insights on: (1) types of give technical writing teachers insights on: (1) types of papers that should be assigned, (2) subject matter for papers that should be assigned, (2) subject matter for assigned papers, and (3) strategies of inquiry or problem assigned papers, and (3) strategies of inquiry or problem solving from rhetorical invention or research methodology solving from rhetorical invention or research methodology in students' chosen fields. (SRT) in students' chosen fields. (SRT) UMI UMI

Hubert, J. A., & Others, A. (1983). The Unit of Analysis in the Study of the Relationship of Teacher Stress to School Variables. Teacher Stress to School Variables. Connecticut Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. EDRS Price - MF01/PC02 Plus Postage. . Approaches to studying the relationships between stress and school organizational sources of stress were examined. school organizational sources of stress were examined. Rather than sampling a number of schools and school average Rather than sampling a number of schools and school average data indicating school health and stress levels in these data indicating school health and stress levels in these schools, simple teacher samples and teacher-level analyses schools, simple teacher samples and teacher-level analyses were used. For a sample of 1300 high school teachers in were used. For a sample of 1300 high school teachers in Connecticut, the correlation values obtained using teacher Connecticut, the correlation values obtained using teacher scores on measures of burnout, need satisfaction, and scores on measures of burnout, need satisfaction, and school characteristics were compared with the values school characteristics were compared with the values obtained from school mean data on the same variables from obtained from school mean data on the same variables from the same data set. The results indicated that the the same data set. The results indicated that the methodology did matter, and that correlation values methodology did matter, and that correlation values obtained directly from teacher scores were not indicative obtained directly from teacher scores were not indicative of the role of school organizations in teacher stress. of the role of school organizations in teacher stress. Although the evidence supported the presence of Although the evidence supported the presence of organizational sources of teachers' distress, it is organizational sources of teachers' distress, it is suggested that they were not as important as suggested that they were not as important as role-related or individual sources of distress. (GDC) role-related or individual sources of distress. (GDC) ED260106
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_____. (1984). Improving Mailed Questionnaire Design. New Directions for Program Evaluation n21 p33-47 Mar 1984 n21 p33-47 Mar 1984. Situations in which mailed questionnaires are most appropriate are identified. Population variables, appropriate are identified. Population variables, characteristics of questionnaires, and social desirability characteristics of questionnaires, and social desirability variables are examined in depth. (Author) variables are examined in depth. (Author) UMI UMI EJ302116

Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . In order to obtain accurate and factual data, a survey instrument must be well constructed and a survey planned instrument must be well constructed and a survey planned carefully and conducted under strict conditions. Of carefully and conducted under strict conditions. Of importance in planning a survey is a determination of importance in planning a survey is a determination of previous and on-going research through an extensive previous and on-going research through an extensive literature review. In designing the survey, the researcher literature review. In designing the survey, the researcher should aim at precision, logic, and efficiency in should aim at precision, logic, and efficiency in translating research objectives into specific questions, translating research objectives into specific questions, and at obtaining a large and at obtaining a large percentage of reliable returns. The subject of the research percentage of reliable returns. The subject of the research should justify the effort and the information should be should justify the effort and the information should be otherwise inaccessible. The questionnaire should be brief, otherwise inaccessible. The questionnaire should be brief, contain clear instructions, be organized in a neat and contain clear instructions, be organized in a neat and logical order that facilitates progress from question to logical order that facilitates progress from question to question, and should be worded understandably and question, and should be worded understandably and objectively, but in such a way as to be challenging and objectively, but in such a way as to be challenging and interesting. Various questionnaire styles"closed," interesting. Various questionnaire styles"closed," "open," "open," "agree/disagree"have particular advantages and "agree/disagree"have particular advantages and disadvantages that should be considered when selecting one. disadvantages that should be considered when selecting one. In distributing the questionnaire, it is essential to In distributing the questionnaire, it is essential to identify the exact nature of the study population and the identify the exact nature of the study population and the representativeness of the sample chosen. Questionnaires representativeness of the sample chosen. Questionnaires should be mailed at the same time, and first returns should should be mailed at the same time, and first returns should be expected within a week. Follow-up procedures should be expected within a week. Follow-up procedures should begin at the end of the third week. Determination of the begin at the end of the third week. Determination of the appropriateness of appropriateness of computer use in processing data should be included in computer use in processing data should be included in original planning. (AYC) original planning. (AYC) ED170006

In this article, the author discusses the application of factor analysis as a technique in the investigation of multidimensional educational problems and presents the results of one such application. (Editor) EJ095687

Iowa Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . Implementation of educational computing in schools is dependent upon teachers' attitudes toward computers as well dependent upon teachers' attitudes toward computers as well as their expertise. Most inservice activities focus on as their expertise. Most inservice activities focus on increasing teacher expertise, while paying little attention increasing teacher expertise, while paying little attention to teachers' attitudes towards the technology. To to teachers' attitudes towards the technology. To investigate teachers' concerns about educational computing, investigate teachers' concerns about educational computing, two studies were conducted using the Concerns-Based two studies were conducted using the Concerns-Based Adoption Model (CBAM). Participants included 91 classroom Adoption Model (CBAM). Participants included 91 classroom teachers teachers voluntarily enrolled in a microcomputer class. The first voluntarily enrolled in a microcomputer class. The first study identified teachers' concerns about educational study identified teachers' concerns about educational computing and monitored changes in these concerns during an computing and monitored changes in these concerns during an inservice activity. While concerns theory hypothesizes that inservice activity. While concerns theory hypothesizes that the concerns of innovation users are the concerns of innovation users are developmentalbeginning with self-oriented concerns, developmentalbeginning with self-oriented concerns, evolving through implementation-oriented concerns, and evolving through implementation-oriented concerns, and progressing to other-oriented concernsthis hypothesis was progressing to other-oriented concernsthis hypothesis was not supported. Results indicate that not supported. Results indicate that the nature of the inservice activity and/or the the nature of the inservice activity and/or the characteristics of the innovation may affect changes in characteristics of the innovation may affect changes in concern. The second study evolved out of the first and concern. The second study evolved out of the first and examined teachers' concerns about educational computing by examined teachers' concerns about educational computing by focusing on specific educational uses of the technology focusing on specific educational uses of the technology (e.g., computer assisted instruction, word processing, (e.g., computer assisted instruction, word processing, interactive video). The findings indicate that different interactive video). The findings indicate that different uses of computer technology elicit different concerns about uses of computer technology elicit different concerns about the technology. It is the technology. It is suggested that inservice designers should recognize suggested that inservice designers should recognize educational computing as an "innovation bundle," and educational computing as an "innovation bundle," and concentrate on specific applications of the whole concentrate on specific applications of the whole technology rather than addressing the total package. A list technology rather than addressing the total package. A list of references is provided. (JB) of references is provided. (JB) ED267797

