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Instructor Resource
Lochmiller, An Introduction to Educational Research
SAGE Publications, 2017.
Test Bank
Chapter #7 Test Bank
Multiple Choice
1. A _________refers to the individuals or sites from the population who will be interviewed, observed,
surveyed, or otherwise engaged in your research study.
a. case
b. cohort
*c. sample
d. vulnerable population
Learning Objective: 7-1
Cognitive Domain: Knowledge
Answer Location: Sampling Strategies
Question Type: MC
2. Jason is studying how teachers at his school view a new formative assessment. He collects survey
data from all teachers at his school regarding this topic. Jason is collecting data from a/an _________.
*a. population
b. sample
c. observation
d. subset
Cognitive Domain: Application
Question Type: MC
3. In qualitative research, the practitioner-scholar is concerned with identifying __________, descriptively

valuable perspectives, instances, experiences, or particular individuals.
a. systematically representative
b. statistically significant
c. generalizable
*d. theoretically valuable
Question Type: MC
4. For his study, Dai plans on observing a sub-group of teachers over several weeks to understand how
they make material culturally relevant. Dai is collecting data from a/an _________.
a. population
*b. sample
c. class
d. cohort
Instructor Resource
Question Type: MC
5. Malaika recruits students from her own school in her study examining students’ perceptions of college
readiness. This is an example of _________.
*a. convenience sampling
b. purposeful sampling
c. snowball sampling
d. stratified sampling
Answer Location: Convenience Sampling
Question Type: MC
6. An ideal sample enables qualitative researchers to _________.

a. make sound interpretations to the population
b. produce a broad, all-encompassing report of findings
*c. have sufficient data to ground
d. assume each individual had an equal chance of selection
Cognitive Domain: Analysis
Answer Location: Sampling in Qualitative Research
Question Type: MC
7. Which of the following is NOT a qualitative sampling strategy?

a. Convenience sampling
b. Purposeful sampling
c. Snowball sampling
*d. Stratified sampling
Question Type: MC
8. Monica is working on a study where she is interviewing stakeholders’ views of a controversial bussing
policy in a number of districts. She begins her study by interviewing an assistant principal, who then
refers her to a transportation officer and several bus drivers in their district to contact about participating
next. This is an example of _________.
a. convenience sampling
b. purposeful sampling
*c. snowball sampling
Answer Location: Snowball Sampling
Question Type: MC
9. A common critique of qualitative research is that _________.

*a. results cannot be generalized to a population
b. the sampling approach is not discussed
c. the samples are larger than those of quantitative studies
d. data is not thick or rich
Cognitive Domain: Comprehension
Instructor Resource
Question Type: MC
10. To answer her research question, Janelle recruits high school seniors who have been accepted to a
college or university and will be the first student in their family to attend college. This is an example of
_________.
a. convenience sampling
*b. purposeful sampling
c. snowball sampling
Answer Location: Purposeful Sampling
Question Type: MC
11. What is a major characteristic of a convenience sample?

a. Generalizability
b. Specific criteria
c. Accountability
*d. Accessibility
Question Type: MC
12. Snowball sampling is particularly useful when researching ____________.

a. new theories
b. universal patterns
*c. sensitive issues
d. student achievement
Answer Location: Snowball Sampling
Question Type: MC
13. For his study, Dennis includes the entire population of Spanish teachers within the school district. This
is an example of _________.
*a. nonprobability sampling
b. probability sampling
c. systematic sampling
d. convenience sampling
Answer Location: Sampling in Quantitative Research
Question Type: MC
14. Which is NOT a characteristic of simple random sampling?

