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| Hierarkisk deskriptiv forskning – Multilevelundersøgelsesdesign× | Komparativ deskriptiv forskning× | |
|---|---|---|
| Fagområde | Forskningsdesign | Forskningsdesign |
| Familie | Process / pipeline | Process / pipeline |
| Oprindelsesår≠ | 1980s–1990s (multilevel descriptive formalization) | Mid-20th century, formalized in research methods texts from the 1960s onward |
| Ophavsperson≠ | Formalized within survey and educational research traditions; associated with Hox, Raudenbush, Bryk, and Creswell | Codified in educational and behavioral research methods literature; no single originator |
| Type≠ | Quantitative observational/descriptive design | Non-experimental quantitative research design |
| Oprindelig kilde≠ | Hox, J. J. (2010). Multilevel Analysis: Techniques and Applications (2nd ed.). Routledge. ISBN: 978-1848728455 | Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th ed.). McGraw-Hill. ISBN: 978-0078097874 |
| Aliasser | multilevel descriptive design, nested descriptive study, hierarchical survey design, stratified descriptive research | comparative survey design, descriptive comparative study, group-comparison descriptive research, CDR |
| Relaterede≠ | 4 | 3 |
| Resumé≠ | Hierarchical descriptive research is an observational design that documents the current state of a phenomenon across two or more nested levels — for example, students within classrooms within schools, or employees within teams within organizations. Rather than testing hypotheses or explaining causation, it describes distributions, frequencies, and relationships at each level, making explicit the structured, layered nature of the population being studied. | Comparative descriptive research is a non-experimental quantitative design that systematically documents characteristics, attitudes, behaviors, or conditions across two or more naturally occurring groups, then places those descriptions side by side to identify similarities and differences. Unlike causal-comparative designs, it makes no claim about why groups differ — it rigorously answers the question 'How do these groups compare on this characteristic?' without manipulating any variable. |
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