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Definition
| The process of specifying what we mean by a term. In deductive research, it helps to translate portions of an abstract theory into testable hypotheses involving specific variables. In inductive research, it is an important part of the process used to make sense of related observations. |
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| The process of specifying thee operations that will indicate the value of a variable for each case. |
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| The mathematical precision with which the values of a variable can be expressed. |
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| Identifies variable whose values have no mathematical interpretation. Uses discrete categories that vary in kind or quality, but not in amount. |
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| Can be quantitative or qualitative, specifies only the order of the cases, in greater than and less than distinctions. We can know that one category is higher or lower than another, but we cannot know how much larger or smaller. |
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| Numbers which represent a fixed measurement of units but have no absolute zero point. Can determine order as well as degree of difference between answers. Ex. How long is your prison sentence? Answer can't be zero. |
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| Fixed measuring units with an absolute zero point (zero meaning absolutely no amount out of whatever the variable indicates. Can determine order as well as degree of difference between answers. Ex. How many times have you been arrested? Answer could be zero. |
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| Exists when a measure actually measures what we think it does. |
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| It appears to measure the concept of interest, if it obviously pertains to the meaning of the concept of interest. The type of validity that exists when an inspection of items used to measure a concept suggests that they are appropriate on their face. |
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| A measure has this if it covers the full range of the concept's meaning. The type of validity that exists when the full range of a concept's meaning is covered by the measure. |
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| Achieved when scores obtained on one measure can be accurately compared to those obtained with a more direct or already validated measure of the same phenomenon. |
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| Social researchers strive for this when no clear criterion exists for validation purposes. Researchers agree on certain indicators to verify concept. The type of validity that is established by showing that a measure is related to other measures as specified in a theory. |
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Definition
| When a measure yields consistent scores or observations of a given phenomenon on different occasions. A prerequisite for measurement validity. |
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| Research in which information is obtained from a sample of individuals through their responses to questions about themselves or others. |
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| The versatility, efficiency, and generalizability of the data. |
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| Versatility (Features of Survey Research) |
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| Having the ability to be used for just about anything, any topic, any subject. |
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| Efficiency (Features of Survey Research) |
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| Ability to be done quickly and easily. |
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| Generalizability (Features of Survey Research) |
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| Term used to describe how a survey can be give to many people. |
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| Respondent answers how they want to answer. |
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| Researcher forces respondents to answer a certain way. Makes it easier and quicker to analyze data, but may not have all the potential options for respondents to choose from. |
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| Asked to provide basic descriptions relevant to the members of the population in the study. |
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| A survey question used to identify a subset of respondents who then are asked other questions. |
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| Principles for writing good questions |
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Definition
| Write clear and meaningful questions, avoid confusing phrasing (double negatives, cultural context, slang, etc.) and jargon (legal terms, recidivism, and penal codes), minimize the risk of bias (leading questions, negative associated terms). |
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| A question which contains a controversial or unjustified assumption. |
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| A variable's attributes or values where every case can be classified as having only one attribute. |
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| A variable's attributes or values when every case can be classified into one of the categories. |
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| Survey respondents who see themselves as being neutral on an issue and choose a middle (neutral) response that is offered. |
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Definition
| Survey respondents who provide an opinion on a topic in response to a closed-ended question that doesn't include a “don't know” option, but will choose “don't know” if it is available. |
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Term
| Mailed Surveys (Benefits) |
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Definition
| Confidential, able to send to a large sample, cluster sampling capabilities, more control. |
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| Mailed Surveys (Drawbacks) |
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Definition
| Expensive, people won't return it, extra work for respondents. |
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| Group Administered Surveys (Benefits) |
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Definition
| Lots of respondent answered at once, guaranteed to get an answer. |
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| Group Administered Surveys (Drawbacks) |
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Definition
| Could be biased, influences on honest due to the lack of space. Lacks confidentiality. |
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| Telephone Surveys (Benefits) |
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| Able to perform random sampling |
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| Telephone Surveys (Drawbacks) |
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| Biased, more likely to get older respondents, not a representative sample. |
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| In-Person Surveys (Benefits) |
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| Respondent response is very high and ability to ask more questions and be more detailed and complex. Considered the best survey design. |
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| In-Person Surveys (Drawbacks) |
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Definition
| Very expensive, time consuming process, and respondents may not be truthful when asking certain questions. |
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| Electronic Surveys (Benefits) |
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Definition
| Easy, quick, and inexpensive. |
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| Electronic Surveys (Drawbacks) |
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Definition
| Not representative sample as not everyone is technologically equipped or capable, and also young people tend to answer more than older people. |
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Term
| Participant Observation (Type of Field Research) |