*a. Accessibility
b. Equal probability of selection
c. Random number table
d. More precise than systematic sampling
Instructor Resource
Answer Location: Quantitative Research Designs
Question Type: MC
15. ____________sampling attempts to construct a sample that includes individuals who approximate the
population.
*a. Nonprobability sampling
b. Probability sampling
c. Snowball sampling
d. Convenience sampling
Answer Location: Quantitative Research Designs
Question Type: MC
16. In Joel’s study, he selects middle schools with similar student enrollment, comparable locales and
similar proportions of students eligible for free or reduced-price lunch. This is an example of _________.
a. snowball sampling
b. simple random sampling
c. systematic sampling
*d. stratified sampling
Answer Location: Stratified Sampling
Question Type: MC
17. For her study, Natalie selects every fifth student on the class roster. This is an example of
_________.
a. purposeful sampling
b. simple random sampling
*c. systematic sampling
Answer Location: Systematic Sampling
Question Type: MC
18. The most powerful type of sampling is __________, which allows researchers to generalize to
population as a whole.
a. nonprobability sampling
*b. probability sampling
c. purposeful sampling
d. snowball sampling
Question Type: MC
19. A practitioner-scholar should consider __________ sampling when he or she wants to ensure that the
characteristics of the individuals (and potentially sites) included in the sample are representative of the
characteristics of the individuals (and sites) in the broader population.
a. purposeful
b. simple random
c. systematic
*d. stratified
Instructor Resource
Question Type: MC
20. For her study on bullying in her high school, Andrea assigns each student in the high school an
identifying number. Next, she uses a random number table to select individuals at random for the study
on the basis of the numbers they were initially assigned. This is an example of _________.
*a. simple random sampling
b. systematic sampling
c. stratified sampling
d. convenience sampling
Cognitive Domain: Applied
Answer Location: Simple Random Sampling
Question Type: MC
21. Which of the following should be included when developing interview questions?
a. Biased questions
b. Leading questions
*c. Open-ended questions
d. Double-barreled questions
Answer Location: Interviews and Focus Groups
Question Type: MC
22. Which of the following are most often used by practitioner-scholars, as it provides them more
flexibility, yet still provides questions as a guide?
a. Structured interview
*b. Semi-structured interview
c. Unstructured interview
d. Multi-modal interview
Question Type: MC
23. In a/an ____________________, you interview multiple participants at once using a common
interview protocol.
a. structured interview
b. semi-structured interview
c. unstructured interview
*d. focus group
Question Type: MC
24. Allison is about to conduct an interview with one of the participants from her study. Which of the
following considerations does NOT apply?
a. Allison should be prepared for the interview with informed consent forms, an audio recorder, batteries,
a tablet and pen.
b. Allison should present herself as professional to the research participants.
c. Allison should not share the comments from other participants in the study.
*d. Allison should submit the informed consent forms to the IRB immediately following the interview.
Instructor Resource
Question Type: MC
25. Daniel is collecting data to understand superintendents’ views of the new state accountability
guidelines. He invites five principals to meet and answer questions using one collective protocol. This is
an example of a/an _________.
c. unstructured interview
*d. focus group
Question Type: MC
26. In a/an__________, the participant-scholar engages in a conversation without previously structuring

the questions he or she will ask.
*c. unstructured interview
d. focus group
Question Type: MC
27. As you begin collecting documents, it is important to consider how you will _____ and ______ the
documents for your study.
a. store and share
b. share and catalog
c. store and discard
*d. store and catalog
Answer Location: Documents
Question Type: MC
28. A form of observation that entails you minimizing your interactions with participants and primarily
engaging in observation is called _________.
a. participant observation
*b. non-participant observation
c. focus group
d. ethnography
Answer Location: Observations
Question Type: MC
29. For her study on collaboration strategies among special education teachers, Shelly interacts with the
group of special education teachers, while also observing for research purposes. This is an example of
a/an _________.
*a. participant observation
b. non-participant observation
c. focus group
d. ethnography
Instructor Resource
Question Type: MC
30. Which of the following is NOT used to collect quantitative data?

a. Research instruments
b. Surveys
*c. Interviews
d. Student assessments
Answer Location: Collecting Quantitative Data
Question Type: MC
31. For her study of student efficacy in science, Anita uses a student efficacy inventory which was
developed by another researcher. Anita is collecting data from a/an _________.
a. Student assessment
*b. Research instrument
c. Survey
d. Public-use dataset
Answer Location: Research Instruments
Question Type: MC
32. Which of the following is NOT a consideration when developing a survey?

