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Informationen zum Autor Barbara Kelly, PhD, is a graduate of Edinburgh, Glasgow and Strathclyde Universities. She is currently Associate Tutor to the MSc and Doctoral Programs in Educational Psychology, School of Psychology and Health at the University of Strathclyde, Glasgow. She is also a Senior Educational Psychologist for Glasgow City Psychological Services. A former Research Fellow in the Departments of Education and Social Work at Glasgow University, her work has focused on the effectiveness of interventions and services designed to address children's needs. She has conducted research across a range of contexts, including innovative pre-school education and interventions for child victims of sexual abuse. She has carried out research for the Scottish Government on interventions affecting juvenile offending and on secure provision for juveniles. As both a practitioner and an academic, Dr Kelly offers a unique perspective in exploring and developing innovative frameworks linking theory and epistemology to evidence and practice. Daniel Perkins received his PhD from Michigan State University. He is currently Professor of Family and Youth Resiliency and Policy at Penn State University. His research interests include adolescent and family development; assets, risk and protective factors; collaboration and community development; contextual influences on development; evaluation of prevention and intervention programs; civic engagement in youth; prevention science; risk behaviors and resiliency; theories of adolescence; and youth development. Dr Perkins is currently involved in two major prevention projects. The first involves assessing the effectiveness of a model for the diffusion of empirically-validated prevention programs for adolescent substance abuse and mental health. The project is underway in fourteen communities in Iowa and Pennsylvania. The second study focuses on strategies for strengthening the ability of after-school programs to promote citizenship, skills and positive youth behavior in order to prevent delinquency and substance abuse. Klappentext Aims to help policy makers, stakeholders, practitioners and teachers in psychology and education provide more effective interventions in educational contexts. Zusammenfassung This book aims to help practitioners in psychology and education provide more effective interventions in educational contexts. 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. Inhaltsverzeichnis Foreword Robert Slavin; Part I. What is Implementation Science?: 1. Implementation science for psychology in education Barbara Kelly; 2. Implementation science: key concepts, themes and evidence for practitioners in educational psychology Karen Blase, Melissa Van Dyke, Dean L. Fixsen and Frances Wallace Bailey; Part II. Statistical Problems, Approaches and Solutions in Real World Contexts: 3. Developing rigorous programme evaluation Tracey Bywater; 4. Understanding the nature of experiments in real world educational contexts James Boyle; 5. Meta analysis of implementation practice research Carl Dunst and Carol M. Trivette; 6. Using evidence to inform practice in science teaching: the promise, the practice and the potential Judith 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 context Barbara Kelly; 8. The role of executive frameworks in preparing for change in educational contexts Jey Monsen and Lisa Marks Woolfsen; 9. Researching readiness for evidence-based practice: the evidence-based practice attitude scale (EBPAS) Gregory A. Aarons, Amy E. Green and Elizabeth Miller; 10. Change foc...