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Definition
| Develop sustained relationship with people while they go about their normal activities. Researchers must determine how much involvement is needed and appropriate. Used when answers can't be told through a questionnaire, where one has to experience to understand. |
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| Complete Observation (Type of Field Research) |
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Definition
| Researcher tries to see things as they happen without actually participating in or disrupting these events. Subjects may not be aware they are being studied. Common when observing specific types of events and behaviors that occur in pubilc. |
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| Covert Participation (Type of Field Research) |
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Definition
| Research operates as fully functioning members of the group or social setting. Most people being studied are not aware of being studied. Problems with ethical concerns because of lack of consent. Must keep the “act” up, sometimes difficult to record. If identity is exposed, may be dangerous. May also lose objectivity and become too involved. |
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| Field Research (Type of Qualitative Method) |
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Definition
| Research in which natural social processes are studied as they happen and left relatively undisturbed. |
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| Intensive Interviewing (Type of Qualitative Method) |
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Definition
| A qualitative method that involves open-ended, relatively unstructured questioning in which the interviewer seeks in-depth information on the interviewee's feelings, experiences, and perceptions. |
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| Focus Groups (Type of Qualitative Method) |
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| A qualitative method that involves unstructured group interviews in which a leader encourage discussion among participants on the topics of interest. |
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| Strategies for Qualitative Research |
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Definition
| Learn about the setting of the field, find someone to get your foot in the door and show you the ropes. Develop and maintain relationships. Sampling people and events. Take notes while observing as the many way of collecting data. Have systematic observations. |
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| Analyzing qualitative data |
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Definition
| Documentation of data and process data collection, organization/categorization of the data into concepts. Connection of the data to show how one concept influences another. Analyze words, contexts, internal consistency, frequency, extensiveness, demeanor of people. Have reflexivity, provide one perspective to allow other researchers to evaluate findings. |
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| Ethical issues in qualitative research |
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Definition
| Privacy, confidentiality, and anonymity. Intervention and advocacy. Research integrity and quality. Ownership of data and conclusions. |
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Term
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Definition
| Data someone else collected. Using pre-existing data in a different way of to answer a different research question than intended by those who collected the data. |
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Term
| Why were use secondary data? |
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Definition
| Saves time that would otherwise be spent collecting data and, particularly in the case of quantitative data, provides larger and higher-quality databases that would be unfeasible for any individual researcher to collect on their own. In addition, analysts of social and economic change consider this essential, since it is impossible to conduct a new survey that can adequately capture past change and/or developments. |
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| Historical events (ways to analyze secondary data) |
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Definition
| Research in which social events of only one time period in the past are studied. Cross sectional examination of something that occurred in the past. May be a case study of important event to examining it potential long term importance. |
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| Content analysis (ways to analyze secondary data) |
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Definition
| A research method for systematically analyzing and making inferences from text. |
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| Crime Mapping (ways to analyze secondary data) |
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Definition
| Provided visual and statistical analysis of the spatial nature of crime and other events. Allows linking crime data to other data allowing for relationships between variables to be established. Provides maps to visually communicate analysis results. |
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| Challenges of Secondary Data |
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Definition
| Interpretations are within the context of the studies. May have biased telling of stories, based on the biases of someone else. |
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Term
| Evaluation of research quality |
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Definition
| Application of social research techniques to assess social programs and policies. Allows us to see if a program or policy is working and how it is working. Needs to be systematically evaluated regardless of relation to people, addresses accountability, evaluate using multiple methods. |
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| Needs Assessment (Evaluation research) |
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Definition
| Asks if the program is needed? Is an existing program still needed? |
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| Process Evaluation (Evaluation Research) |
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Definition
| How does the program operate? Is it doing what it says it does? May be conducted in real time and include program improvements. Typically collects both quantitative and qualitative data. |
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| Impact/Outcome Evaluation (Evaluation Research) |
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Definition
| Did program have intended consequences? |
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| Outcome (Evaluation Research) |
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Definition
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| Impact (Evaluation Research) |
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Definition
| The effect on a larger system or community. |
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| Efficiency Study (Evaluation Research) |
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Definition
| Do financial benefits of a program offset the costs of providing the program? Focus on cost-benefit or cost-effectiveness. Requires identification and reassessment of costs and benefits in dollars. Data evaluations of money or numbers of people. |
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| Evidence based practices & policies |
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Definition
| Policies are based on a systematic review of available evidence and evaluation research. Research has vast potential to impact policy, but agencies are under increasing pressure to enact policy that is based on empirical evidence. |
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| Ethical Issues in Evaluation |
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Definition
| Most issues concern outcome and impact studies. Issues are somewhat different from other research. Issues related to clients, design and conduct, and use of results. |
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