Virginia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This document comprises the Virginia State University (VSU) Campus Alcohol and Drug Policies and Procedures booklet; a Campus Alcohol and Drug Policies and Procedures booklet; a program design for a VSU drug education, treatment, and program design for a VSU drug education, treatment, and prevention program; and a drug and alcohol student survey. prevention program; and a drug and alcohol student survey. The booklet covering policies and procedures contains: a The booklet covering policies and procedures contains: a message from the president; a policy statement; a review of message from the president; a policy statement; a review of state and county law governing use, purchase and possession state and county law governing use, purchase and possession of drug and alcohol; a policy statement specific of drug and alcohol; a policy statement specific to illegal drugs; a student conduct code (social events, to illegal drugs; a student conduct code (social events, student organizations); a description of disciplinary student organizations); a description of disciplinary actions in the event of policy violation (in chart form actions in the event of policy violation (in chart form indicating penalties for first, second and third offenses); indicating penalties for first, second and third offenses); a description of campus drug and alcohol education programs a description of campus drug and alcohol education programs and services; and a listing of community assistance and services; and a listing of community assistance agencies' telephone numbers. The section on program design agencies' telephone numbers. The section on program design lists nine goals with supporting objectives for each. Some lists nine goals with supporting objectives for each. Some of these goals of these goals include organizing a drug education and prevention advisory include organizing a drug education and prevention advisory board, developing early intervention "drug free" activities board, developing early intervention "drug free" activities for junior high and high school students in the Petersburg for junior high and high school students in the Petersburg community, planning and conducting a two day training community, planning and conducting a two day training workshop on drug prevention and education, and planning and workshop on drug prevention and education, and planning and implementing an addictionology program by Fall 1991. Also implementing an addictionology program by Fall 1991. Also included is a 61-item multiple-choice questionnaire included is a 61-item multiple-choice questionnaire addressing student drug and alcohol use. (JB) addressing student drug and alcohol use. (JB) ED332586
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Kraetzer, M. C., & Others, A. (1984). Design and Implementation of a Multi-Strategy, Collegewide Program of Evaluation and Planning: The Mercy College Program of Evaluation and Planning: The Mercy College Self-Study Project. Self-Study Project. New York Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. EDRS Price - MF01/PC05 Plus Postage. . The rationale, strategies, and methods of The Mercy College Self-Study Project are considered, and evaluation Self-Study Project are considered, and evaluation instruments are provided. This program of institutional instruments are provided. This program of institutional evaluation and planning was initiated in 1980 and consists evaluation and planning was initiated in 1980 and consists of: standardized surveys, a 10-year longitudinal (panel) of: standardized surveys, a 10-year longitudinal (panel) study, and academic department self-studies. Questionnaires study, and academic department self-studies. Questionnaires designed by the National Center for Higher Education designed by the National Center for Higher Education Management Systems (NCHEMS) and the College Board are for Management Systems (NCHEMS) and the College Board are for the the most part administered annually to determine student/alumni most part administered annually to determine student/alumni characteristics, goals, and accomplishments. Also characteristics, goals, and accomplishments. Also administered are the Educational Testing Service's administered are the Educational Testing Service's Institutional Functioning Inventory and the Institutional Institutional Functioning Inventory and the Institutional Goals Inventory. NCHEMS questionnaires for the entering Goals Inventory. NCHEMS questionnaires for the entering student and recent alumni are included, along with the student and recent alumni are included, along with the first interview schedule for the 10-year longitudinal first interview schedule for the 10-year longitudinal Study. Departmental strategic planning guidelines are Study. Departmental strategic planning guidelines are presented as well as information on presented as well as information on self-studies conducted by four departments: nursing; self-studies conducted by four departments: nursing; history and political science; English and humanities; and history and political science; English and humanities; and criminal justice. Additional materials include: criminal justice. Additional materials include: departmental cover letters and self-evaluation questions, a departmental cover letters and self-evaluation questions, a student course evaluation questionnaire, and a teaching student course evaluation questionnaire, and a teaching observation report. Planning materials by Sidney S. Micek observation report. Planning materials by Sidney S. Micek are also included: "Departmental Strategic Planning are also included: "Departmental Strategic Planning Guidelines" and "Taking Charge of Change in Academic Guidelines" and "Taking Charge of Change in Academic Departments through the Use of Departments through the Use of Strategic Planning." (SW) Strategic Planning." (SW) ED263834
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Lehman, P. W., & Others, A. (1992). CCSEQ: Test Manual and Comparative Data. Community College Student Experiences Questionnaire. Student Experiences Questionnaire. California Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. EDRS Price - MF01/PC04 Plus Postage. . The Community College Student Experiences Questionnaire (CCSEQ) is an instrument designed to determine how (CCSEQ) is an instrument designed to determine how community college students spend their time and what community college students spend their time and what quality of effort they put into learning. Specifically, the quality of effort they put into learning. Specifically, the content of the questionnaire focuses on four elements: who content of the questionnaire focuses on four elements: who students are and why they are at the college; how students are and why they are at the college; how extensively and productively they use the facilities and extensively and productively they use the facilities and opportunities the college provides; what their impressions opportunities the college provides; what their impressions of the college of the college are; and what progress they think they have made toward are; and what progress they think they have made toward important goals. The purpose of this manual is to provide important goals. The purpose of this manual is to provide information to users of the CCSEQ which will aid in information to users of the CCSEQ which will aid in planning and implementing studies and in summarizing and planning and implementing studies and in summarizing and interpreting results. In chapter 1, C. Robert Pace provides interpreting results. In chapter 1, C. Robert Pace provides an overview of the development of the CCSEQ and of the an overview of the development of the CCSEQ and of the framework upon which the instrument is based. Chapter 2 framework upon which the instrument is based. Chapter 2 contains an item-by-item summary of the content of the contains an item-by-item summary of the content of the questionnaire, as well as questionnaire, as well as descriptions of the quality of effort and satisfaction descriptions of the quality of effort and satisfaction scales it utilizes. Some of the instrument's psychometric scales it utilizes. Some of the instrument's psychometric properties are explored in chapter 3, covering college properties are explored in chapter 3, covering college activities items, the quality of effort scales, estimate of activities items, the quality of effort scales, estimate of gains, and the relationship between college activities and gains, and the relationship between college activities and estimate of gains. In chapter 4, comparative data compiled estimate of gains. In chapter 4, comparative data compiled from the responses gathered at 24 community colleges are from the responses gathered at 24 community colleges are presented for an all-student sample (n=7,683), a transfer presented for an all-student sample (n=7,683), a transfer sample sample (n=4,024), and a vocational sample (n=1,607). The (n=4,024), and a vocational sample (n=1,607). The appendixes include a copy of the CCSEQ, suggestions for its appendixes include a copy of the CCSEQ, suggestions for its use (prepared by Karen Lefever and Penny W. Lehman) and for use (prepared by Karen Lefever and Penny W. Lehman) and for the organization of results, a list of community colleges the organization of results, a list of community colleges included in the comparative sample, additional data tables included in the comparative sample, additional data tables related to the CCSEQ's psychometric properties, a reprint related to the CCSEQ's psychometric properties, a reprint of an abstract published in "Leadership Abstracts" of an abstract published in "Leadership Abstracts" describing an article by Jack Friedlander and Peter describing an article by Jack Friedlander and Peter MacDougall entitled MacDougall entitled "Increasing Student Involvement in Learning"; and a CCSEQ "Increasing Student Involvement in Learning"; and a CCSEQ information flyer and order form. Includes 6 references and information flyer and order form. Includes 6 references and 23 tables. (JMC) 23 tables. (JMC) ED345792
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Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . In April 1987, a pilot study was undertaken to develop an instrument designed to assess the effects of life events on instrument designed to assess the effects of life events on undergraduate students' academic performance. Focus was on undergraduate students' academic performance. Focus was on the design and construction of the instrumentthe Life the design and construction of the instrumentthe Life Events and Academic Performance Questionnaire (LEAPQ). Events and Academic Performance Questionnaire (LEAPQ). Subjects were 75 male and 75 female undergraduates at a Subjects were 75 male and 75 female undergraduates at a large public university in the Northeast. Most academic large public university in the Northeast. Most academic departments at the university were represented in the departments at the university were represented in the sample. Students were administered the questionnaire at the sample. Students were administered the questionnaire at the time and place of university registration. The time and place of university registration. The anonymously-completed instrument collected data on anonymously-completed instrument collected data on demography (age, sex, academic major, year in school, and demography (age, sex, academic major, year in school, and place of residence) and life events (death, illness, place of residence) and life events (death, illness, accident or injury, financial history, housing background, accident or injury, financial history, housing background, personal and social life, psychological status, exposure to personal and social life, psychological status, exposure to violence, substance abuse, and legal history). Seven violence, substance abuse, and legal history). Seven subjects provided additional subjects provided additional comments. Results indicate that: (1) life events chosen for comments. Results indicate that: (1) life events chosen for inclusion in the instrument were appropriate; (2) inclusion in the instrument were appropriate; (2) administration and sampling procedures need refinement; and administration and sampling procedures need refinement; and (3) reduction of instrument length would be beneficial. The (3) reduction of instrument length would be beneficial. The LEAPQ is appended. (TJH) LEAPQ is appended. (TJH) ED305394

Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . The goal of this study was to assess the relative merit of various ranges and types of response scales in terms of various ranges and types of response scales in terms of respondent satisfaction and comfort and the nature of the respondent satisfaction and comfort and the nature of the elicited information in a population of seventh grade elicited information in a population of seventh grade students. Three versions of an attitudinal questionnaire, students. Three versions of an attitudinal questionnaire, each containing the same items but employing a different each containing the same items but employing a different response scale, were administered randomly to three groups response scale, were administered randomly to three groups of seventh grade students. Specifically, a 2-point forced of seventh grade students. Specifically, a 2-point forced choice scale (agree-disagree), a traditional 5-point choice scale (agree-disagree), a traditional 5-point (strongly agree to strongly disagree) and a 21-point (strongly agree to strongly disagree) and a 21-point continuous scale which included a neutral position continuous scale which included a neutral position (strongly agree at zero to strongly disagree at 20) were (strongly agree at zero to strongly disagree at 20) were compared. The results indicated the range of a response compared. The results indicated the range of a response scale may not have much bearing on the seventh grade scale may not have much bearing on the seventh grade students' sense of comfort with the instrument. Providing students' sense of comfort with the instrument. Providing neutral or undecided positions appears to increase rates of neutral or undecided positions appears to increase rates of response and the reliability of response and the reliability of the survey data. The range of a wide response scale does the survey data. The range of a wide response scale does not seem to intimidate the seventh grade students, but they not seem to intimidate the seventh grade students, but they feel more comfortable when presented with specifically feel more comfortable when presented with specifically labelled points along that scale. (BAE) labelled points along that scale. (BAE) ED283884