a. Did you develop the survey in close consultation with the literature related to the research study?
b. Did you obtain permission when using or adapting existing survey instruments?
*c. Did you allow your role to change during the survey?
d. Did you think about the way the survey will be deployed?
Answer Location: Surveys
Question Type: MC
33. For her study, Lisa is gathering information on school district locales and student achievement from
the National Center for Education Statistics. Lisa is collecting data from a/an _________.
a. student assessment
b. research instrument
c. survey
*d. public-use dataset
Answer Location: Collecting Quantitative Data
Question Type: MC
34. What is a primary concern a practitioner-scholar must address when collecting data from student
assessments?
a. Generalizability
b. Allowing sufficient time
*c. Privacy rules
d. Random assignment
Answer Location: Student Assessments
Question Type: MC
Instructor Resource
35. Which of the following is a caveat for using classroom assessment data in a study?
a. Obtain principal permission for data use
b. Obtain incentives for participation
*c. Obtain parent permission for data use
d. Obtain feedback from teachers
Question Type: MC
36. In which of the following does the practitioner-scholar typically NOT need permission?
a. Student assessment
b. Research instrument
c. Survey
*d. Public-use dataset
Answer Location: Public-use Datasets or Extant Data
Question Type: MC
37. For his study, Jerome collects the ACT scores from all juniors in his district. Jerome is collecting data
from a/an _________.
*a. student assessment
b. research instrument
c. survey
d. public-use dataset
Question Type: MC
38. Technologies exist to ______ the data collection process, allowing you to more easily generate, store,
and retrieve your data sources
a. complicate
b. monetize
*c. streamline
d. increase
Answer Location: Considering Technology Tools to Support Data Collection
Question Type: MC
39. Harry decides to use Survey Monkey to help with data collection. Which of the following key questions
does NOT apply to Harry’s use of technology tools?
a. To what extent will the technology help you organize and be able to retrieve data for your analysis?
*b. What types of audio- or video-recording features do you need?
c. What types of features would you find useful in an online survey platform?
d. To what extent does the technology allow you to share information, if working on a collaborative
project?
Question Type: MC
Instructor Resource
40. Which of the following is an example of a technology tool used for conducting interviews?
*a. Digital recorder
b. Survey Monkey
c. Statistical software
d. Scanner
Question Type: MC
True/False
41. One of the most important considerations practitioner-scholars face when conducting a research
study involves determining whether they will study a sample or a population.
*a. True
b. False
Question Type: TF
42. In qualitative research, the aim is construct a sample that allows the participant-scholar to represent
the views, characteristics, experiences, or results of the population as a whole.
a. True
*b. False
Question Type: TF
43. Snowball sampling criteria can be included as part of a broader convenience sampling strategy.
a. True
*b. False
Answer Location: Purposeful Sampling
Question Type: TF
44. Stratified sampling is similar to random sampling but does not involve using a random number table.
a. True
*b. False
Question Type: TF
45. Practitioner-scholars should use only test scores to identify schools and districts for their study.
a. True
*b. False
Answer Location: Considerations When Sampling Effective Schools or Districts
Question Type: TF
Instructor Resource
46. Much like an interview protocol, an observation protocol helps the practitioner-scholar structure their
data collection.
*a. True
b. False
Question Type: TF
47. Practitioner-scholars can treat every interview as an opportunity to engage in ongoing, open-ended
conversation, without a specific aim.
a. True
*b. False
Question Type: TF
48. Teachers can use data from their own assessments to conduct quantitative research.
*a. True
b. False
Question Type: TF
49. One of the unique characteristics of a survey is that does not need to be connected to the existing
research literature.
a. True
*b. False
Question Type: TF
50. Practitioner-scholars should become familiar with the technologies most relevant to their research
needs.
*a. True
b. False
Answer Location: Considering Technology Tolls to Support Data Collection
Question Type: TF
Essay
Type: E
51. Explain the differences between a sample and a population. Provide an example of each.
*a. Key points a good answer should include:
 Population: A collection of individuals or sites with similar characteristics that the researcher
wants to know something about
o Example: All English teachers in a school district
Instructor Resource
 Sample: This refers to the individuals or sites from the population who will be interviewed,
observed, surveyed, or otherwise engaged in your research study; a sub-group of individuals or a
