The role of evidence in educational psychology
Boyle, James and Kelly, Barbara; Kelly, Barbara and Woolfson, Lisa Marks and Boyle, James, eds. (2016) The role of evidence in educational psychology. In: Frameworks for Practice in Educational Psychology. Jessica Kingsley Publishers, London, pp. 29-43. ISBN 9781785920073
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Abstract
Evidence has a key underlying role in the practice of educational psychology in defining ‘change’, one of the central themes of this volume. The success of the Educational and School Psychologist as an agent of change across the core functions of consultation, assessment, intervention, training and practitioner research (Birch, Frederickson, & Miller, 2015; Boyle, 2011; Dunsmuir & Kratochwill, 2013) hinges upon an understanding of the nature of ‘evidence’ and how it informs practice. In this chapter, we will consider the nature of evidence and its relationship to professional practice. Educational and School Psychologists not only generate evidence themselves about underlying processes, outcomes, and the acceptability, feasibility and impact of the implementation of interventions, but are also ‘consumers’ of research findings (Frederickson, 2002) as they engage with the literature to determine the best available evidence for practice.
ORCID iDs
Boyle, James ORCID: https://orcid.org/0000-0002-4621-478X and Kelly, Barbara ORCID: https://orcid.org/0000-0002-5388-7560; Kelly, Barbara, Woolfson, Lisa Marks and Boyle, James-
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Item type: Book Section ID code: 67043 Dates: DateEvent21 December 2016PublishedSubjects: Philosophy. Psychology. Religion > Psychology Department: Faculty of Humanities and Social Sciences (HaSS) > Psychological Sciences and Health > Psychology Depositing user: Pure Administrator Date deposited: 21 Feb 2019 09:22 Last modified: 11 Nov 2024 15:16 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/67043