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Books on the topic 'Online questionnaires'

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Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

A, Ritter Lois, ed. Conducting online surveys. Thousand Oaks: Sage Publications, 2007.

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2

Online instruments, data collection, and electronic measurements: Organizational advancements. Hershey, PA: IGI Global, 2013.

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3

Hibbert, John. Online rolling user feedback questionnaire. Manchester: JISC, 1996.

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4

McFerran, Jason. Development of an online census questionnaire. [s.l: The Author], 2003.

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5

Lewis, Jamie. Dealing with Qualitative Questionnaire Data: Studying an Online Irritable Bowel Syndrome (IBS) Support Group. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2015. http://dx.doi.org/10.4135/9781473938045.

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6

Sue, Valerie M., and Lois A. Ritter. Conducting Online Surveys. Sage Publications, Inc, 2007.

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7

Sue, Valerie M., and Lois A. Ritter. Conducting Online Surveys. Sage Publications, Inc, 2007.

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8

Custom Surveys Within Your Budget: Maximizing Profits Through Effective Online Research Design. Paramount Market Publishing, Inc., 2010.

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9

(Editor), Lois A. Ritter, and Valarie M. Sue (Editor), eds. The Use of Online Surveys in Evaluation: New Directions for Evaluation (J-B PE Single Issue (Program) Evaluation). Jossey-Bass, 2007.

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10

1975-, Jackob Nikolaus, Schoen Harald, and Zerback Thomas, eds. Sozialforschung im Internet: Methodologie und Praxis der Online-Befragung. Wiesbaden: VS, Verlag für Sozialwissenschaften, 2009.

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11

1975-, Jackob Nikolaus, Schoen Harald, and Zerback Thomas, eds. Sozialforschung im Internet: Methodologie und Praxis der Online-Befragung. Wiesbaden: VS, Verlag für Sozialwissenschaften, 2009.

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12

Durand, V. Mark. When Children Don't Sleep Well: Parent Workbook. Oxford University Press, 2008. http://dx.doi.org/10.1093/med:psych/9780195329483.001.0001.

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This online guide will help parents effectively manage their child's sleep problems without the use of drugs. Each module describes a different problem and gives options for treating it. Bedtime disturbances, night waking, sleep terrors, nightmares, and other sleep-related issues are all addressed in this workbook. It also includes a module on bedwetting. Working with a therapist, parents will choose the best intervention options for their family. It provides step-by-step instructions for carrying out each intervention, is easy-to-use, and complements the program described in the corresponding therapist guide. It includes questionnaires for parents about their child(ren) and family, as well as forms for recording the child's sleep and behaviour.

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13

Buchanan, Tom. Personality testing on the internet. Edited by Adam N. Joinson, Katelyn Y. A. McKenna, Tom Postmes, and Ulf-Dietrich Reips. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199561803.013.0028.

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This article provides an overview of some of the key issues in online personality assessment, offers practical advice for people planning to use such tests in research or applied settings, and highlights some priorities for future research. As well as personality inventories, it considers other forms of self-report-questionnaire-based psychological assessment that may reflect relatively stable individual differences but not strictly fall into traditional models of personality. For example, these are considered in the discussion of equivalence between online and offline tests, because it is likely that any psychological processes affecting the completion of online personality tests (e.g., increased self-disclosure) will be shared with these instruments as well. In terms of methodology, if not the constructs being measured, there are strong similarities that will inform discussion of issues such as equivalence. The same is true of research on online survey methodology – again, there are valuable lessons to be learned from that body of literature.

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14

Stanford, James N. New England English. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190625658.001.0001.

