An introduction to concept mapping for planning and evaluation.
TL;DR: Each step in the process is described, major methodological issues and problems are considered, and computer programs which can be used to accomplish the process are discussed.
About: This article is published in Evaluation and Program Planning.The article was published on 1989-01-01. It has received 1333 citations till now. The article focuses on the topics: Group concept mapping & Conceptualization.
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TL;DR: In this article, the authors established the dimensions of the etail experience, and developed a reliable and valid scale for the measurement of etail quality based on online and offline focus groups, a sorting task, and an online survey of a customer panel.
2,079 citations
1,937 citations
TL;DR: The HLQ covers 9 conceptually distinct areas of health literacy to assess the needs and challenges of a wide range of people and organisations and is likely to be useful in surveys, intervention evaluation, and studies of theneeds and capabilities of individuals.
Abstract: Health literacy has become an increasingly important concept in public health. We sought to develop a comprehensive measure of health literacy capable of diagnosing health literacy needs across individuals and organisations by utilizing perspectives from the general population, patients, practitioners and policymakers. Using a validity-driven approach we undertook grounded consultations (workshops and interviews) to identify broad conceptually distinct domains. Questionnaire items were developed directly from the consultation data following a strict process aiming to capture the full range of experiences of people currently engaged in healthcare through to people in the general population. Psychometric analyses included confirmatory factor analysis (CFA) and item response theory. Cognitive interviews were used to ensure questions were understood as intended. Items were initially tested in a calibration sample from community health, home care and hospital settings (N=634) and then in a replication sample (N=405) comprising recent emergency department attendees. Initially 91 items were generated across 6 scales with agree/disagree response options and 5 scales with difficulty in undertaking tasks response options. Cognitive testing revealed that most items were well understood and only some minor re-wording was required. Psychometric testing of the calibration sample identified 34 poorly performing or conceptually redundant items and they were removed resulting in 10 scales. These were then tested in a replication sample and refined to yield 9 final scales comprising 44 items. A 9-factor CFA model was fitted to these items with no cross-loadings or correlated residuals allowed. Given the very restricted nature of the model, the fit was quite satisfactory: χ
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WLSMV(866 d.f.) = 2927, p<0.000, CFI = 0.936, TLI = 0.930, RMSEA = 0.076, and WRMR = 1.698. Final scales included: Feeling understood and supported by healthcare providers; Having sufficient information to manage my health; Actively managing my health; Social support for health; Appraisal of health information; Ability to actively engage with healthcare providers; Navigating the healthcare system; Ability to find good health information; and Understand health information well enough to know what to do. The HLQ covers 9 conceptually distinct areas of health literacy to assess the needs and challenges of a wide range of people and organisations. Given the validity-driven approach, the HLQ is likely to be useful in surveys, intervention evaluation, and studies of the needs and capabilities of individuals.
794 citations
Cites methods from "An introduction to concept mapping ..."
...The original concept maps were generated based upon a structured concept mapping process and software developed by Trochim [30-32]....
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...Trochim W: An introduction to concept mapping for planning and evaluation....
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...Trochim W, Cook JA, Setze RJ: Using concept mapping to develop a conceptual framework of staff's views of a supported employment program for persons with severe mental illness....
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...Trochim W, Linton R: Conceptualisation for planning and evaluation....
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TL;DR: Analysis of the application of mixed method designs in implementation research in 22 mental health services research studies published in peer-reviewed journals over the last 5 years revealed 7 different structural arrangements of qualitative and quantitative methods, and 3 different ways of linking quantitative and qualitative data together.
Abstract: This paper describes the application of mixed method designs in implementation research in 22 mental health services research studies published in peer-reviewed journals over the last 5 years. Our analyses revealed 7 different structural arrangements of qualitative and quantitative methods, 5 different functions of mixed methods, and 3 different ways of linking quantitative and qualitative data together. Complexity of design was associated with number of aims or objectives, study context, and phase of implementation examined. The findings provide suggestions for the use of mixed method designs in implementation research.
733 citations
Cites methods from "An introduction to concept mapping ..."
...Using the technique of concept mapping (Trochim 1989), Aarons et al. (2009), solicited information on factors likely to impact implementation of EBPs in public sector mental health settings from 31 services providers and consumers organized into 6 focus groups....
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TL;DR: This method appears to be especially well suited for the type of text generated by open-ended questions as well for organizational research questions that are exploratory in nature, aimed at scale or interview question development, and/or developing conceptual coding schemes.
Abstract: This article presents concept mapping as an alternative method to existing code-based and word-based text analysis techniques for one type of qualitative text data—open-ended survey questions. It i...
676 citations
Cites background from "An introduction to concept mapping ..."
...Another form of concept mapping (Trochim, 1989) is a more formal group process tool that includes a sequence of structured group activities linked to a series of multivariate statistical analyses that process the group input and generate maps....
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References
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Book•
01 Jan 1980
TL;DR: History Conceptual Foundations Uses and Kinds of Inference The Logic of Content Analysis Designs Unitizing Sampling Recording Data Languages Constructs for Inference Analytical Techniques The Use of Computers Reliability Validity A Practical Guide
Abstract: History Conceptual Foundations Uses and Kinds of Inference The Logic of Content Analysis Designs Unitizing Sampling Recording Data Languages Constructs for Inference Analytical Techniques The Use of Computers Reliability Validity A Practical Guide
25,749 citations
"An introduction to concept mapping ..." refers methods in this paper
...On several occasions we have tried more formal thematic analysis of the text statements using a "key words in context" approach (Stone et al, 1966; Krippendorf, 1980) which seems promising....
