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# Reading Statistics and Research [y[p[obN]

Schuyler W. Huck

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Employing a non-intimidating writing style that emphasizes concepts rather than formulas, this uniquely welcoming text shows consumers of research how to read, understand, and critically evaluate the statistical information and research results contained in technical research reports. Some key topics covered in this thoroughly revised text include: descriptive statistics, correlation, reliability and validity, estimation, h hypothesis testing, t-tests, ANOVA, ANCOVA, regression, multivariate analysis, factor analysis, and structural equation modeling (SEM). A number of mini-topics related to research and statistics are also discussed, such as the geometric mean, Tau-b correlation, Guttman split-half reliability, sensitivity, specificity, and the Sobel test. Additionally, the sixth edition also includes over 488 new excerpts (tables, figures, passages of text) taken from current research reports. Written specifically for students in non-thesis Master’s Programs but also perfectly suitable for students in upper-level undergraduate statistics courses, doctoral students who must conduct dissertation research, and independent researchers who want a better handle on how to decipher and critique statistically-based research reports.

Thoroughly updated and revised to reflect advances in the field, Reading Statistics and Research, Sixth Edition gives consumers of research exactly what they are seeking in this caliber of text, that being the knowledge necessary to better understand research and statistics, and the confidence and ability to ultimately decipher and critique research reports on their own.

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Schuyler W. Huck was born in Chicago, Illinois in 1943. He attended school in two Chicago suburbs (Riverside and Glenview), receiving a high school diploma in 1961 from Glenbrook North H.S. His undergraduate work was taken at DePauw University (Greencastle, Indiana) where he graduated in 1965 with a major in psychology and a minor in sociology. He pursued a doctorate in Educational Psychology at Northwestern University (Evanston, Illinois), receiving the Ph.D. in 1970. His doctoral specialization was applied statistics, testing, and research design.

In 1970, Dr. Huck joined the faculty at the University of Tennessee, Knoxville as an Assistant Professor. Affiliated with the Department of Educational and Counseling Psychology, he was promoted to Associate Professor in 1974 and to Professor in 1977. Since receiving his doctorate, Dr. Huck has taught at two other educational institutions while on leave from UT. For 10 summers between 1977 and 1986, he was employed as a Visiting Professor in the Psychology and Education Departments at the University of Nevada (Reno). From July, 1988 until July, 1989, he served as a Distinguished Visiting Professor at the United States Air Force Academy in Colorado.

Over the past three decades, Professor Huck has been involved in an ongoing program of research and scholarly activity. He is the senior author of three books: (1) Reading Statistics and Research (with the 3rd edition published in 2000 by Allyn & Bacon/Longman), (2) Rival Hypotheses: Alternative Explanations for Data-Based Conclusions (published in 1979 by Harper & Row), and (3) Statistical Illusions (published in 1984 by Harper & Row); he has had 34 technical papers published in a variety of refereed journals (Teaching Statistics, Educational and Psychological Measurement, Journal of Educational Statistics, American Educational Research Journal, Journal of Educational Measurement, Psychological Bulletin, Journal of Experimental Education, Journal of Applied Psychology, Science Education, Teaching of Psychology, Mathematics Teacher, Journal of Counseling Psychology, Research Quarterly, Physiology & Behavior); and he has made over 60 oral presentations of his work at professional meetings (International Conference on Teaching Statistics, American Educational Research Association, American Psychological Association, and regional meetings affiliated with these two national organizations).

In addition to making his own contributions to the professional literature, Professor Huck has been heavily involved in screening the work of others and in serving as a consultant on others' projects. He has reviewed book prospecti/full manuscripts sent to publishing companies, papers considered for possible publication in professional journals, and abstracts submitted for possible presentation at conventions. In his role as a consultant, Professor Huck has worked on several projects, including (1) test-development efforts conducted by: the American College of Veterinary Internal Medicine, the American Association of State Psychology Boards, Tennessee's State Departments of Education and Human Services, the Child Welfare Institute (Atlanta), and UT's Center for Government Training, (2) a three-year NSF research project designed to assess new procedures for helping math teachers assist students improve their creativity and problem-solving skills, and (3) a trial in which the State of Tennessee was being sued and for which Tennessee's Office of the Attorney General asked Dr. Huck to testify as an Expert Witness in the areas of testing, research design, and applied statistics.

