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Working with Low Survey Response Rates: The Efficacy of Weighting Adjustments.
Peer reviewed Peer reviewed
Dey, Eric L. – Research in Higher Education, 1997
A study investigated the effectiveness of a weighting procedure for adjusting survey results to correct for nonresponse bias. Using data from a Cooperative Institutional Research Program followup survey, results indicate that the procedure is highly effective in univariate distributions; its effectiveness in adjusting correlation and regression…
Descriptors: Data Analysis, Followup Studies, Higher Education, Research Methodology
A Comparison of Carnegie and NCES Data on Postsecondary Faculty: Ambiguities and Disjunctures.
Peer reviewed Peer reviewed
Leslie, David W.; Fygetakis, Elaine C. – Research in Higher Education, 1992
This paper compares the results of National Center for Education Statistics (NCES) and the Carnegie surveys of postsecondary faculty and notes the differently constructed samples, the different response rates, and different weighting schemes in analysis and interpretation. Inconsistencies in the surveys' results are identified and methodological…
Descriptors: College Faculty, Data Analysis, Data Interpretation, Higher Education
The Course Effect Is Small: A Reply to Romney.
Peer reviewed Peer reviewed
Gillmore, Gerald M. – Research in Higher Education, 1980
The critical issues, in a dispute between Romney's interpretation of his results and Gillmore's interpretation, are described as whether the teacher factor should be treated as fixed or random in the analysis of variance model and what conclusions can be drawn from the results of the study. (Author/MLW)
Descriptors: Data Analysis, Data Collection, Higher Education, Research Methodology
An Assessment of the Minimum Reading Comprehension of Prospective Teachers as Defined by a De Facto Standard.
Peer reviewed Peer reviewed
Rankin, Earl F.; Lacefield, Warren E. – Research in Higher Education, 1985
Minimum reading comprehension of prospective teachers and average readability of required undergraduate textbooks are contrasted. The Degrees of Reading Power (DRP) test, which represents student test scores, and textbook readability measurements on the same scale was used. Teacher education program applicants in Kentucky participated. (Author/MLW)
Descriptors: Beginning Teachers, Certification, College Students, Data Analysis