Module overview
As Educational psychologists we have a key role in ensuring that the interventions we recommend have a strong evidence base. This module will focus on developing your understanding of what
鈥榚vidence based practice鈥 (EBP) is and is not; and your ability to evaluate evidence to inform your practice. It will also highlight some of the difficulties of integrating evidence based interventions into practice and the role of the scientist practitioner
Aims and Objectives
Learning Outcomes
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- Respond critically to arguments against the principles of EBP.
- Analyse the strengths and limitations of different types of 鈥榚vidence'.
- The need to consider and reflect on inequality in psychological research and whose voices are represented.
- Articulate the role(s) of EBP in educational psychology and the role(s) of educational psychology in EBP; the pathways via which evidence is built, amassed and progressed.
- Critically evaluate examples of 鈥榚vidence鈥 from literature and practice
- Explain what is meant by 鈥榚vidence鈥, and differentiate and categorize the quality of different types of 鈥榚vidence鈥.
Syllabus
Curriculum will comprise the following components:
- Conceptual specification of evidence based practice.
- Different types of evidence, how they are obtained and their value.
- What facilitates EBP, what hinders EBP, feasibility of EBP.
- Considerations for developing as an evidence based practitioner.
Learning and Teaching
Teaching and learning methods
Teaching will comprise different methods, including lectures, directed reading, discussion in journal club and independent study.
| Type | Hours |
|---|---|
| Independent 黑料社 | 21 |
| Teaching | 29 |
| Total study time | 50 |
Resources & Reading list
Journal Articles
Roberts, S.O., Bareket-Shavit, C., Dollins. F.A., Goldie, P.D. & Mortenson, E. (2020). Racial Inequality in Psychological Research: Trends of the Past and Recommendations for the Future.. Perspectives on Psychological Science, 15(6), pp. 1295-1309.
APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology.. The American Psychologist, 61(4), pp. 271.
Fox, M. (2011). Practice-based evidence 鈥 overcoming insecure attachments. Educational Psychology in Practice, 27(4), pp. 325鈥335.
Burnham, S. (2013). Realists or pragmatists? 鈥淩eliable evidence鈥 and the role of the educational psychologist.. Educational Psychology in Practice, 29(1), pp. 19鈥35.
Textbooks
Kelly, B. & Perkins, D. (2004). Handbook of Implementation Science for Psychology in Education.
Kratochwill, T. & Shernoff, E. (2003). Evidence-Based Practice: Promoting Evidence-Based Interventions in School Psychology. WCER Working Paper No. 2003-13.
Frederickson, N. (2002). Evidence-based practice and educational psychology Educational and Child Psychology. Vol 19(3), 2002, 96-111.
Assessment
Assessment strategy
Trainees will be expected to write a critique of an assigned article.
Formative
This is how we鈥檒l give you feedback as you are learning. It is not a formal test or exam.
Presentation
- Assessment Type: Formative
- Feedback: Verbal feedback, to presented material, will include in vivo response (questions, debate) by peers and staff
- Final Assessment: No
- Group Work: Yes
Summative
This is how we鈥檒l formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Critical review | 100% |
Referral
This is how we鈥檒l assess you if you don鈥檛 meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Critical review | 100% |
Repeat Information
Repeat type: Internal