At various points in his career, Dr. Huck has received awards/recognition from students, colleagues, and administrators. While at DePauw, he received the Frank C. Tucker Award for Leadership. Early in his stay at Tennessee, the Student Government Association tapped him as one of the University's Outstanding Teachers. Soon thereafter, colleagues at UT gave him the first Annual Award for Outstanding Faculty Research in the College of Education. The major honors bestowed upon Professor Huck, however, came (1) in 1983 when he was selected to be a UT Distinguished Service Professor, a prestigious title that he holds for the duration of his stay at the University, (2) in 1988 when he was asked to serve, for a year, on the faculty at the Air Force Academy as a Distinguished Visiting Professor, (3) in 1984 and 1990 when the scholarly work of two doctoral advisees received Outstanding Dissertation Awards in national competitions conducted by AERA, (4) in 1991 when he was elected by his colleagues at other universities as President of AERA's Educational Statisticians SIG, (5) in 1993 when he was one of the first two faculty members given the title of Chancellor's Teaching Scholar, a post involving work with UT's Chancellor and other top administrators, and (6) in 1995 when the GTA Mentoring Program (a project that grew out of his idea on how to improve undergraduate education at research universities) was deemed worthy of support by UT and the Alcoa Foundation.

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• oŎ: Addison Wesley; 6 (2011/2/24)
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• ISBN-10: 013217863X
• ISBN-13: 978-0132178631
• F 2011/2/24
• ipbP[W̐@: 18.7 x 2.8 x 23.2 cm
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5̂ 5.0 For the beginner researcher 2008/9/26
By Dragomir Voicu Dan - (Amazon.com)
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Fantastic book! Full of good advice on how to interpret the usual statistical tests, and on how to critically revise the interpretations of other researchers. It also gives useful insight into analysis techniques and on possible interpretation traps. A must have for the beginner researcher who does not want to overstate the significance of his/her results.
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5̂ 5.0 If you have to take Statistics, at least get this book! 2002/3/19
By K. L Sadler - (Amazon.com)
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I've said it before, and I will say it again. I hate Statistics! It is not just that statistics originated as a means to classify and rank people according to their perceived social worth. Statistics is still used that way as evidenced by the publication and use of the book The Bell Curve. In comparision to a pure science like Neuroscience and also to mathematics, statistics is a subjective science. Everyone knows that statistics can be manipulated and used to show whatever the researcher wants to show...and it is more prone to abuse then most other hard sciences and math.

Ok, having said that...I had to take a statistics course at the last minute (read that last year) while working on my dissertation, because it was determined I did not have enough measurements classes. This book was required, but it really has not been used as much as the other textbook which is equation-based, but I quickly found that I preferred this book!

This textbook explains how and why statistics are used in all sciences, social sciences, etc. and how they are to be interpreted when seen in a journal. It is very concise...the authors for once are not writing for their peers, they are writing for their audience (which are going to be students, grad students, patient/consumers, etc). The book is written with an eye towards helping the reader understand the reasoning and logic behind using statistics. It is done with minimal decorative writing, and with a sense of humor. It makes use of good examples of both good and bad statistic use in papers and journals, it lambasts those who need lambasting, and it has a sense of humor.

If you have to understand statistics so you can read medical journals, sociology, educational journals, etc. this is the book to get. It is immensely helpful. I will rid my library of all other statistical books, but this one I will keep (since my statistics outside of class will be either on computers or I will do qualitative research!)

Science Education,
University of PIttsburgh

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5̂ 5.0 Not a stats guru? This book will help 2009/10/8
By Kassie - (Amazon.com)
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As a doctoral student who is trying to get a handle on statistics, I found this book very helpful. Huck does a nice job of supporting what you learn in statistic classes (all the formula and theory `stuff') with real world interpretations and examples. I find his book to be a good resource when I am reading and critiquing journal articles, and when I am trying to word my statistical results in appropriate research vernacular.
Please note - this book is not a stats how to book and as such contains no formulas.
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