Matthews, E. W. (1979). Questionnaire Construction for Maximum Survey Response. Illinois Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PC01 Plus Postage.

McBean, E. A. A.-N., Sabah Al-Nassri, Sabah . (1982). Questionnaire Design for Student Measurement of Teaching Effectiveness. Effectiveness. . Higher Education v11 n3 p273-88 May 1982 v11 n3 p273-88 May 1982 . The design and use of questionnaires in course and faculty evaluation are discussed and the literature reviewed. evaluation are discussed and the literature reviewed. Problems of questionnaire construction and interpretation Problems of questionnaire construction and interpretation of results are described and a questionnaire developed at of results are described and a questionnaire developed at the Faculty of Engineering at the University of Waterloo is the Faculty of Engineering at the University of Waterloo is given as an example. (Author/MSE) given as an example. (Author/MSE) Reprint: UMI Reprint: UMI EJ265863

Michigan Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . This presentation is an informal discussion of a questionnaire context effect which led to an erroneous questionnaire context effect which led to an erroneous conclusion in analysis of data from the Monitoring the conclusion in analysis of data from the Monitoring the Future project; an annual survey of high school seniors Future project; an annual survey of high school seniors that has occurred since 1975, and that focuses heavily on that has occurred since 1975, and that focuses heavily on their drug use and attitudes about drugs. In 1980, the their drug use and attitudes about drugs. In 1980, the researchers reported distinct shifts in peer norms about researchers reported distinct shifts in peer norms about the regular use of cigarettes, alcohol, or marijuana. the regular use of cigarettes, alcohol, or marijuana. Anomalous trends in Anomalous trends in subsequent years, however, revealed that this shift was due subsequent years, however, revealed that this shift was due primarily to the placement of the questions about friends' primarily to the placement of the questions about friends' disapproval immediately after the questions about parents' disapproval immediately after the questions about parents' disapproval. A revised format, omitting the parent disapproval. A revised format, omitting the parent questions, revealed that the supposed shift in peer norms questions, revealed that the supposed shift in peer norms about drug use was a contextual effect of the placement of about drug use was a contextual effect of the placement of peer approval questions after parent approval questions. peer approval questions after parent approval questions. The paper concludes with speculations about how the context The paper concludes with speculations about how the context effect can effect can influence or distort correlation findings. The presentation influence or distort correlation findings. The presentation includes references along with seven visual displays of includes references along with seven visual displays of data. (TE) data. (TE) ED309367

Murphy, M. J. (1979). Structural Characteristics and Organizational Design Decision. Decision. Utah Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. EDRS Price - MF01/PC02 Plus Postage.
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North Dakota Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . This study attempted to determine if there was a change in job attitude among employees of a state institution for the job attitude among employees of a state institution for the developmentally disabled after a move to new, superior developmentally disabled after a move to new, superior facilities. An attitude scale was constructed and facilities. An attitude scale was constructed and administered in December 1982, prior to the move. A second administered in December 1982, prior to the move. A second testing occurred two months later, after Experimental Group testing occurred two months later, after Experimental Group I had moved, but prior to Experimental Group II's move. The I had moved, but prior to Experimental Group II's move. The third and final testing was completed in May, 1983, after third and final testing was completed in May, 1983, after Experimental Group II had moved into the new facility. Experimental Group II had moved into the new facility. Several different approaches for testing specific Several different approaches for testing specific hypotheses which are some combination of within-group hypotheses which are some combination of within-group contrasts are suggested. The use of imposing side contrasts are suggested. The use of imposing side conditions to construct a full model is shown. (BW) conditions to construct a full model is shown. (BW) ED245001
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Parer, M. S. (1988). Textual Design and Student Learning. Australia; Victoria Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. EDRS Price - MF01/PC05 Plus Postage. The Centre for Distance Learning, Gippsland Institute, The Centre for Distance Learning, Gippsland Institute, Switchback Road, Churchill 3842, Victoria, Australia Switchback Road, Churchill 3842, Victoria, Australia ($20.00). ($20.00). Report/ISSN: ISBN-0-909170-20-7 Report/ISSN: ISBN-0-909170-20-7 . A study was conducted to examine the relationships of four areas of textual design factors that are relevant to areas of textual design factors that are relevant to external students' learning as they use their course study external students' learning as they use their course study guides: the micro and macro textual features, the guides: the micro and macro textual features, the linguistics, and the instructional design elements. Twelve linguistics, and the instructional design elements. Twelve external students from two units at the Gippsland Institute external students from two units at the Gippsland Institute were observed in real time using a Study Protocol Recorder were observed in real time using a Study Protocol Recorder (SPR). They completed the Lancaster Approaches to Studying (SPR). They completed the Lancaster Approaches to Studying Inventory and the Biggs Study Process Questionnaire and Inventory and the Biggs Study Process Questionnaire and were interviewed in a debriefing session. It was found that were interviewed in a debriefing session. It was found that students valued and were aided by access structures, i.e., students valued and were aided by access structures, i.e., devices which gave them access to the author's argument, devices which gave them access to the author's argument, enabling them to gain an overview of the text and to locate enabling them to gain an overview of the text and to locate the key elements of the subject. Although few used the the key elements of the subject. Although few used the terms "access structures" or "advance organizers" to terms "access structures" or "advance organizers" to describe these devices, they did mention the assistance describe these devices, they did mention the assistance given by tables of given by tables of contents, objectives, headings, introductory chapters, contents, objectives, headings, introductory chapters, selective sampling, and summarizing. This led to the selective sampling, and summarizing. This led to the conclusion that access structures are of greater help in conclusion that access structures are of greater help in studying than legibility features. The further conclusion studying than legibility features. The further conclusion was that the use of unambiguous and logical language, with was that the use of unambiguous and logical language, with appropriate sentence and paragraph sequences, can appropriate sentence and paragraph sequences, can compensate for inadequate typographic signalling; and that compensate for inadequate typographic signalling; and that headings, illustrations, and photographs that are not headings, illustrations, and photographs that are not directly relevant can annoy directly relevant can annoy those who seek connections between all elements of the those who seek connections between all elements of the textual presentation. The ideal is for a blend of all four textual presentation. The ideal is for a blend of all four levels of textual elements to aid the external student in levels of textual elements to aid the external student in using course study guides, so that resources invested in using course study guides, so that resources invested in improving textual design will aid both deep and surface improving textual design will aid both deep and surface learners. Two questionnaires are appended. (68 references learners. Two questionnaires are appended. (68 references and 6 tables) (Author/GL) and 6 tables) (Author/GL) ED311881

