The representation of the management of behavioural difficulties in EP practice

Behavioural difficulties, whether externalising or internalising, concern educational policy makers, practitioners and educational psychologists (EPs). The present configurative systematic literature review (SLR) aims to explore EPs’ representations of their behaviour management practices and application of psychology within behaviour work, in peer-reviewed studies published between 2000 and 2017. Four research databases, Google Scholar and a University Online Library were systematically searched. A total of 29 papers were found, 12 of which met the study inclusion criteria and were deemed to be of at least medium methodological quality and relevance. A synthesis of the studies’ accounts and outcomes revealed a range of EP practices at individual, group and organisational levels, exemplifying the core functions of the role. EPs draw upon single or multiple integrated psychological paradigms and commonly adopt a social constructionist and relational approach to their work, which can be seen to empirically validate existing models of EP professional practice. Links to EP practice and implications for further research are considered.     

Educational Psychologists’ Contribution to the Every Child Matters Agenda: The parents’ view

In the DfES review of the role and contribution of educational psychologists (2006) the views of a range of different stakeholders were surveyed about the work that EPs do. As part of this process, questionnaires were devised and sent out to 300 parents, 30 from 10 local authorities (LA), distributed by the principal educational psychologist in each LA. Thirty per cent of parents completed the questionnaires and their responses indicated that they valued highly the contribution made by EPs to the outcomes for their child. Their responses also illustrate the broad range of work in which EPs are involved and the multiprofessional nature of support that is available. In this paper, the main findings from the survey are discussed and consideration is given to their implications for the future development of EP services.     

Linking rights,needs, and fairness in high-stakes assessments and examinations

This paper presents a novel explanation for the continued absence of a children’s rights strategy within high-stakes educational assessment with reference to the competing purposes of high-stakes assessments and group-based constructions of fairness in assessment. We provide an original critique of group-based perspectives on the validity of assessment accommodations which supports an individual perspective on fair educational assessment. From this, the (almost forgotten) concept of ‘student assessment needs’ is (re-)introduced as a central axiom, to be constructed through feedback from, and dialogue with, students about their experience of high-stakes assessments, giving primacy to their purpose as an attainment demonstration opportunity for the student. To promote a new movement towards student participation in educational assessment processes and reforms, we propose ‘rights respecting assessment’, complementary to UNICEF’s ‘Rights Respecting Schools’ initiative, in which regular system-wide student representation would contribute to the development of high-stakes examination systems. In recognition of this aspiration, this paper is co-authored with a recent school-leaving age examination candidate.     

Empower Foster Parents Toward Caring Relations with Children

Foster parents face many challenges in caring for children in foster care. Perhaps the major challenge is to achieve a caring environment for children who have experienced trauma and much change. Thus, this article provides ideas and strategies for nurturing foster parents toward a caring relationship with their children.     

Using Students’ Conceptual Models to Represent Understanding of Crosscutting Concepts in an NGSS-Aligned Curriculum Unit About Urban Water Runoff

Journal of Science Education and Technology - Recent science education reforms, as described in the Framework for K-12 Science Education (NRC, 2012), call for three-dimensional learning that...     

The influence of a customized continuing professional development programme on physical education teachers’ perceived physical literacy and efficacy beliefs

PROSPECTS - The purpose of this article is to explore the influence of a customized continuing professional development (PE-CPD) programme on PE teachers’ perceived physical literacy and...     

Technology Disruptions and Elementary Teachers' Problem Solving in an Urban Canadian District: A Case Study

Abstract

This case study of one urban school district in British Columbia, Canada, examines technology-related disruptions to the teaching plans of seven midcareer elementary school teachers over a 1-year period. Despite having relatively good access to current digital technologies and relatively strong experience in using them, teachers commonly experienced disruptions to their plans that necessitated the use of diverse problem-solving strategies and supports. We examine the types of disruptions teachers recalled experiencing, the strategies they chose to address them, and the perceived success of those strategies in allowing teachers to carry through with their plans for classroom technology use in ways that preserved their pedagogical intent. Implications are discussed with regard to ways that districts might more effectively support elementary teachers’ technology use. (Keywords: technology, lesson planning, disruptions, barriers, professional development)     

Reviewing and developing a psychological service’s response to managing behavioural difficulties through action research

Educational or school psychologists (EPs/SPs) can offer support with behaviour concerns at the levels of individual, group or organisation. Their practices, whilst being psychologically based, must be responsive to local contexts and needs. To explore behaviour practice in a real-world context, and to consider how development in this domain might occur during the adoption of a “part-traded” service delivery model, an empirical investigation was conducted within one English local authority (LA) educational psychology service (EPS). Using an action research model, data were gathered through a focus group with six EPs and an interview with the Principal EP (PEP). Current behaviour practices, psychological approaches and future development priorities were identified, as well as perceived facilitators and barriers to change and the EPs’ reflections on professional development through research participation. Implications for EP practice and future research are considered.