subset of sites that you will study in greater detail
o Example: A simple random sample of English teachers in a school district
Question Type: ESS
Type: E
52. George is a high school principal. He wants to understand students’ perceptions of their school
culture. Explain a sampling strategy George could use for his study, as well as the advantages and
disadvantages of this type of sampling.
*a. Answers may vary. An example a student might choose is convenience sampling. Key points they
would need to include are:
 Convenience sampling: The most straightforward approach to sampling in qualitative research, as
it involves engaging individuals or sites that are most accessible to you as a researcher. George
might conduct research on the students in his high school using this method
 Advantages: Straightforward, easy to access and collect data while still being relevant and closely
related to the study’s focus
 Disadvantages: the findings may not be representative, no criteria used in selection, problematic
regarding research ethics, where there is a difference in power between George and the students
Learning Objective(s): 7-2 or 7-3 (depending on the choice)
Question Type: ESS
Type: E
53. Imagine you conducting interviews for your study. Describe at least four of the key questions to
consider and why they are important regarding your research.
*a. Answers may vary. Students would need to include are at least four of the following, as well an
explanation for each of the four on why it is important. An example of an explanation is given for #1:
1. What is the aim or purpose of the interview?
 This is important because it assures that you generate useful data while respecting your
participants’ time
2. Who will participate in the interview?
3. Which research question does the interview address?
4. How much time will you spend with the participant?
5. Where will the interview be conducted?
6. Will you audio- or video-record the interview?
7. Will you take notes?
8. How familiar will the participant be with the topic?
9. Are the questions that you plan to present clear?
10. Are the questions closed-ended?
11. Are the questions leading or biased?
12. How might you redesign your questions to assure that they are open-ended and not
open-ended?
Learning Objective(s): 7-3
Question Type: ESS
Type: E
Instructor Resource
54. Imagine you developing a survey for your study. Describe at least four of the key questions to
consider and why they are important regarding your research.
*a. Answers may vary. Students would need to include are at least four of the following, as well an
explanation for each of the four on why it is important. An example of an explanation is given for #1:
1. How much time do you want the survey to require of your participants?
 This is important because you need to communicate with participants how much time they
should allot for the survey
2. How many questions will the time constraints of your survey allow you to ask?
3. What format do you want the questions to have (Likert, matrix, open-ended, and so
on)?
4. How will you deploy the survey (in-person, online, paper, phone, email)?
5. How much time will you allow your participants to complete and return the survey?
6. How many times will you remind your participants about the survey?
7. What is the minimum number of responses you need (your response rate) to be able to
decide when to close your survey?
8. How will you handle responses received after the survey closes?
9. Will you use a survey incentive or thank you? If so, what will you use?
10. How will you handle incomplete surveys?
Learning Objective(s): 7-4
Question Type: ESS
Type: E
55. Imagine you are researching how a new university partnership with your school is impacting teachers.
Describe a qualitative or quantitative data collection strategy you could take to study how this partnership
influences teachers. Additionally, describe one or two technology tools that would help with your research
and explain why they would be useful.
*a. Answers may vary. An example a student might choose is a quantitative technique of a survey. Key
points they would need to include are:
 Describing the data collection strategy: an online survey will be administered to teachers, using
the literature to guide the questions that used. From the literature, an existing survey was
adapted, and permission was obtained from the original creator of the survey.
 Describing technology tool(s): Survey Monkey was used for administering the survey to teachers.
The platform enables the researcher to include both close-ended and open-ended questions.
After data collection, the data file will be downloaded in an Excel file to complete analysis.
Learning Objective(s): 7-4 or 7-5 (depending on the choice), 7-6
Question Type: ESS
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+ N Y Times p18 S 26 ’20 800w
“Of all his volumes of essays none is better than his latest.”
+ Review 3:389 O 27 ’20 270w
LUCAS, EDWARD VERRALL. Verena in the

