Module overview
Aims and Objectives
Learning Outcomes
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- 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.
- The need to consider and reflect on inequality in psychological research and whose voices are represented.
- Critically evaluate examples of ‘evidence’ from literature and practice
- Respond critically to arguments against the principles of EBP.
- Explain what is meant by ‘evidence’, and differentiate and categorize the quality of different types of ‘evidence’.
- Analyse the strengths and limitations of different types of ‘evidence'.
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Independent Study | 21 |
| Teaching | 29 |
| Total study time | 50 |
Resources & Reading list
Journal Articles
APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology.. The American Psychologist, 61(4), pp. 271.
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.
Burnham, S. (2013). Realists or pragmatists? “Reliable evidence” and the role of the educational psychologist.. Educational Psychology in Practice, 29(1), pp. 19–35.
Fox, M. (2011). Practice-based evidence – overcoming insecure attachments. Educational Psychology in Practice, 27(4), pp. 325–335.
Textbooks
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.
Kelly, B. & Perkins, D. (2004). Handbook of Implementation Science for Psychology in Education.
Assessment
Assessment strategy
Trainees will be expected to write a critique of an assigned article.Formative
This is how we’ll 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’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Critical review | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Critical review | 100% |
Repeat Information
Repeat type: Internal