Title:
Handbook of implementation science for psychology in education
Publication Information:
Cambridge ; New York : Cambridge University Press, 2012
Physical Description:
xv, 490 p. ; 26 cm.
ISBN:
9780521197250
9780521127028
Abstract:
"This book aims to help policy makers, stakeholders, practitioners and teachers in psychology and education to provide more effective interventions in educational contexts. It responds to disappointment and global concern about the failure to implement psychological and other interventions successfully in real world contexts. Often interventions, carefully designed and trialed under controlled conditions, prove unpredictable or ineffective in uncontrolled, real life situations. This book looks at why this is the case and pulls together evidence from a range of sources to create original frameworks and guidelines for effective implementation of interventions"-- Provided by publisher.
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010307128 | LB1051 H365 2012 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
Implementation science is the science of the effectiveness of research for real-world practitioners. This book is an indispensable, highly innovative and evidence-based resource aimed at utilizing research in psychology to improve all aspects of education, from individual teaching programs to organizational development. It addresses the widespread confusion and disappointment about the lack of effectiveness of real-world psychology and provides twenty-seven chapters offering proven policies, strategies and approaches for designing, supporting and improving interventions in schools. Collectively, the chapters go beyond the realm of psychology and education, tackling concerns about how to promote positive change in any context, covering topics from epistemology through statistics to examples of implementation approaches, frameworks and protocols. This book creates an immensely relevant body of information and evidence for any practitioner or organization facing the challenges of change. Essential reading for practitioners, policy makers, stakeholders and funders in psychology, education and beyond.
Table of Contents
| ForewordRobert Slavin |
| Part I What is Implementation Science?: |
| 1 Implementation science for psychology in educationBarbara Kelly |
| 2 Implementation science: key concepts, themes and evidence for practitioners in educational psychologyKaren Blase and Melissa Van Dyke and Dean L. Fixsen and Frances Wallace Bailey |
| Part II Statistical Problems, Approaches and Solutions in Real World Contexts: |
| 3 Developing rigorous programme evaluationTracey Bywater |
| 4 Understanding the nature of experiments in real world educational contextsJames Boyle |
| 5 Meta analysis of implementation practice researchCarl Dunst and Carol M. Trivette |
| 6 Using evidence to inform practice in science teaching: the promise, the practice and the potentialJudith Bennett |
| Part III Preparing for Effective Implementation: Frameworks and Approaches: |
| 7 Implementation science and enhancing delivery and practice in school psychology services: some lessons from the Scottish contextBarbara Kelly |
| 8 The role of executive frameworks in preparing for change in educational contexts Jey Monsen and LisaMarks Woolfsen |
| 9 Researching readiness for evidence-based practice: the evidence-based practice attitude scale (EBPAS)Gregory A. Aarons and Amy E. Green and Elizabeth Miller |
| 10 Change focused organizational consultation in school settingsRobert Illback |
| 11 Implementation of interventions to promote school readinessJanet Welsh |
| Part IV Successful Implementation of Specific Programmes and Interventions: Social, Emotional and Behavioural Change, Literacy Development and Leisure Education: |
| 12 Maximizing effectiveness of social-emotional interventions for young children through high quality implementationCelene E. Domitrovich and Mark T. Greenberg |
| 13 A framework for improving the impact of school-based social competence programmesKeith Topping |
| 14 Positive behaviour support and young people with autismGlen Dunlap and Philip Strain and Lise Fox |
| 15 Implementation of a family-centered, school-based intervention to prevent student academic and behavioural problemsElizabeth A. Stormshak and Kathryn Margolis and Cindy Huang and Thomas Dishion |
| 16 Evidence-based reading interventions: implementation issues for the twenty-first centuryRobert Savage |
| 17 Summary of research and implications for practice on reading interventions for young English language learners with reading difficultiesColleen Reutebuch and Sharon Vaughn |
| 18 Implementing evidence-based leisure education programmes during schoolLinda Caldwell |
| Part V Improving the Implementation of Evidence-Based Programmes and Interventions via Staff Skills, Organisational Approaches and Policy Development: |
| 19 Key classroom features of promoting collaborative dialogue in the classroomRobyn M. Gilles |
| 20 Practical applications of a 'fidelity of implementation' frameworkMollie Rudnick and Cassie Freeman and Jeanne Century |
| 21 Increasing student voice in school reforms: building partnerships, improving outcomesDana Mitra |
| 22 Coaching for instructional improvement and strategies that matterBarbara Neufield and Morgaen Donaldson |
| 23 The use of evidence-based programs and quality childcareAnn Michelle Daniels |
| 24 Action research: reshaping practice through assessment and critical reflectionViolet Harader and Joyce Yukawa |
| 25 Measuring child well being in schools: how robust outcome data may inform the selection, design and implementation of evidence-based programmesTim Hobbs and Tamsin Ford |
| 26 The common language service development model: from strategy development to implementation of evidence-based practiceNick Axford and Louise Morpeth |
| Part VI Signposts towards Effectiveness: |
| 27 Key themes in implementation science for psychology in educationBarbara Kelly |