Personal and telephone surveys are compared to measure differences between the modes for identical questions. Speed of questioning is greater in telephone interviews, and so open-ended items in telephone interviews yield shorter answers. Reduced responses are disproportionately exhibited by younger, affluent respondents, who often provide detailed responses in personal interviews. (Author/KR) EJ191672

Presents and explains a faculty questionnaire designed to give technical writing teachers insights on: (1) types of papers that should be assigned, (2) subject matter for assigned papers, and (3) strategies of inquiry or problem solving from rhetorical invention or research methodology in students' chosen fields. (SRT) UMI EJ352157
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1977). Some Factors Influencing the Design of Courses in Secondary Science: A Questionnaire Study Science: A Questionnaire Study . Educational Studies 3 3 3 3 207-25 207-25 . Describes a study which was undertaken in Britain in 1975 to identify the factors which have the greatest influence to identify the factors which have the greatest influence on teachers in the planning of courses in secondary on teachers in the planning of courses in secondary science, and on their choice of curriculum material for science, and on their choice of curriculum material for those courses. (Author) those courses. (Author)

_____. (1973). Supporting Statement for the Survey Instrumentation of the First Follow-Up Survey for the High School Class of 1972. First Follow-Up Survey for the High School Class of 1972. RTI Project No. 22U-884. RTI Project No. 22U-884. North Carolina Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. EDRS Price - MF01/PC03 Plus Postage. This supporting statement accompanied the first followup questionnaire for the National Longitudinal Study of the questionnaire for the National Longitudinal Study of the High School Class of 1972, when it was submitted for High School Class of 1972, when it was submitted for government clearance. The first part of the statement gives government clearance. The first part of the statement gives the background, uses, and justification of the survey; the the background, uses, and justification of the survey; the largest part describes the plans for the first follow-up largest part describes the plans for the first follow-up (survey procedures, reports and tabulations, schedule); the (survey procedures, reports and tabulations, schedule); the last part discusses consultations and meetings leading to last part discusses consultations and meetings leading to the development of the first followup questionnaire and the development of the first followup questionnaire and concerns about respondent burden, sensitivity, and concerns about respondent burden, sensitivity, and confidentiality. The results of the Census Bureau pretest confidentiality. The results of the Census Bureau pretest and copies of the instruments are appended. (Author/CP) and copies of the instruments are appended. (Author/CP) ED169071

SenGupta, S. (1993). A Mixed-Method Design for Practical PurposesCombination of Concept Mapping, Questionnaire and Interviews. of Concept Mapping, Questionnaire and Interviews. New York Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PC01 Plus Postage. . This paper presents a mixed-method evaluation design which utilizes concept mapping along with questionnaire and utilizes concept mapping along with questionnaire and interviews. Recent developments in mixed-method evaluation interviews. Recent developments in mixed-method evaluation have helped identify five purposes which mixed-method have helped identify five purposes which mixed-method evaluation designs tend to serve. These are triangulation, evaluation designs tend to serve. These are triangulation, complementarity, development, initiation, and expansion. complementarity, development, initiation, and expansion. The present paper discusses how the inclusion of concept The present paper discusses how the inclusion of concept mapping in designing and implementing an evaluation project mapping in designing and implementing an evaluation project can effectively strengthen the findings in line with each can effectively strengthen the findings in line with each of these purposes. The design is presented with the help of of these purposes. The design is presented with the help of three illustrative examples of evaluation and planning three illustrative examples of evaluation and planning studies. A critical analysis of the purposes served by each studies. A critical analysis of the purposes served by each of the components in these studies is presented within the of the components in these studies is presented within the framework of mixed-method design. This includes discussions framework of mixed-method design. This includes discussions on the characteristics of the methods, the importance of on the characteristics of the methods, the importance of the sequence in which they are employed, and the variation the sequence in which they are employed, and the variation in in characteristics of how the methods are juxtaposed for each characteristics of how the methods are juxtaposed for each study. Three tables and four figures are included. study. Three tables and four figures are included. (Contains 12 references.) (Author) (Contains 12 references.) (Author) ED365690

