Children as RespondentsThe Challenge for Quantitative Methods (1st and 2nd edition)
Jacqueline Scott
Publikationsdatum:
Zu finden in: Research with Children, 2000
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Zusammenfassungen
In this chapter, I discuss some of the accumulated knowledge regarding the
techniques for interviewing children in person in large-scale surveys and the
strategies for optimizing the measures used and the quality of the resulting
data. The chapter draws together practical knowledge from diverse sources
and reflects on the lessons that can be learned for quantitative research
concerning children. This practical knowledge comes from a very wide range
of disciplines, including psychology, anthropology, education, criminology
and sociology. In addition, in order to illustrate the constraints and practical
challenges of including children in an ongoing large-scale, general purpose,
survey, I describe, as a case study, the development and implementation of a
Children as respondents 89
Young Person’s questionnaire for children aged 11–15 in the British
Household Panel Study. First, however, I consider why, in our supposedly
child-oriented society, children are so often ignored by large-scale, general
population, survey research.
Von Jacqueline Scott im Buch Research with Children im Text Children as Respondents (2008) In this chapter I reflect on why children are so often excluded from largescale
quantitative research. I argue that the social and economic questions
that such research addresses are often framed in ways where the adultcentric
bias is unacknowledged and inappropriate. I also elaborate on how, at least for
research using the life course perspective (Elder et al. 1993; Elder 1995), the
crucial concepts of choice and agency means that it is essential to collect
information from children themselves concerning their present experiences
and future aspirations. Until recently survey researchers, when investigating
aspects of childhood, have preferred to ask adult respondents such as parents
or teachers to report on children’s lives, rather than to ask children themselves.
In part, this has been because of concerns about the cognitive ability
of children to process and respond to structured questions about behaviour,
perceptions, opinions and beliefs. Drawing on research from cognitive psychology,
I suggest ways that questionnaires and interview practice can be modified
to make them more suitable for young respondents. I also reflect on ways that
practical and ethical challenges posed by the inclusion of children in general
surveys can be overcome. By including children in population surveys,
especially longitudinal surveys, social scientists can improve the theoretical
understanding and empirical knowledge of the dynamics of social inclusion
and exclusion that are so evident in childhood experiences and life course
trajectories.
Von Jacqueline Scott im Buch Research with Children im Text Children as Respondents (2008) Dieses Kapitel erwähnt ...
Personen KB IB clear | Ulrich Beck | ||||||||||||||||||
Fragen KB IB clear | Sind Selbsteinschätzungen zuverlässig? | ||||||||||||||||||
Begriffe KB IB clear | Befragung von Kindern , Elternparents , Fragebogen , Kinderchildren , LehrerInteacher , Psychologiepsychology , Wissenschaftscience | ||||||||||||||||||
Bücher |
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Dieses Kapitel erwähnt vermutlich nicht ...
Nicht erwähnte Begriffe | Bildung, Lernen, Schule, Unterricht |
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4 Erwähnungen
- Item nonresponse in questionnaire research with children (Natacha Borgers, Joop Hox) (2001)
- Response quality in survey research with children and adolescents - the effect of labeled response options and vague quantifiers (Natacha Borgers, Joop Hox, Dirk Sikkel) (2003)
- Response Effects in Surveys on Children and Adolescents - The Effect of Number of Response Options, Negative Wording, and Neutral Mid-Point (Natacha Borgers, Joop Hox, Dirk Sikkel) (2004)
- Alter und Methode - Ein Vergleich telefonischer und persönlicher Leitfadeninterviews mit Kindern (Susanne Vogl) (2012)
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Beat und dieses Kapitel
Beat hat Dieses Kapitel während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt kein physisches, aber ein digitales Exemplar. (das er aber aus Urheberrechtsgründen nicht einfach weitergeben darf). Es gibt bisher nur wenige Objekte im Biblionetz, die dieses Werk zitieren.