midst; a kind of story. *$1.90 Doran
20–17824
In this novel in letters, Verena, a maiden lady of some wealth, is

the central figure. She has met with an accident to her spine and is
obliged to be bed-ridden for months. All the letters are to, from and
about her and they all are revealing as to the characters of the
writers. The various relatives come to her for counsel and advice and
make her the recipient of their confidences. The most frequent
interchange of letters is between Verena and an old friend, Richard
Haven, the friend that “never disappoints.” His daily message of
good cheer, his ever ready counsel, and his daily contribution of
poetry, for the sleepless invalid to memorize, are the best parts of the
book.
“‘Verena in the midst’ is not to be taken seriously. With the

exception of the nephew Roy, who is quite amazingly made known to
us, there has been, on the part of the author, no serious attempt at
revelation.” K. M.
+ − Ath p332 S 10 ’20 680w

+ Booklist 17:117 D ’20
“It implies no forgetfulness of Mr Lucas’s more solid achievements

to say that he is perhaps the chief of those English writers who are
doing the little things supremely well. And his fecundity in finding
these little things to do is hardly less than his facility in treating
them.” Stanley Went
+ N Y Evening Post p3 N 6 ’20 1100w

+ N Y Times p10 O 17 ’20 400w
“This book is full of humorous twists and surprises and odd bits
and ideas and pleasant letters and anecdotes and—I am afraid I shall
have to use the poor, over-worked word—whimsicalities.” E. L.
Pearson
+ Review 3:345 O 20 ’20 100w
“Mr Lucas has surpassed himself. And yet, as is often the case, the
idea is so simple that almost anyone might have thought of it....
Almost anyone could have thought of the idea, but is there anyone
but Mr Lucas who could have carried it out with so near an approach
to perfection?”
+ Sat R 130:240 S 18 ’20 750w
“Most of the characterization is very good. To accuse Mr Lucas of

slightness of tenuity would be to invite the retort that that was the
idea. It is after all a book with which from many writers we should be
content.”
+ − Spec 125:439 O 2 ’20 350w
“Apart from the kindly humor which is their main ingredient, Mr

E. V. Lucas’s little nibbles at the novel are in themselves amusing to
the critic. The form of fiction appeals to him provided that he can use
it on his own terms. He can think of the most delightful sets of
people and give them appropriate names; he can write all their
letters for them and, at a pinch, carry on their conversation; but
always on the condition that they keep still and remain strictly true
to type. Unfortunately, in real novels as in real life, it is difficult to
keep people still.”
+ − The Times [London] Lit Sup p567 S 2

’20 800w
“In Mr Lucas’ familiar style. It is the sort of thing he does with

great deftness.”
+ Wis Lib Bul 16:238 D ’20 60w
LUCKIESH, M. Artificial light: its influence upon

civilization. (Century books of useful science) il
*$2.50 (2½c) Century 628.9
20–11163
The aim of this book is “to show that artificial light has become
intricately interwoven with human activities and that it has been a
powerful influence upon the progress of civilization.” (Preface) The
early chapters deal with primitive forms of lighting, covering such
subjects as: The art of making fire; Primitive light-sources; The
ceremonial use of light; Oil-lamps of the nineteenth century, and
Early gas-lighting. Among the chapters devoted to modern lighting
are: The science of light-production; Lighting the streets;
Lighthouses; Artificial light in warfare; Signaling; Light and safety;
Light and health; Spectacular lighting; Lighting the home; Lighting—
a fine art? Reading references come at the close. The author, who is
director of applied science, Neia Research laboratory, has written
also “Color and its applications,” “The lighting art,” etc.
+ Booklist 17:18 O ’20
“Written in a simple yet finished style it gives the general reader a

comprehensive and engaging account of illumination.”
+ N Y P L New Tech Bks p68 Jl ’20 150w
“The story is told in a surprisingly interesting way. Altogether the

book may be regarded as a model for such monographs.”
+ Outlook 125:507 Jl 14 ’20 80w

+ Review 3:393 O 27 ’20 250w
“An interesting treatment of a fascinating subject.”
+ Wis Lib Bul 16:234 D ’20 120w

