كتاب Standardized Interviewing - Minimizing Interviewer-Related Error
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 كتاب Standardized Interviewing - Minimizing Interviewer-Related Error

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تاريخ التسجيل : 01/07/2009
العمر : 32
الدولة : مصر
العمل : مدير منتدى هندسة الإنتاج والتصميم الميكانيكى
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أحضرت لكم كتاب
Standardized Interviewing
Minimizing Interviewer-Related Error
Floyd J. Fowler, Jr.
Thomas W. Mangione
Applied Social Research Methods Series
Volume 18  

كتاب Standardized Interviewing - Minimizing Interviewer-Related Error  S_s_i_10
و المحتوى كما يلي :


CONTENTS
Foreword 9
Acknowledgments 10
I. What Is a Standardized Survey Interview? 11
The Nature of Survey Interviews 11
Sources of Error in Surveys 12
The Role of the Interviewer 13
Survey as Measurement: The Need for Standardization
A Comparison with Two Other Types of Interviews
When and When Not to Standardize in Social Research
About the Book: Approaches to Minimizing
Interviewer-Related Error 21
2. What Is Interviewer-Related Error?
The Significance of Standardization
Detecting Interviewer-Related Error
Conclusion
3. Standardised Interviewing Techniques
Reading Questions as Worded
Probing Inadequate Answers 37
Recording Answers 46
Being Interpersonally Neutral 48
Training the Respondent
Conclusion
4. Establishing the Context for Standardized Interviews 55
Respondent Reasons for Participating in Surveys 56
The Interviewer-Respondent Relationship
Setting Standards for the Respondent
Conclusion
5. The Role off Question Design In Standardized Interviewing 77
Question Content 77
I Question Form 80
The Question-and-Answer Process 80
Correlates of Probing
Specific Threats to Standardized Measurement
Designing Survey Instruments to Minimize Interviewer Effects 89
Strategies for Identifying Question Problems 92
Conclusion 94
6. Interviewer Sctfrtnn »nH Tntwvfewer-Bghtwl Error 96
Interviewer Characteristics and Performance
Interviewer Characteristics and the Context of the Interview
Interviewer-Respondent Relationships
Conclusion
7. Training Interviewers 106
Options for Training 106
A Study of the Value of Interviewer Training
Effect of Training on How Interviewers Were
108
Oriented tn Their Jobs 110
Interviewing Skills 113
Respondent Perceptions of Interviewers
Effect of Training on Data Quality
Conclusion
8, Interviewer Supervision 120
Information for Supervision 120
A Study of the Effect of Monitoring Interviewers
Interviewer Orientation tn the Inh
Effects of Tape Recording on Respondents
Effect of Monitoring on Interviewer Skills
Effects of Monitoring on Quality of Data
Conclusion
9. How to Reduce Interviewer-Related Error in Surveys 136
Question Design 136
Interviewing Procedures 138
The Relationship with the Respondent 138
Interviewer Selection 139
Interviewer Training
Supervision
Conclusion 142
References 145
Index 149
About the Authors 151
TABLES
Table 1.1: Sources of Error in Surveys
Table 1.2: Comparison of Types of Interviews
Table 2.1: Components of Variance of Answers
Table 2.2: The Effect of Unreliability on Correlations
Table 2.3: Calculation of Rho and Design Effects
Table 2.4: Multipliers of Estimates of Standard Errors of Means
(DEFTS) Due to Interviewer Effects for Selected Values
of Rho and Average Interviewer Assignments
Table 3.1: Standardized Interviewing and Its Impediments
Table 3.2: Guidelines for Recording Answers for Different Types
of Questions
Table 4.1: Measures of Respondent Information About the
Health Interview Survey by Respondent Education
Table 4.2: Respondent Perceptions of Why People Would React
Positively to an Interview
Table 4.3: Distribution of Respondent Reports of What Interviewer
Was Most Like, Next Most Like, and Least Like
Table 4.4: Answers to Question 37: "Some people say they would
rather an interviewer be businesslike
—stick to her jobwhile some say they would rather the interviewer visit
a little which would you like best?"
Table 4.3: Summary of Correlates of Reporting Quality Related to
Standards for Performance
Table 4.6: Respondent Perception of Interview Standards by
Interviewer Concern About Efficiency and Accuracy
for High School Graduates Only
Table 4.7: Percent of Persons in Selected Response Categories
by Experimental Interview Treatment
Table 3.1: Significant Correlations Between the Incidence of
Specific Interviewer Behaviors and Rho
Table 3.2: Significant Correlations Between the Incidence of
Specific Interviewer Behavior and Question Characteristics
Table 3.3: Adverbial Equivalents
Table 6.1: Selected Indicators of Interpersonal Attraction of
Interviewer and Respondent by Education of Respondent
Table 6.2: Respondent Ratings of Interviewers by Interviewer Gender
Table 7.1: Summary of Training Experiences by Length of
Training (in minutes)
Table 7.2: Proportion of Interviewers Saying Their Preparation Was
“Less Than Needed” in Several Areas of Interviewer
Skills by Length of Training Program
Table 7.3: Selected Measures of Interviewer Behavior from Coding
Taped Practice Interviews by Length of Training Program
Table 7.4: Selected Measures of Interviewer Behavior from Cbding
Taped Interviews by Length of Training Program
(supervision level III only)
Table 7.3: Respondent Ratings by Length of Training Program
Table 8.1: Monitoring Form
Table 8.2: Interviewer Rankings of Importance of Various Goals to
Center Staff by Level of Supervision
Table 8.3: Selected Measures of Interviewer Behavior from Coding of
Taped Interviews for First and Second Half of Interviewers'
Assignment (all training groups, supervision level III only)
Table 8.4: Rating of Two Interviewer Behaviors from Coding First
and Second Half of Interviewers’ Assignment by
Training Program (supervision level ID only)
Table 8.3: Intraclass Correlations for All Items and Average
Standard Scores (XI000) of Questions Judged Likely
Subject to Systematic Bias by Level of Supervision
Table 9.1: Five Ways to Decrease Standard Errors of Estimates


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