Introductory Statistics for Criminal Justice and Criminology

Introductory Statistics for Criminal Justice and Criminology

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For introductory statistics courses taken by criminal justice majors at the undergraduate level. Criminal justice as a major academic discipline has seen expansive growth over the past decade, and a strong undergraduate statistics book is essential for adherence to recent standards set by the Academy of Criminal Justice Sciences. Unlike other statistics books-which are often too complex and lengthy for undergraduates-this text makes statistical concepts digestible for criminal justice students, and covers the basics of criminal justice statistics in a typical 10-15 week course. The authors introduce criminal justice statistics by focusing on basic techniques, computations, and practical applications rather than on technical explanations and overly advanced techniques. It is also an accessible reference for criminal justice practitioners.
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Product details

  • Hardback | 480 pages
  • 177.8 x 236.2 x 27.9mm | 861.84g
  • Prentice-Hall
  • Harlow, United Kingdom
  • English
  • 0130142921
  • 9780130142924
  • 2,147,877

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Whether you are interested in implementing change in the criminal justice system, shaping public policy, or developing and testing theories of crime, a basic understanding of statistics is essential. Designed for students with little or no familiarity with statistics, Introductory Statistics for Criminal Justice and Criminology presents clear explanations of the underlying concepts of statistical inference and hypothesis testing. The text also features step-by-step demonstrations of common statistical procedures used in criminal justice research.

Special Features of the Text

Special features of Introductory Statistics for Criminal Justice and Criminology include the following:

Computer Application. Perhaps the most unique feature of this text is its application of Excel. This software allows students to visualize the step-by-step processes of statistical calculations and perform more advanced statistical techniques using the function wizard and data analysis tool. ExploreIT! Boxes. Each chapter begins with an ExploreIT! box that introduces a statistical technique for addressing a specific research problem. TryIT! Boxes. To reinforce key concepts, TryIT! boxes are inserted throughout the text requiring students to perform different statistical tests. Key Terms. Throughout the book, key terms are defined and printed in bold type. Problem Sets. At the end of most chapters, problem sets are provided requiring students to calculate and interpret different statistical tests.
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Table of contents

1. Purpose of Statistics. 2. Foundations of Research. 3. Data Organization. 4. Measures of Central Tendency. 5. Measures of Dispersion. 6. Probability Theory. 7. Sample Statistics to Population Parameters. 8. Statistical Analysis for a Population Mean and Proportion: z Tests. 9. Statistical Analysis for Nominal and Ordinal Variables: Chi-Square and Spearman's Rho. 10. Statistical Analysis for Comparing Two Population Means: t Tests. 11. Statistical Analysis for Comparing Three or More Population Means: Analysis of Variance. 12. Statistical Analysis for Assessing Relationships: Correlation. 13. Statistical Analysis for Prediction: Regression. Appendix A. Probability Distribution Tables. Appendix B. Chapter Solutions for Odd Questions. Index.
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About Diane M. Badzinski

Jon L. Proctor received his bachelor's and master's degrees in criminal justice from the University of Nebraska and his doctorate in sociology from the University of Nebraska. His teaching interests are primarily in the areas of research methods, statistics, and corrections-related courses. His research focuses on a variety of correctional issues, including classification, parole, and institutional control of inmate populations. Diane M. Badzinski received her bachelor's degree from St. Cloud State University, her master's degree from the University of California, Santa Barbara, and her doctorate from the University of Wisconsin-Madison. After ten years of teaching at the University of Nebraska-Lincoln, she resigned her position and now teaches part-time. Although her teaching interests and responsibilities often lie in research methods and statistics, she also enjoys teaching a variety of communication courses.
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