LUCKIESH, M. Lighting the home, il *$2
Century 644.3
20–17579
The book considers the problem of artificial lighting both from a

utilitarian and an aesthetic point of view. “Light,” says the author, “is
the most powerful medium we have for creating or accentuating the
mood of a room.... Attention to apparently insignificant details of
lighting equipment does much toward converting a house into a
home.” Among the contents are: Light as an expressive medium;
Safeguarding vision; The functions of fixtures; Various rooms;
Novelties in lighting; Colored light. There are illustrations and an
index.
“Could be used in high school libraries.”
+ Booklist 17:144 Ja ’21

+ Boston Transcript p8 N 20 ’20 230w
LUCY, SIR HENRY WILLIAM (TOBY, M. P.,

[2]
pseud.). Diary of a journalist. $6 Dutton
“Politicians, statesmen, authors, actors, painters, princes,

journalists, social leaders, and men and women in many other
professional walks of life throng the pages of Sir Henry Lucy’s
volume. It covers a long period of years from 1885 almost to the
present day, and it is rich in the personality encountered by a
newspaper writer and editor who has come into daily contact with
the events and the people of his time. In his previous volume entitled
‘Sixty years in the wilderness,’ Sir Henry Lucy has told a consecutive
story of his career, in this latest volume he supplements it with
material which resulting from ‘the habit dominant through many
years of daily noting interesting events coming within personal
observation’ yields ‘a collection personally, politically and historically
interesting.’”—Boston Transcript
“Except for a few jokes, we find very little of interest in this record.
In his phrases we sometimes recognize the flavour of the official
biography. In particular he has one trick very characteristic of those
works. It is to make statements about his hero, with the air of
suggesting an exceptional virtue, which hold good of practically
everybody in the world.”
− + Ath p551 O 22 ’20 330w
“An entertaining book of personal reminiscence.” E. F. Edgett
+ Boston Transcript p4 D 31 ’20 1050w
“‘Recollections of a journalist’ would perhaps be a more suitable

title, and certainly Sir Henry Lucy’s recollections are singularly rich
and varied.”
+ N Y Evening Post p10 Ja 29 ’21 420w

+ N Y Times p6 Ja 9 ’21 1450w
+−
Springf’d Republican p6 D 25 ’20 180w
(Reprinted from The Times [London] Lit
Sup p664 O 14 ’20)
“The worst that one can say about Sir Henry Lucy’s diary is that no
one would ever have suspected it of being a diary if the author had
not so labelled it. It has obviously been revised in the light of
subsequent events. Why has the book no index? It is just the sort of
book that especially needs one.”
+ − The Times [London] Lit Sup p664 O 14

’20 750w
[2]
LUDENDORFF, ERICH VON. General staff
and its problems: the secret history of the relations
between the High Command and the German
Imperial government as revealed by official
documents; tr. by F. Appleby Holt. 2v *$15 Dutton
940.343
20–22469
“The statements in Ludendorff’s first volume were so bold that

there arose a demand for the source on which he based many of his
sensational assertions. This demand the former Quartermaster-
General of the German armies now seeks to meet in a second
volume.” (N Y Times) “Among the documents included are the report
of the conference between Bethmann-Hollweg, Hindenburg and
Ludendorff at Pless, when the unrestricted submarine campaign was
finally decided upon, and the violent letters exchanged between the
chancellor, Hindenburg, Ludendorff, and the foreign office revealing
the internal difficulties of Germany in 1916. The matter of American
participation, as the German authorities viewed and discussed it, is
gone into thoroughly.” (Springf’d Republican)
Reviewed by Simeon Strunsky
N Y Evening Post p1 Ja 29 ’21 2900w
Reviewed by T. R. Ybarra
N Y Times p3 D 5 ’20 1850w