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For nearly 400 years, New England has held an important place in the development of American English, and “New England accents” are very well known in popular imagination. But since the 1930s, no large-scale academic book project has focused specifically on New England English. While other research projects have studied dialect features in various regions of New England, this is the first large-scale scholarly project to focus solely on New England English since the Linguistic Atlas of New England. This book presents new research covering all six New England states, with detailed geographic, phonetic, and statistical analysis of data collected from over 1,600 New Englanders. The book covers the past, present, and future of New England dialect features, analyzing them with dialect maps and statistical modeling in terms of age, gender, social class, ethnicity, and other factors. The book reports on a recent large-scale data collection project that included 367 field interviews, 626 audio-recorded interviews, and 634 online written questionnaires. Using computational methods, the project processed over 200,000 individual vowels in audio recordings to examine changes in New England speech. The researchers also manually examined 30,000 instances of /r/ to investigate “r-dropping” in words like “park” and so on. The book also reviews other recent research in the area. Using acoustic phonetics, computational processing, detailed statistical analyses, dialect maps, and graphical illustrations, the book systematically documents all of the major traditional New England dialect features, other regional features, and their current usage across New England.

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15

Nadel, Meryl, and Susan Scher. Not Just Play. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190496548.001.0001.

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Not Just Play: Summer Camp and the Profession of Social Work offers the only book written in many decades that focuses on the relationship between social work and the summer camp movement. Is camp just play or more? This volume responds with a comprehensive treatment of this underappreciated field of practice. In addition to updating their knowledge, social workers, students, and camp professionals will benefit froem the book’s exploration of many perspectives on this subject. The text features four sections. An introduction to underlying concepts is followed by a historical perspective on the profession’s significant involvement in the development of nonprofit camps. The third section examines ways in which social workers contribute to camps: providing skilled practitioners for a range of key roles, serving as venues for research and recruitment to the profession, and providing a milieu for growth through group membership. The concluding section explores the myriad of opportunities offered by today’s camps for social workers and social work students. Not Just Play offers several distinctive and unique features. Although scholarly research is a hallmark of the book, case vignettes are incorporated into many chapters. All comprise either first-person contributions or use primary source material. In addition, numerous quotations gathered from interviews and online questionnaires are incorporated into the text, many from well-known social workers citing the impact of their camp involvement. The book will inspire its readers to incorporate the peaceful, invigorating, growth experiences of summer camp and its environs with their client systems and—perhaps—themselves.

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16

Ebner, Carmen. Attitudes to British usage. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198808206.003.0009.

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In this chapter Carmen Ebner discusses how the attitudes of British English speakers have changed by comparing the findings of an earlier usage attitude study conducted by Mittins et al. (1970) with recently collected data on the same usage problems via an online questionnaire. In particular, she will look at the split infinitive, between you and I, differently than, the dangling participle (as in pulling the trigger, the gun went off), and literally. As a result, she will be able to compare what are in effect two snapshots of current usage, and identify possible changes in attitudes towards these disputed linguistic items.

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17

Honorato, Hercules Guimarães. Relato de uma experiência acadêmica: O "eu" professor-pesquisador - Vol III. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-378-7.

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This study aims to present the plurality of the teacher’s perception, which emerges from the actions taken to minimize the difficulties that come up in remote education. Its relevance is found in the actions and reactions of those involved, and make up possibilities for generating public policies that motivate and foster quality education. The following research question guided this work: What lessons could be learned by those involved in their teaching practice after schools reopen? An exploratory research was carried out, by choosing the methodological approach of qualitative research. Data collection was performed using an online questionnaire, directed to teachers who worked in the classroom and started working in remote education. Sharing knowledge is complex and demands a variety of actions, interventions, processes that, however sophisticated the technology used, it certainly does not allow to develop all the strategies that the teacher uses in the classroom. Technologies help with physical distance. But we believe the exchange that happens naturally between teacher and student, and between student and student, exists only when everyone is in the same physical environment, under the same physical and human conditions, especially in basic education. The lessons learned: (i) improve our training or post-training with the introduction of disciplines related to digital and technological means; (ii) understand that remote education is a possibility to be applied in our teaching practice; (iii) include viable teaching, learning and assessment alternatives in the Political Pedagogical Project; (iv) at parent-teacher conferences or class meetings, seek to collect all possible observations, both positive and negative. We need to considerate new routes, minimize the questions that arise during practice, in order to adapt to the new technological strategies of the art of teaching.

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