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TL;DR: This transmutability of the validation matrix argues for the comparisons within the heteromethod block as the most generally relevant validation data, and illustrates the potential interchangeability of trait and method components.
Abstract: Content Memory (Learning Ability) As Comprehension 82 Vocabulary Cs .30 ( ) .23 .31 ( ) .31 .31 .35 ( ) .29 .48 .35 .38 ( ) .30 .40 .47 .58 .48 ( ) As judged against these latter values, comprehension (.48) and vocabulary (.47), but not memory (.31), show some specific validity. This transmutability of the validation matrix argues for the comparisons within the heteromethod block as the most generally relevant validation data, and illustrates the potential interchangeability of trait and method components. Some of the correlations in Chi's (1937) prodigious study of halo effect in ratings are appropriate to a multitrait-multimethod matrix in which each rater might be regarded as representing a different method. While the published report does not make these available in detail because it employs averaged values, it is apparent from a comparison of his Tables IV and VIII that the ratings generally failed to meet the requirement that ratings of the same trait by different raters should correlate higher than ratings of different traits by the same rater. Validity is shown to the extent that of the correlations in the heteromethod block, those in the validity diagonal are higher than the average heteromethod-heterotrait values. A conspicuously unsuccessful multitrait-multimethod matrix is provided by Campbell (1953, 1956) for rating of the leadership behavior of officers by themselves and by their subordinates. Only one of 11 variables (Recognition Behavior) met the requirement of providing a validity diagonal value higher than any of the heterotrait-heteromethod values, that validity being .29. For none of the variables were the validities higher than heterotrait-monomethod values. A study of attitudes toward authority and nonauthority figures by Burwen and Campbell (1957) contains a complex multitrait-multimethod matrix, one symmetrical excerpt from which is shown in Table 6. Method variance was strong for most of the procedures in this study. Where validity was found, it was primarily at the level of validity diagonal values higher than heterotrait-heteromethod values. As illustrated in Table 6, attitude toward father showed this kind of validity, as did attitude toward peers to a lesser degree. Attitude toward boss showed no validity. There was no evidence of a generalized attitude toward authority which would include father and boss, although such values as the VALIDATION BY THE MULTITRAIT-MULTIMETHOD MATRIX
15,795 citations
"An introduction to concept mapping ..." refers background in this paper
...The exciting prospect here is that the concept map provides a useful way to operationalize the multitrait-multimethod approach to measurement which was outlined by Campbell and Fiske (1959) and is described in greater detail in the paper by Davis (this volume)....
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Book•
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01 Jan 1974
TL;DR: This fourth edition of the highly successful Cluster Analysis represents a thorough revision of the third edition and covers new and developing areas such as classification likelihood and neural networks for clustering.
Abstract: Cluster analysis comprises a range of methods for classifying multivariate data into subgroups. By organising multivariate data into such subgroups, clustering can help reveal the characteristics of any structure or patterns present. These techniques are applicable in a wide range of areas such as medicine, psychology and market research. This fourth edition of the highly successful Cluster Analysis represents a thorough revision of the third edition and covers new and developing areas such as classification likelihood and neural networks for clustering. Real life examples are used throughout to demonstrate the application of the theory, and figures are used extensively to illustrate graphical techniques. The book is comprehensive yet relatively non-mathematical, focusing on the practical aspects of cluster analysis.
9,857 citations
Book•
01 Dec 1973
5,169 citations
"An introduction to concept mapping ..." refers background or methods in this paper
...The second analysis which is conducted to represent the conceptual domain is called hierarchical cluster analysis (Anderberg, 1973; Everitt, 1980). This analysis is used to group individual statements on the map into clusters of statements which presumably reflect similar concepts. There are a wide variety of ways to conduct cluster analysis and there is considerable debate in the literature about the relative advantages of different methods. The discussion centers around ambiguity in the definition of the term "cluster." Everitt (1980) and Anderberg (1973) present more extensive discussions of this issue....
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...Everitt (1980) and Anderberg (1973) present more extensive discussions of this issue....
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...The second analysis which is conducted to represent the conceptual domain is called hierarchical cluster analysis (Anderberg, 1973; Everitt, 1980)....
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Book•
01 Jan 1984TL;DR: In this article, the authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience, and develop their theory of the conceptual nature of knowledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings and to integrate thinking, feeling, and acting.
Abstract: For almost a century, educational theory and practice have been influenced by the view of behavioural psychologists that learning is synonymous with behaviour change. In this book, the authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience. They develop their theory of the conceptual nature of knowledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings and to integrate thinking, feeling, and acting. In their research, they have found consistently that standard educational practices that do not lead learners to grasp the meaning of tasks usually fail to give them confidence in their abilities. It is necessary to understand why and how new information is related to what one already knows. All those concerned with the improvement of education will find something of interest in Learning How to Learn.
3,987 citations