Sistrunk, W. E. (1981). The Development of the Supervisory Behavior Description Questionnaire, Forms 1, and 2. Questionnaire, Forms 1, and 2. Mississippi Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PC01 Plus Postage. . The development of two instruments useful in evaluating supervisory behavior is described in this paper. Form 1 of supervisory behavior is described in this paper. Form 1 of the Supervisory Behavior Description Questionnaire (SBDQ) the Supervisory Behavior Description Questionnaire (SBDQ) is an ordinal-type scale originally composed of eight is an ordinal-type scale originally composed of eight sub-scales and 132 triads of items. Each item is composed sub-scales and 132 triads of items. Each item is composed of a very directive statement, a collaborative statement, of a very directive statement, a collaborative statement, and a very non-directive statement. Form 1 of the and a very non-directive statement. Form 1 of the instrument was field tested on 107 graduate students who instrument was field tested on 107 graduate students who also also completed the California F scale measuring completed the California F scale measuring authoritarianism. The results were correlated with their authoritarianism. The results were correlated with their SBDQ responses. A step-wise multiple regression formula was SBDQ responses. A step-wise multiple regression formula was used to analyze the data. The results indicated that most used to analyze the data. The results indicated that most respondents preferred the directive mode of supervision. respondents preferred the directive mode of supervision. However, a significant majority preferred the non-directive However, a significant majority preferred the non-directive mode of supervision of some behaviors. Few respondents mode of supervision of some behaviors. Few respondents indicated a preference for the collaborative mode of indicated a preference for the collaborative mode of supervisory behavior. Form 2 of supervisory behavior. Form 2 of the SBDQ is a modified semantic differential instrument the SBDQ is a modified semantic differential instrument originally consisting of the statements contained in Form originally consisting of the statements contained in Form 1. Form 2 was administered to 60 graduate students along 1. Form 2 was administered to 60 graduate students along with the Tennessee Self Concept Scale. Some of the findings with the Tennessee Self Concept Scale. Some of the findings are summarized in the text. (Author/MLF) are summarized in the text. (Author/MLF) ED212061

Spitzer, D. (1979). Remember These Dos and Don'ts of Questionnaire Design. Training v16 n5 p34-37 May 1979 v16 n5 p34-37 May 1979. Lists and discusses 17 "do" and 8 "don't" guidelines for educators and trainers to consider when designing data educators and trainers to consider when designing data collection questionnaires. (MF) collection questionnaires. (MF) Reprint: UMI Reprint: UMI EJ209103

Suskie, L. A. (1992). Questionnaire Survey Research: What Works. Resources for Institutional Research, Number Six. Institutional Research, Number Six. Florida Available in microfiche only. Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Association for Institutional Research, 314 Stone Building, Association for Institutional Research, 314 Stone Building, Florida State University, Tallahassee, FL 32306-3038 ($9.95 Florida State University, Tallahassee, FL 32306-3038 ($9.95 prepaid). prepaid). . This monograph for institutional researchers on questionnaire survey research aims to be both a guide to questionnaire survey research aims to be both a guide to the basic steps of survey research and a useful reference the basic steps of survey research and a useful reference tool. The monograph is in an informal, question and answer tool. The monograph is in an informal, question and answer format and organized around the various steps of the survey format and organized around the various steps of the survey research process. Chapter I discusses planning the survey research process. Chapter I discusses planning the survey including determining the purpose of the study, collecting including determining the purpose of the study, collecting background information, designing the survey, and making a background information, designing the survey, and making a time line for completing the project. Chapter II introduces time line for completing the project. Chapter II introduces questionnaire design by discussing the pros and cons of questionnaire design by discussing the pros and cons of various question formats. Chapter III offers guidance on various question formats. Chapter III offers guidance on developing the questionnaire itself in discussions of ways developing the questionnaire itself in discussions of ways to maximize the response rate and establish validity and to maximize the response rate and establish validity and reliability. Chapters IV and V deal with the mechanics of reliability. Chapters IV and V deal with the mechanics of conducting a survey including preparing a cover letter, conducting a survey including preparing a cover letter, pilot testing, and making follow-up mailings as well as pilot testing, and making follow-up mailings as well as preparing the preparing the returned surveys for data processing. Chapter VI summarizes returned surveys for data processing. Chapter VI summarizes statistical principles as a guide to choosing the most statistical principles as a guide to choosing the most appropriate statistical analysis. Chapter VII discusses appropriate statistical analysis. Chapter VII discusses reporting the survey results. Sample questionnaires are reporting the survey results. Sample questionnaires are appended. A bibliography lists 65 sources grouped by topic. appended. A bibliography lists 65 sources grouped by topic. (JB) (JB) ED350915
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1992). The Use of Ethnographic Interviewing to Inform Questionnaire Construction. Questionnaire Construction. . Health Education Quarterly v19 n1 p9-23 Spr 1992 v19 n1 p9-23 Spr 1992 . Ethnographic interviews help researchers avoid assumptions, collect descriptive data, and use language originating with collect descriptive data, and use language originating with respondents. The rich insights such interviews provide into respondents. The rich insights such interviews provide into attitudes, values, and behavior can be useful for survey attitudes, values, and behavior can be useful for survey design and measurement decisions. (SK) design and measurement decisions. (SK) Report/ISSN: ISSN-0195-8402 Report/ISSN: ISSN-0195-8402

