Jimmie Leppink – författare
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This book focuses on experimental research in two disciplines that have a lot of common ground in terms of theory, experimental designs used, and methods for the analysis of experimental research data: education and psychology. Although the methods covered in this book are also frequently used in many other disciplines, including sociology and medicine, the examples in this book come from contemporary research topics in education and psychology. Various statistical packages, commercial and zero-cost Open Source ones, are used.
The goal of this book is neither to cover all possible statistical methods out there nor to focus on a particular statistical software package. There are many excellent statistics textbooks on the market that present both basic and advanced concepts at an introductory level and/or provide a very detailed overview of options in a particular statistical software programme. This is not yet another book in that genre.
Core theme of this book is a heuristic called the question-design-analysis bridge: there is a bridge connecting research questions and hypotheses, experimental design and sampling procedures, and common statistical methods in that context. Each statistical method is discussed in a concrete context of a set of research question with directed (one-sided) or undirected (two-sided) hypotheses and an experimental setup in line with these questions and hypotheses. Therefore, the titles of the chapters in this book do not include any names of statistical methods such as ‘analysis of variance’ or ‘analysis of covariance’. In a total of seventeen chapters, this book covers a wide range of topics of research questions that call for experimental designs and statistical methods, fairly basic or more advanced.
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By uniting key concepts and methods from education, psychology, statistics, econometrics, medicine, language, and forensic science, this textbook provides an interdisciplinary methodological approach to study human learning processes longitudinally. This longitudinal approach can help to acquire a better understanding of learning processes, can inform both future learning and the revision of educational content and formats, and may help to foster self-regulated learning skills.
The initial section of this textbook focuses on different types of research questions as well as practice-driven questions that may refer to groups or to individual learners. This is followed by a discussion of different types of outcome variables in educational research and practice, such as pass/fail and other dichotomies, multi-category nominal choices, ordered performance categories, and different types of quantifiable (i.e., interval or ratio level of measurement) variables. For each of these typesof outcome variables, single-measurement and repeated-measurements scenarios are offered with clear examples. The book then introduces cross-sectional and longitudinal interdependence of learning-related variables through emerging network-analytic methods and in the final part the learned concepts are applied to different types of studies involving time series. The book concludes with some general guidelines to give direction to future (united) educational research and practice.This textbook is a must-have for all applied researchers, teachers and practitioners interested in (the teaching of) human learning, instructional design, assessment, life-long learning or applications of concepts and methods commonly encountered in fields such as econometrics, psychology, and sociology to educational research and practice.
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This book examines the types of problems and constraints faced by specialists in the areas of security, medicine, mental health, aviation and engineering. Every day we rely on highly trained specialists to solve complex problems in high-stakes environments, that is, environments involving direct threats to the preservation of human life.
While previous work has tended to focus on problem solving in a single domain, this book covers multiple, related domains. It is divided into three parts, the first of which addresses the theoretical foundations, with coverage of theories of instructional design and expertise. Part two covers the five high-stakes domains and offers directions for training in these domains. In turn, part three provides practical guidelines for instructional design in high-stakes professions, including learner analysis, task analysis, assessment and evaluation.
The book is intended for a broad readership, including those who operate in high-stress, time-pressure occupations. Trainers at professional organisations can utilise the theoretical frameworks and training strategies discussed in this book when preparing their clients for complex, real-world problem solving. Further, the book offers a valuable resource for academics and graduate students, as well as anyone with an interest in problem solving.
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This professional book reports on the development, implementation, evaluation, and further improvement of an innovative training program for preceptors (tutors) and residents in a specific healthcare context. It draws on key literature in internationally recognized journals and books, uses important legal considerations from the local context, and applies well-established principles from longitudinal and mixed-methods research. It also provides a coherent review of the state-of-the-art of the literature on the matter, outcomes of a three-year project in which research was longitudinally integrated into two training programs—one for preceptors (tutors) and one for residents—as well as lessons learned from this project.
Practitioners and local healthcare providers can learn step-by-step how to work toward truly innovative training programs for their professionals and residents and how to develop a culture based on human professional values as well as continuous quality improvement. Simultaneously, researchers can learn how to integrate research into training programs in order to create better programs and establish a sustainable line of research that responds to social accountability questions of local healthcare providers. Finally, this book helps politicians to acquire an in-depth understanding of what it takes to innovate teaching and training in a healthcare system that has been under tremendous pressure and how funding in near future may be allocated in order to facilitate that innovation and its future.
While this book focuses on a local healthcare context, the training programs and empirical studies around it as presented in the book can be replicated in local healthcare settings anywhere else and can be used to facilitate future inter-institutional collaborations for both training and research.