Departmental effectiveness in the third year of Dutch secondary education
In: Studies in educational evaluation, Band 26, Heft 4, S. 351-371
ISSN: 0191-491X
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In: Studies in educational evaluation, Band 26, Heft 4, S. 351-371
ISSN: 0191-491X
In: Sociological methods and research, Band 28, Heft 3, S. 281-300
ISSN: 1552-8294
In this article, the effect of four different introductions on response rates in large-scale telephone surveys in the Netherlands in investigated. Three standardized scripted introductions with different numbers of content elements, in addition to a fourth agendabased introduction, were distinguished. In the latter, the interviewers formulated their own introductions on the basis of a limited number of catchwords. A total of 1,831 first telephone calls by 132 interviewers were analyzed; only first calls were taken into account. In a multilevel model, the three standardized scripted introductions did not differ much with respect to response rates, appointment rates, or refusal rates. However, the agenda-based introduction induced both higher response rates and higher appointment rates and, therefore, lower refusal rates.
In: Studies in educational evaluation, Band 22, Heft 2, S. 181-205
ISSN: 0191-491X
In: Government information quarterly: an international journal of policies, resources, services and practices, Band 29, Heft 3, S. 383-393
ISSN: 0740-624X
In: Government information quarterly: an international journal of policies, resources, services, and practices, Band 29, Heft 3, S. 383-394
ISSN: 0740-624X
In: The public opinion quarterly: POQ, Band 81, Heft 3, S. 613-635
ISSN: 1537-5331
In: Studies in educational evaluation, Band 30, Heft 4, S. 281-304
ISSN: 0191-491X