Preface |
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xiii | |
About the Authors |
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xvii | |
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Chapter 1 Introduction to Evaluation in Health Education and Health Promotion |
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1 | (28) |
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1 | (1) |
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1 | (1) |
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The Field of Health Education and Health Promotion |
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2 | (2) |
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4 | (1) |
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Evaluation Competencies for Health Educators |
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5 | (6) |
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Historical Milestones in the Evaluation of Health Education and Health Promotion |
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11 | (7) |
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Focus Feature 1.1 Hypothetical Account of a Health Educator's Evaluation Responsibilities |
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12 | (6) |
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Basic Terms in Evaluation |
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18 | (4) |
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22 | (1) |
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22 | (1) |
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23 | (1) |
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23 | (1) |
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24 | (5) |
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Chapter 2 Planning Evaluations for Health Education and Health Promotion Programs |
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29 | (22) |
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29 | (1) |
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29 | (1) |
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Evaluation and Continuous Health Program Improvement |
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29 | (2) |
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Logic Model for Health Education and Health Promotion Programs |
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31 | (2) |
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Logic Model and Comprehensive Evaluation |
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33 | (3) |
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Health Program Planning and Evaluation: Integration |
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36 | (1) |
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Political Climate and Evaluation |
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37 | (1) |
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Political Climate and Program Stakeholders |
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38 | (3) |
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Balance Between Evaluation Rigor and Utilization |
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41 | (1) |
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Conducting a Utilization-Focused Evaluation |
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41 | (1) |
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Conducting a Rigorous Evaluation |
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42 | (3) |
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Focus Feature 2.1 Planning a Health Education/Promotion Program Evaluation |
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44 | (1) |
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Critical Issues for an Evaluation Project |
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45 | (1) |
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45 | (1) |
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46 | (1) |
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47 | (1) |
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47 | (1) |
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48 | (3) |
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Chapter 3 Basics of Measurement |
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51 | (22) |
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51 | (1) |
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51 | (1) |
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Definition of Measurement |
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51 | (1) |
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Scales or Levels of Measurement |
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52 | (3) |
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Conceptual Paradigm of Measurement |
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55 | (3) |
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Types of Variables in Health Education and Health Promotion |
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58 | (11) |
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Focus Feature 3.1 Example of a Scale Measuring Knowledge |
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60 | (2) |
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Focus Feature 3.2 Example of a Scale Measuring Attitudes |
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62 | (7) |
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69 | (1) |
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69 | (1) |
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69 | (1) |
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70 | (1) |
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71 | (2) |
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Chapter 4 Steps in Instrument Development |
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73 | (34) |
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73 | (1) |
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73 | (1) |
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Basic Principles of Instrument Development |
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73 | (19) |
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Focus Feature 4.1 Example of a Theory-Based Scale |
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82 | (10) |
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General Principles of Writing Items |
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92 | (1) |
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Types of Instruments Measuring Knowledge |
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92 | (3) |
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Types of Instruments Measuring Attitudes |
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95 | (5) |
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Focus Feature 4.2 Rosenberg Self-Esteem Scale |
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97 | (3) |
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Types of Instruments Measuring Health Behavior |
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100 | (2) |
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Physiological and Biomedical Instruments: Outcomes of Behavior |
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102 | (1) |
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103 | (1) |
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103 | (1) |
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104 | (1) |
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105 | (1) |
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105 | (2) |
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Chapter 5 Reliability Assessment |
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107 | (14) |
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107 | (1) |
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107 | (1) |
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Definition of Reliability |
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107 | (2) |
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109 | (7) |
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Focus Feature 5.1 Using IBM-SPSS to Calculate Reliability Statistics |
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116 | (1) |
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Tips to Increase the Reliability of an Instrument |
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116 | (1) |
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117 | (1) |
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117 | (1) |
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118 | (1) |
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118 | (1) |
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119 | (2) |
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Chapter 6 Validity Assessment |
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121 | (24) |
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121 | (1) |
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121 | (1) |
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121 | (1) |
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122 | (1) |
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Assessing Face and Content Validity |
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123 | (3) |
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Focus Feature 6.1 Form Letter to Panel of Experts for Face and Content Validation |
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126 | |
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Construct Validity and Factor Analysis |
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126 | (5) |
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131 | (9) |
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Focus Feature 6.2 Using IBM-SPSS for Confirmatory Factor Analysis |
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131 | (1) |
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Focus Feature 6.3 Case Study of Confirmatory Factor Analysis |
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132 | (8) |
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140 | (1) |
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141 | (1) |
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141 | (1) |
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142 | (1) |
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142 | (3) |
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Chapter 7 Measurement Errors |
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145 | (16) |
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145 | (1) |
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145 | (1) |
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Definition of Measurement Error |
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145 | (2) |
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Classification of Measurement Errors |
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147 | (11) |
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Focus Feature 7.1 Strategies to Minimize Errors in Self-Report Instruments |
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156 | (1) |
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Focus Feature 7.2 Strategies to Minimize Errors in Interviews |
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157 | (1) |
