INSTRUCTOR’S MANUAL Revised for the Second Canadian Edition by Karen Kobayashi, University of Victoria Denis Wall
Basics of Social Research: Qualitative and Quantitative Approaches Second Canadian Edition
W. Lawrence Neuman Karen Robson
Instructor’s Manual for Neuman and Robson, Basics of Social Research Second Canadian Edition TABLE OF CONTENTS Preface
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List of Student Skills Developed and Evaluated With Test Questions
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Chapter 1:
Doing Social Research
1
Chapter 2:
Theory and Social Research
3
Chapter 3:
Ethics in Social Research
5
Chapter 4:
Reviewing the Scholarly Literature and Planning a Study
7
Chapter 5:
Designing a Study
8
Chapter 6:
Qualitative and Quantitative Measurement
10
Chapter 7:
Qualitative and Quantitative Sampling
12
Chapter 8:
Survey Research
14
Chapter 9:
Experimental Research
16
Chapter 10:
Nonreactive Quantitative Research and Secondary Analysis 18
Chapter 11:
Analysis of Quantitative Data
20
Chapter 12:
Qualitative Interviewing
22
Chapter 13:
Field Research
24
Chapter 14:
Nonreactive Qualitative Research
26
Chapter 15:
Analysis of Qualitative Data
28
Chapter 16:
Combining Methods in Social Science Research
30
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Instructor’s Manual for Neuman and Robson, Basics of Social Research Second Canadian Edition PREFACE This instructor’s manual has been prepared for use with Basics of Social Research: Qualitative and Quantitative Approaches, Second Canadian Edition. It provides instructors with an outline of content for discussing and reviewing chapter material with students, including a list of major chapter topics and chapter learning objectives. The manual also provides information about the testbank that accompanies the text, in both Microsoft Word and Pearson MyTest formats. Two charts, one for essay and one for multiple-choice questions, show the chapter topic, chapter objective, and skill being tested. Some skills are very general and others are specific and closely linked to specific objectives. A list of 50 student skills is provided on the following pages, with a broad classification using Bloom’s Taxonomy of six cognitive learning objectives. Some questions test multiple skills, but only the dominant one is listed. No test questions are classified as being at the two highest levels Bloom’s taxonomy—synthesis and evaluation. These higher level skills are best developed in students and evaluated by instructors through in-depth research papers, research projects, or similar learning activities. The testbank itself features vocabulary, essay, and multiple-choice questions for each of the 16 chapters of the textbook. Each question is accompanied by the following information: 1. Approximate difficulty level 1–9, with 9 being the most difficult 2. A learning objective tied to content material of a specific chapter 3. General student skill development 4. Reference page(s) in the textbook 5. The general chapter topic that is covered
New to this edition, MyResearchKit offers a variety of resources to complement and expand the material in the text: • • •
Self-grading practice tests help students assess their strengths and weaknesses for targeted study. MySearchLab gives students extensive help with both research and writing and provides round-the-clock access to credible and reliable source material. Videos and supplementary topics support and expand on the discussions in the text.
Students receive an access code with the purchase of a new textbook; contact your Pearson sales representative for instructor access.
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Instructor’s Manual for Neuman and Robson, Basics of Social Research Second Canadian Edition LIST OF STUDENT SKILLS DEVELOPED AND EVALUATED WITH TEST QUESTIONS (The Roman numeral refers to Bloom’s Taxonomy, see end of list.) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46.
Applies abstract learning to realistic situations. (III) Recognizes differences between science and non-scientific approaches to knowledge. (IV) Displays an ability to extend learning to new situations or to use in new ways. (IV) Expresses familiarity with the range of acceptable techniques/methods in social research. (II) Shows an awareness of appropriate research procedures/processes for diverse situations. (III) Explains reasons for using a specific research process/procedure. (II) Makes distinctions among related scientific ideas/processes. (IV) Provides concrete examples of abstract theoretical ideas/principles. (III) Can read and express an understanding of a simple set of causal relations. (II) Able to utilize both inductive and deductive approaches to research. (IV) Can explain differences among and strengths of the three approaches to social science (IV) Recognizes and can apply ethical principles to social research situations. (III) Explains the need to balance competing ethical principles. (IV) Recognizes and can use the American Sociological Review bibliographic style. (I) Understands the types and strengths/weaknesses of various source materials. (II) Capable of comparing features of qualitative and quantitative research designs. (IV) Distinguishes among and properly uses various types of variables and causal hypotheses. (IV) Able to read and understand symbolic causal diagrams. (I) Detects potential logical problems that can arise in causal explanations. (IV) Able to explain the relationship between a general topic and a testable research hypothesis. Recognizes and can describe the parts of the measurement process. (II) Able to distinguish between reliability and validity and to discuss several types of them. (II) Can identify measurement scales and explain index construction issues. (I) Discerns when standardization is necessary for measurement. (IV) Properly identities a variable’s level of measurement. (I) Able to identify types, and knows proper use of nonprobability samples. (II) Properly uses random sampling terms and can compute relevant sample statistics. (II) Recognizes situations when various types of random samples should be used. (IV) Writes good survey questions and applies proper questionnaire design techniques. (III) Identifies and knows when/how to use various types of questionnaire questions. (III) Identifies the strengths and weaknesses of survey administration methods. (IV) Recognizes proper survey research interviewing techniques. (I) Identifies the parts of experimental design and recognizes/names the major designs. (I) Identifies several threats to an experiment’s internal validity. (II) Recognizes and can explain external validity issues in experiments. (II) Reads experimental design notation format and can explain it. (I) Interprets the basic quantitative results of an experiment. (II) Knows coding issues in content analysis and limitations of the method. (II) Identifies the strengths and weakness of existing statistics and secondary data. (IV) Able to calculate, read, and correctly interpret univariate statistics. (II) Able to calculate, read, and correctly interpret simple bivariate statistics. (II) Able to explain and correctly interpret statistical significance. (II) Able to interpret multivariate statistical relationships. (II) Identifies field research entry and qualitative interview techniques. (I) Capable of taking notes for field research. (III) Explains social role and relations in a field site. (II) .
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Instructor’s Manual for Neuman and Robson, Basics of Social Research Second Canadian Edition 47. 48. 49. 50.
Explains the complexities of historical-comparative data gathering. (IV) Explains qualitative data coding and data analysis strategies. (II) Distinguishes between reports of qualitative and quantitative research. (IV) Able to define key terms. (I)
Bloom’s Taxonomy of Cognitive Objectives I. Knowledge II. Comprehension III. Application IV. Analysis V. Synthesis VI. Evaluation
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