R of Rs 53:222 F ’21 120w
Springf’d Republican p8 D 18 ’20 150w
LUDENDORFF, ERICH VON. Ludendorff’s

own story, August 1914–November 1918. il 2v *$7.50
(3c) Harper 940.343
20–4133
“The great war from the siege of Liege to the signing of the
armistice as viewed from the grand headquarters of the German
army.” (Subtitle) What the author calls the first commandment for a
German “unselfish submission and the sinking of the ego in national
discipline” characterizes this grim account of one who, with an eye
single, was bent on the winning of the war. Volume 1 falls into two
parts: the author’s career as chief of the general staff on the eastern
front; and from his appointment as first quartermaster-general.
Volume 2 begins with the entente offensive in the first half of 1917,
the Russian revolution and America’s entry into the war and ends
with the armistice and the end of Ludendorff’s military career. The
books contain many maps and each has a loose map in a cover
pocket. Volume 2 has an index.
“He gives a wealth of interesting comment and ex parte statement

of motives, intentions, and expectations, which he does not prove.
His treatment of the administrative and political sides of the war is
the best part of the work. His accounts of battles are in many cases
unsatisfactory. As a whole the translation is good.” J: Bigelow
+ − Am Hist R 25:503 Ap ’20 1200w
“Of interest, not only for the record of military events by one of the
most prominent military leaders, but also for the light it throws on
the mental attitude and processes of the author.”
+ Am Pol Sci R 14:359 My ’20 170w
“The one great military book which the war has so far produced is
the strange record of General Ludendorff.”
+ Ath p1286 D 5 ’19 1550w

Booklist 16:275 My ’20
Reviewed by W. C. Abbott
Bookm 51:286 My ’20 950w

Dial 68:539 Ap ’20 100w
Lit D p109 Ap 17 ’20 2550w
+ − Nation 110:sup481 Ap 10 ’20 1350w
Reviewed by M. F. Egan
N Y Times 25:1 Mr 7 ’20 3200w
Reviewed by M. H. Anderson
Pub W 97:608 F 21 ’20 300w

+ R of Rs 61:335 Mr ’20 120w
“Ludendorff may be read with profit by those interested in the

handling of troops in contact with the enemy.... He exhibits the best
and the worst qualities of the old-fashioned amongst regular
soldiers. He knows his work as a handler of fighting men, but outside
the realms of factors he is a simple and bewildered soul. And, let it be
repeated, as a strategist, he is almost infinitely naive.”
+ − Sat R 128:417 N 1 ’19 2300w
“General Ludendorff has written a very able and interesting book

on the war. It is not a good military history, though the summary
accounts of the earlier Russian campaigns are instructive. The
numerous plans and diagrams by the author are valuable also in
their way. But the book throws a flood of light on the hopes and fears
of the great general staff, and on the relations between the German
army leaders and the politicians in Berlin. To an English reader, of
course, this typical Prussian author must be unsympathetic.”
+ − Spec 123:505 O 18 ’19 2100w
“Ludendorff’s war memoirs are the most solid contribution to the

strategical history of the war that has yet appeared. To the military
student the most valuable portion is that dealing with the Russian
campaign of 1914 and 1915; but in spite of the great military
eminence of the writer, this is a book for the plain citizen rather than
the soldier, for quite half of it is politics.”
+ The Times [London] Lit Sup p557 O 16

’19 1850w
LUEHRMANN, ADELE. Triple mystery. *$1.75

Dodd
20–7518
“Here Adele Luehrmann has evolved a situation where three men

of prominence of the same nationality and presumably of similar
interests, all die with sudden and unexplained mystery within a few
days of each other. The first effort seems to be to throw suspicion
upon Olive Thrace, who has reason to be anxious to be rid of Zarady,
the great concert master. The second death brings in the element of
the girl with the squirrel cap. The actual solution of the triple
mystery is a surprise.”—Boston Transcript
Booklist 16:349 Jl ’20
Boston Transcript p6 Jl 3 ’20 220w
+ Cleveland p72 Ag ’20 40w
“The author has not succeeded at any point in really intriguing the
reader. The characters are obviously puppets to string the story on:
sheep fattened for slaughter. The dénouement is lacking in
ingenuity.”
− N Y Times 25:320 Je 20 ’20 220w
LUMHOLTZ, KARL SOFUS. Through central