Texas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . The physical environment can measurably affect behavior and psychological well-being. This is critical in the case of psychological well-being. This is critical in the case of older persons who are more environmentally vulnerable than older persons who are more environmentally vulnerable than the young due to limited financial resources and decreased the young due to limited financial resources and decreased mobility. A group of 91 olderly residents in multi-story mobility. A group of 91 olderly residents in multi-story private and public housing participated in this study. private and public housing participated in this study. Specific design factors investigated were: type of housing, Specific design factors investigated were: type of housing, floor level, distance to elevators, number of floor level, distance to elevators, number of bedrooms, length of corridor and position on corridor. bedrooms, length of corridor and position on corridor. These factors were examined in relationship to several These factors were examined in relationship to several theoretically-relevant dependent measures: social theoretically-relevant dependent measures: social engagement, morale, physical and emotional health. Multiple engagement, morale, physical and emotional health. Multiple regression analyses revealed several significant regression analyses revealed several significant relationships. Living on short corridors was related to relationships. Living on short corridors was related to relationships. Living on short corridors was related to increased social interaction. Persons living at the ends of increased social interaction. Persons living at the ends of corridors were higher in morale. Proximity to elevators was corridors were higher in morale. Proximity to elevators was positively related to the positively related to the proximity of close friends. Home-owners and proximity of close friends. Home-owners and apartment-dwellers had more social roles and realtionships apartment-dwellers had more social roles and realtionships than persons living in rented houses. Findings suggest a than persons living in rented houses. Findings suggest a human factors focus in architectural planning for the human factors focus in architectural planning for the elderly. (Author) elderly. (Author) ED170670

This study identified teachers' attitudes about educational computing and investigated the effects of a university-offered inservice teacher education course on these concerns. Affective changes in teachers enrolled in the course were measured using the Stages of Concern Questionnaire, and implications of the findings for designers of such courses are discussed. (MBR) EJ341639

Tittle, C. K. (1992). Assessment Research in the Context of Practice. New York Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PC01 Plus Postage. . Commemorating the work of Anne Cleary, the author considers the need for research on assessment in the practice the need for research on assessment in the practice context, provides an example of research in context, and context, provides an example of research in context, and proposes general areas of development for assessment proposes general areas of development for assessment research in the context of practice. Research has shown research in the context of practice. Research has shown that effects of testing programs on practice are often not that effects of testing programs on practice are often not those that were intended. In addition, assessments are those that were intended. In addition, assessments are becoming more complex. These factors and the historical becoming more complex. These factors and the historical independence independence of test developers and measurement practitioners from of test developers and measurement practitioners from educational practitioners make research in the context of educational practitioners make research in the context of educational practice extremely important. The development educational practice extremely important. The development of the Mathematics Assessment Questionnaire (MAQ), a survey of the Mathematics Assessment Questionnaire (MAQ), a survey of students' thoughts and feelings about learning and doing of students' thoughts and feelings about learning and doing mathematical word problems in classroom activity settings, mathematical word problems in classroom activity settings, illustrates research in the context of practice. A illustrates research in the context of practice. A framework has been developed to describe teacher change framework has been developed to describe teacher change using the MAQ using the MAQ assessment. Research in the context of practice will assessment. Research in the context of practice will necessarily link more closely to research on teaching and necessarily link more closely to research on teaching and learning in subject matter areas. To foster this learning in subject matter areas. To foster this integration, examples are needed of new organizational integration, examples are needed of new organizational arrangements and research that makes explicit use of arrangements and research that makes explicit use of theories of teaching and learning. New procedures to extend theories of teaching and learning. New procedures to extend and adapt assessment development are needed, as are and adapt assessment development are needed, as are criteria for evaluating the meaning and use of assessments criteria for evaluating the meaning and use of assessments in context. One table and one in context. One table and one figure illustrate the discussion. (SLD) figure illustrate the discussion. (SLD) ED360385
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_____. (1973). User Evaluation of an Information Service in Social Welfare. Report of an Interview and Questionnaire Study of Welfare. Report of an Interview and Questionnaire Study of the Wiltshire Social Services Staff Digest. Design of the Wiltshire Social Services Staff Digest. Design of Information Systems in the Social Sciences. Research Information Systems in the Social Sciences. Research Reports Series B, Number One. Reports Series B, Number One. As part of a larger research effort to determine what constitutes an effective information system, a user constitutes an effective information system, a user evaluation of the "Wiltshire Social Services Staff Digest", evaluation of the "Wiltshire Social Services Staff Digest", a monthly publication produced by the research and a monthly publication produced by the research and development section of the Social Service Department, was development section of the Social Service Department, was carried out. A stratified sample of 700 among the total carried out. A stratified sample of 700 among the total 2,424 departmental employees received a questionnaire 2,424 departmental employees received a questionnaire designed to obtain data on the use and usefulness of the designed to obtain data on the use and usefulness of the "Digest". In "Digest". In addition, an interview survey was designed to acquire data addition, an interview survey was designed to acquire data on the Digest that could not easily be obtained by the on the Digest that could not easily be obtained by the questionnaire and data on the information requirements of questionnaire and data on the information requirements of the staff. The results indicated that the "Digest" was read the staff. The results indicated that the "Digest" was read by almost everyone in the department. Nearly all by almost everyone in the department. Nearly all respondents (94 percent) read the news section and 79 respondents (94 percent) read the news section and 79 percent found it useful. The library information bulletin percent found it useful. The library information bulletin was read by only half of the respondents and only just over was read by only half of the respondents and only just over a third of the a third of the respondents found it useful. The majority of respondents respondents found it useful. The majority of respondents were satisfied with the present monthly frequency and also were satisfied with the present monthly frequency and also with the presentation. There was a general feeling among with the presentation. There was a general feeling among the interviewees that articles and letters giving personal the interviewees that articles and letters giving personal views and comments ought to be published. Conclusions and views and comments ought to be published. Conclusions and recommendations relate to four main parts of the recommendations relate to four main parts of the information system: the "Digest", the office filing information system: the "Digest", the office filing systems, the information officers, and the role of the systems, the information officers, and the role of the department's library. (CH) department's library. (CH) Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. EDRS Price - MF01/PC02 Plus Postage. The Library, Bath University, Claverton Down, Bath BA2 7AY, The Library, Bath University, Claverton Down, Bath BA2 7AY, England (one English pound) England (one English pound) Report/ISSN: RR-Ser-B-1 Report/ISSN: RR-Ser-B-1 ED087488