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Focus Feature 7.3 Strategies to Minimize Errors in Observations |
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157 | (1) |
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158 | (1) |
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158 | (1) |
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158 | (1) |
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159 | (1) |
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159 | (2) |
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Chapter 8 Process Evaluation |
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161 | (18) |
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161 | (1) |
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161 | (1) |
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Defining Process Evaluation |
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162 | (1) |
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Targets of Process Evaluation |
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162 | (5) |
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167 | (4) |
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Focus Feature 8.1 Example of Implementation Fidelity Assessment |
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168 | (3) |
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Process Evaluation: Foundational to Impact and Outcome Evaluation |
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171 | (1) |
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Pragmatic Planning for a Process Evaluation |
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171 | (1) |
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172 | (3) |
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175 | (1) |
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175 | (1) |
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176 | (1) |
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176 | (1) |
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177 | (2) |
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Chapter 9 Designs for Quantitative Evaluation |
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179 | (20) |
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179 | (1) |
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179 | (1) |
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180 | (1) |
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181 | (1) |
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Components of a Testable Hypothesis |
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182 | (1) |
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183 | (4) |
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187 | (3) |
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Evaluation Design Notation |
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190 | (1) |
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Types of Designs in Health Promotion and Education |
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190 | (3) |
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Barriers to Randomization |
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193 | (2) |
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Focus Feature 9.1 Considerations in Choosing a Design |
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194 | (1) |
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195 | (1) |
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195 | (1) |
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196 | (1) |
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197 | (1) |
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197 | (2) |
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Chapter 10 Approaches to Qualitative Evaluation |
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199 | (30) |
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199 | (1) |
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199 | (1) |
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Introduction to Qualitative Evaluation and Research |
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200 | (1) |
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Quantitative Versus Qualitative Evaluation |
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201 | (3) |
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204 | (2) |
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206 | (2) |
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208 | (10) |
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Focus Feature 10.1 Case Study of Participatory Evaluation in Vietnam |
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210 | (8) |
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218 | (1) |
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Utilization-Focused Evaluation |
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219 | (1) |
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220 | (1) |
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Qualitative Data Analysis and Interpretation |
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220 | (3) |
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223 | (1) |
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223 | (1) |
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224 | (1) |
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224 | (1) |
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225 | (4) |
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229 | (18) |
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229 | (1) |
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229 | (1) |
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230 | (1) |
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231 | (1) |
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Barriers to Probability Samples in Health Promotion and Education Evaluations |
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232 | (1) |
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233 | (1) |
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Sample Size: How Many Participants Are Needed for the Evaluation? |
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234 | (5) |
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239 | (1) |
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Focus Feature 11.1 Calculating Sample Size Using G*Power |
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239 | (1) |
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Generalizing Evaluation Results |
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240 | (1) |
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Describing the Evaluation Sample and Population |
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241 | (1) |
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242 | (1) |
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243 | (1) |
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243 | (1) |
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244 | (1) |
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245 | (2) |
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Chapter 12 Quantitative Data Analysis |
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247 | (32) |
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247 | (1) |
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247 | (1) |
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248 | (1) |
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249 | (1) |
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250 | (2) |
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252 | (1) |
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Data Analysis: Descriptive Methods |
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253 | (3) |
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256 | (1) |
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Measures of Central Tendency |
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256 | (1) |
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257 | (1) |
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258 | (4) |
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262 | (1) |
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262 | (2) |
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Statistical Tests Used in Health Evaluations |
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264 | (7) |
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Focus Feature 12.1 Using IBM-SPSS for a Paired T-Test |
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269 | (1) |
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Focus Feature 12.2 Using IBM-SPSS for Repeated Measures ANOVA |
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269 | (2) |
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Using Effect Sizes to Communicate Evaluation Results |
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271 | (1) |
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272 | (2) |
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274 | (1) |
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275 | (1) |
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275 | (1) |
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276 | (3) |
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Chapter 13 Data interpretation and Report Writing |
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279 | (48) |
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279 | (1) |
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279 | (1) |
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280 | (1) |
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Interpretation of Evaluation Results: Conceptual Tools |
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280 | (1) |
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Statistical Significance and Practical Importance |
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281 | (3) |
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Potential Failures in Interpretation |
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284 | (5) |
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Evaluation Standards: How Much Is Enough? |
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289 | (2) |
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Effectively Communicating Statistical Results |
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291 | (1) |
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Evaluation Report Writing |
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292 | (3) |
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Sections of the Evaluation Report |
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295 | (25) |
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Focus Feature 13.1 Example of an Evaluation Report in Health Education |
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303 | (17) |
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320 | (2) |
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322 | (1) |
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323 | (1) |
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323 | (1) |
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324 | (3) |
Glossary |
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327 | (18) |
Index |
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345 | |