Borneo; an account of two years’ travel in the land of
the head-hunters between the years 1913 and 1917. 2v
il *$7.50 Scribner 919.11
20–16918
“Reaching the island which has been the object of his journey, Mr
Lumholtz first gives us a comprehensive idea of its climate and the
biological conditions which there exist, its natural resources, its
population, history, government and racial problems. Presently he
plunges into the jungle and shows us first its wonderful vegetation,
and next its strange people. He takes us up the vast rivers, noting the
habits of the people by the way. To his narrative the author adds a
considerable number of folklore stories drawn directly from the
natives, stories doubtless handed down orally for many generations.
The author embellishes his volumes with profuse illustrations, many
of them from photographs taken by himself.”—Boston Transcript

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Introduction to Educational Research

Connecting Methods to Practice 1st

Introduction to Educational Research 1st Edition

Introduction to Educational Research 2nd Edition

Business Connecting Principles to Practice 1st Edition

Introduction to Research Methods A Hands On Approach

Corrections From Research to Policy to Practice 1st

Introduction to Behavioral Research Methods 6th Edition

Business Business Connecting Principles to Practice 2nd

Business Business Connecting Principles to Practice 2nd

Chapter #7 Test Bank

3. In qualitative research, the practitioner-scholar is concerned with identifying __________, descriptively

6. An ideal sample enables qualitative researchers to _________.

7. Which of the following is NOT a qualitative sampling strategy?

9. A common critique of qualitative research is that _________.

11. What is a major characteristic of a convenience sample?

12. Snowball sampling is particularly useful when researching ____________.

14. Which is NOT a characteristic of simple random sampling?

26. In a/an__________, the participant-scholar engages in a conversation without previously structuring

30. Which of the following is NOT used to collect quantitative data?

32. Which of the following is NOT a consideration when developing a survey?

+ − Review 3:111 Ag 4 ’20 300w

“The mingled wisdom and humor of Lowell are apparent

+ Springf’d Republican p6 S 27 ’20 840w

LOWIE, ROBERT HARRY. Primitive society.

“Beginning with the custom of marriage. Dr Lowie studies it

“The reviewer, a teacher of sociology, is one of a large group who

“Useful for its expansion of data commonly found only in briefer

+ Booklist 16:303 Je ’20

“‘Primitive society’ is a worth-while book. It is interestingly written

+ Cath World 111:684 Ag ’20 330w

“Dr Lowie’s book may be recommended as the most informative,

+ Dial 69:528 N ’20 2500w

+ Freeman 1:377 Je 30 ’20 1550w

+ Nation 111:46 Jl 10 ’20 1550w

“Principles or viewpoints are handled with equal skill, the didactic

+ New Repub 24:245 N 3 ’20 1550w

“He has produced a work that will serve as a comprehensive

+ N Y Times p12 O 31 ’20 1100w

“Dr Lowie reviews the rich material of social organization with a

+ Review 3:652 D 29 ’20 740w

The story is of two married couples in the English colony of

+ Ath p212 Ag 13 ’20 270w

+ N Y Evening Post p18 D 4 ’20 70w

LOWNDES, MRS MARIE ADELAIDE

Lily Fairfield is a young English girl who has been ordered a

Ath p559 Ap 23 ’20 80w

+ Booklist 17:158 Ja ’21

“The background and atmosphere of these players is wherein Mrs

+ − Cath World 112:111 O ’20 300w

+ Lit D p89 O 9 ’20 2350w

“The tale is well written and cleverly developed, incident following

+ N Y Times p27 S 12 ’20 300w

LUCAS, EDWARD VERRALL. Adventures and

The book contains a collection of short sketches on a variety of

+ Booklist 17:105 D ’20

“Mr Lucas would be the first to admit that he challenges

+ − Bookm 52:265 N ’20 320w

“His work is invariably diverting, delicate, sparkling, adapted to

+ Bookm 52:347 D ’20 80w

+ − Freeman 2:22 S 15 ’20 520w

+ Ind 103:441 D 25 ’20 100w

“Both the adventures and the enthusiasms are mild. Mr Lucas’s