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
‘evidence based practice’ (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
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
- 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.
- Explain what is meant by ‘evidence’, and differentiate and categorize the quality of different types of ‘evidence’.
- Critically evaluate examples of ‘evidence’ from literature and practice
- Analyse the strengths and limitations of different types of ‘evidence'
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.
|Total study time||50|
Resources & Reading list
Fox, M. (2011). Practice-based evidence – overcoming insecure attachments. Educational Psychology in Practice, 27(4), pp. 325–335.
Burnham, S. (2013). Realists or pragmatists? “Reliable evidence” and the role of the educational psychologist.. Educational Psychology in Practice, 29(1), pp. 19–35.
APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology.. The American Psychologist, 61(4), pp. 271.
Kelly, B. & Perkins, D. (2004). Handbook of Implementation Science for Psychology in Education.
Frederickson, N. (2002). Evidence-based practice and educational psychology Educational and Child Psychology. Vol 19(3), 2002, 96-111.
Kratochwill, T. & Shernoff, E. (2003). Evidence-Based Practice: Promoting Evidence-Based Interventions in School Psychology. WCER Working Paper No. 2003-13.
Trainees will be expected to write a critique of an assigned article.
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.Presentation
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Repeat type: Internal