Utah Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. . This paper was presented as part of a symposium that dealt with several systematic research efforts that employed a with several systematic research efforts that employed a specific methodologythe Structural Properties specific methodologythe Structural Properties Questionnaire (SPQ)as a measure of organizational Questionnaire (SPQ)as a measure of organizational structure in schools. The "subjects" in this study, 17 structure in schools. The "subjects" in this study, 17 students in a class on organizational behavior, students in a class on organizational behavior, representing 14 different schools in 5 Utah school representing 14 different schools in 5 Utah school districts, were given instruction in structural analysis districts, were given instruction in structural analysis and were asked to describe their and were asked to describe their work organization in specific structural terms. The SPQ was work organization in specific structural terms. The SPQ was administered to the teaching faculty in each of the administered to the teaching faculty in each of the subject's schools. Comparison of school descriptions subject's schools. Comparison of school descriptions provided by the class participants and by the SPQ revealed provided by the class participants and by the SPQ revealed that, while there was some ability to recognize relative that, while there was some ability to recognize relative differences among specific factors, course participants differences among specific factors, course participants were not consistently able to estimate structural levels. were not consistently able to estimate structural levels. In general the class participants were poor judges of the In general the class participants were poor judges of the state of structural state of structural affairs in their school organization. The results of this affairs in their school organization. The results of this study would seem to suggest that administrators, left to study would seem to suggest that administrators, left to their own means, are likely to misread the state of school their own means, are likely to misread the state of school organizational structure. It follows, then, that any design organizational structure. It follows, then, that any design decisions that follow will be misguided. (Author/MLF) decisions that follow will be misguided. (Author/MLF) ED170937
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Wedman, J. F. (1986). Educational Computing Inservice Design: Implications from Teachers' Concerns Research. Teachers' Concerns Research. Iowa Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PC01 Plus Postage.

Wedman, J. F., & Others, A. (1986). Changes in Teachers' Concerns about Educational Computing. . Computers in the Schools v3 n2 p63-71 Sum 1986 v3 n2 p63-71 Sum 1986 . This study identified teachers' attitudes about educational computing and investigated the effects of a computing and investigated the effects of a university-offered inservice teacher education course on university-offered inservice teacher education course on these concerns. Affective changes in teachers enrolled in these concerns. Affective changes in teachers enrolled in the course were measured using the Stages of Concern the course were measured using the Stages of Concern Questionnaire, and implications of the findings for Questionnaire, and implications of the findings for designers of such courses are discussed. (MBR) designers of such courses are discussed. (MBR)

Weinstein, C. E., & Others, A. (1980). Design and Development of the Learning Activities Questionnaire. Questionnaire. Texas Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. EDRS Price - MF01/PC05 Plus Postage. Report/ISSN: ARI-TR-459 Report/ISSN: ARI-TR-459 Contract no.: DAHC19-76-C-0026 Contract no.: DAHC19-76-C-0026 . The Learning Activities Questionnaire (LAQ) was designed and developed to identify which of the following learning and developed to identify which of the following learning strategies were used by individuals in a variety of strategies were used by individuals in a variety of academic and training environments: rote (passive and academic and training environments: rote (passive and active); physical; elaboration; and grouping. After active); physical; elaboration; and grouping. After undergoing two pilot tests, the final version of the LAQ undergoing two pilot tests, the final version of the LAQ was administered to individuals at five different was administered to individuals at five different educational levels: graduate; community college; and three educational levels: graduate; community college; and three groups of Army groups of Army traineeshigh school graduates; general equivalency traineeshigh school graduates; general equivalency diploma holders and trainees who had not completed high diploma holders and trainees who had not completed high school. In ten of the fifteen major comparisons conducted, school. In ten of the fifteen major comparisons conducted, graduate students used each learning strategy significantly graduate students used each learning strategy significantly more than other groups. With the exception of rote methods, more than other groups. With the exception of rote methods, the three non-college groups of Army trainees reported the the three non-college groups of Army trainees reported the lowest use of learning strategies. Rote strategies appeared lowest use of learning strategies. Rote strategies appeared to be used frequently by all groups of respondents. to be used frequently by all groups of respondents. However, However, graduate students supplemented rote strategies with graduate students supplemented rote strategies with additional learning strategies. This was also true, to a additional learning strategies. This was also true, to a lesser extent, for community college students. It appears lesser extent, for community college students. It appears that learners at lower educational levels may not have that learners at lower educational levels may not have developed a broad repertoire of learning strategies and developed a broad repertoire of learning strategies and largely depend on rote strategies. This suggests the need largely depend on rote strategies. This suggests the need for training programs designed to modify learning for training programs designed to modify learning strategies of students and trainees at lower educational strategies of students and trainees at lower educational levels. Statistics, tasks, and levels. Statistics, tasks, and inventories are included. (Author/AEF) inventories are included. (Author/AEF) ED206661

Williams, J. D. W., Jole A. Williams, Jole A. . (1984). Testing Hypotheses in a Repeated Measures Design on Employee Attitudes with Large Samples. Employee Attitudes with Large Samples. North Dakota Available in paper copy and microfiche. Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. EDRS Price - MF01/PC01 Plus Postage.
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Sandra Mathison: Encyclopedia of Evaluation

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