Using Secondary Data in Educational and Social Research by Emma Smith
By Emma Smith
The publication is written in an admirably transparent type and is successfully established all through its 3 elements with 8 concise chapters. The book's goal - within which it principally succeeds - is to bolster secondary information research as one strategy within the 'methodological toolbox' to be had to researchers, one that has been at the margin for a lot too lengthy. British magazine of academic know-how Secondary information is a strong software for offering context to an another way small-scale examine, in addition to being an effective means of bringing jointly a large number of facts, relatively the place entry to the sphere should be tricky. This finished consultant introduces scholars to using secondary information in academic and social examine, and offers a realistic source for researchers who're new to the sector of secondary info research. the writer encourages researchers to think about the potential of utilizing secondary information either as their fundamental study strategy, but additionally as an invaluable procedure in combined equipment designs. the 1st a part of the ebook explores the function of secondary info research in modern social learn. It considers the arguments for and opposed to its use and addresses its specific merits in combined process study designs, particularly these within the political mathematics culture. the second one half introduces labored examples which express the possibility of utilizing secondary resources to respond to a different variety of study questions. It presents step by step suggestions on easy methods to manage and examine secondary facts. The inclusion of contemporary nationwide and foreign datasets as exemplars permits scholars to put their learn in a 'real existence' context and to think about present and topical study matters.
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Additional info for Using Secondary Data in Educational and Social Research (Conducting Educational Research)
When these results are aggregated to the school level, as they are in the production of school league tables, inaccuracies are compounded so rendering the league tables particularly volatile and unreliable. In the USA, Kane and Staiger (2002) estimate that the confidence interval for an average fourth-grade reading and maths score in a school with a test cohort of 68 students extends from roughly the 25th–75th percentile. The reasons for such a large spread are twofold: on the one hand, it is a likely consequence of sampling variation and regression to the mean.
There were also studies that combined a range of secondary sources, such as Ji’s examination of the effects of risk factors on rates of homelessness in the USA which used secondary data from the US Census Bureau, the National Low Income Housing Coalition, the Department of Housing and Urban Development, the Urban Institute and the Interagency Council on the Homeless (Ji 2006). This quick analysis of the frequency of use of numeric and secondary analytic techniques in three areas of the social sciences to some extent reinforces the view of the Gorard et al.
Prior to 1991, data on ethnicity was produced from a crude amalgam of data on place of birth and nationality (Fenton 1996). However, not having a question on ethnicity would be unthinkable today, reflecting the demographic changes to British society in the second half of the twentieth century. The concern perhaps for future versions of the National Census may be how to deal with the ever more finely discriminated categories of ethnic group: in the 1991 Census there were nine, in the 2001 Census there were 16.