Pub Date : 2022-07-03DOI: 10.1080/02667363.2022.2084042
Tunde Sobitan
ABSTRACT Research into refugee students’ settlement in host countries highlights school belonging as essential to their wellbeing and academic achievement. This research aimed to understand how secondary school refugee students experience school belonging in the North East of England. Interpretative Phenomenological Analysis was used to understand the views of refugee students. Four superordinate themes were developed: agency, participation, safety and separation. Findings suggested that EPs could support the school belonging of refugee students through their capacity to work across school systems. In this, EPs could draw on the bio-psycho-socio-ecological model of school belonging, hence providing an ecological and interactionist approach to supporting this group and also highlighting additional factors which emerged for refugee students. The discussion around the findings highlighted the barriers and facilitators to the participants’ school belonging. Overall, the research findings contribute to a growing body of literature on the school belonging of refugee students in the UK.
{"title":"Understanding the experiences of school belonging amongst secondary school students with refugee backgrounds (UK)","authors":"Tunde Sobitan","doi":"10.1080/02667363.2022.2084042","DOIUrl":"https://doi.org/10.1080/02667363.2022.2084042","url":null,"abstract":"ABSTRACT Research into refugee students’ settlement in host countries highlights school belonging as essential to their wellbeing and academic achievement. This research aimed to understand how secondary school refugee students experience school belonging in the North East of England. Interpretative Phenomenological Analysis was used to understand the views of refugee students. Four superordinate themes were developed: agency, participation, safety and separation. Findings suggested that EPs could support the school belonging of refugee students through their capacity to work across school systems. In this, EPs could draw on the bio-psycho-socio-ecological model of school belonging, hence providing an ecological and interactionist approach to supporting this group and also highlighting additional factors which emerged for refugee students. The discussion around the findings highlighted the barriers and facilitators to the participants’ school belonging. Overall, the research findings contribute to a growing body of literature on the school belonging of refugee students in the UK.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48968205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.1080/02667363.2022.2087583
Mike Chamarette
be useful to parents/carers, who may be seeking advice on how best to support their child’s education. Introducing the relevant sections to parents should help promote an appropriate and consistent approach across home and school. For example, there are strategies for supporting the home-school transition, completing homework, exam revision, and developing independence skills, all of which are highly relevant to parents/ carers. Overall, the Autism Resource Manual meets its aims, providing an abundance of useful strategies and environmental adaptations which I am sure many teachers will find helpful. Recommended for: Teachers; Support Staff; Parents/Carers (some sections) Style: Practical; easy to read; primarily for dipping into Value: Worth recommending for schools to buy
{"title":"Theories of school psychology – critical perspectives","authors":"Mike Chamarette","doi":"10.1080/02667363.2022.2087583","DOIUrl":"https://doi.org/10.1080/02667363.2022.2087583","url":null,"abstract":"be useful to parents/carers, who may be seeking advice on how best to support their child’s education. Introducing the relevant sections to parents should help promote an appropriate and consistent approach across home and school. For example, there are strategies for supporting the home-school transition, completing homework, exam revision, and developing independence skills, all of which are highly relevant to parents/ carers. Overall, the Autism Resource Manual meets its aims, providing an abundance of useful strategies and environmental adaptations which I am sure many teachers will find helpful. Recommended for: Teachers; Support Staff; Parents/Carers (some sections) Style: Practical; easy to read; primarily for dipping into Value: Worth recommending for schools to buy","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44076047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-18DOI: 10.1080/02667363.2022.2090904
L. Daniels, L. Goegan, Sierra Tulloch, N. Lou, K. Noels
ABSTRACT Evidence generally supports a positive association between growth mindset and academic outcomes, even if the experimental evidence for growth mindset interventions is somewhat more tenuous. From an applied perspective, the concept of growth mindsets has grown in popularity with a proliferation of materials readily available to teachers and school administrators. The purpose of this multi-method study was to explore elementary students’ (ages 6-12) understanding of growth mindset messaging created by their school and teachers, and its association with students’ emotions. The results showed that students were positively impacted by the growth mindset messaging, both in school and when facing challenges outside of school. Their emotions were largely positive, with the exception of frustration, which participants associated equally with a growth and a fixed mindset. Results are discussed in relation to mindset theory broadly as well as in regards to school-and teacher-initiated mindset messages.
{"title":"School-led mindset messaging: understanding elementary students’ meaning and emotions","authors":"L. Daniels, L. Goegan, Sierra Tulloch, N. Lou, K. Noels","doi":"10.1080/02667363.2022.2090904","DOIUrl":"https://doi.org/10.1080/02667363.2022.2090904","url":null,"abstract":"ABSTRACT Evidence generally supports a positive association between growth mindset and academic outcomes, even if the experimental evidence for growth mindset interventions is somewhat more tenuous. From an applied perspective, the concept of growth mindsets has grown in popularity with a proliferation of materials readily available to teachers and school administrators. The purpose of this multi-method study was to explore elementary students’ (ages 6-12) understanding of growth mindset messaging created by their school and teachers, and its association with students’ emotions. The results showed that students were positively impacted by the growth mindset messaging, both in school and when facing challenges outside of school. Their emotions were largely positive, with the exception of frustration, which participants associated equally with a growth and a fixed mindset. Results are discussed in relation to mindset theory broadly as well as in regards to school-and teacher-initiated mindset messages.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44936690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-09DOI: 10.1080/02667363.2022.2070456
Richard A. Ruttledge
ABSTRACT This exploratory study considered the impact of a whole school programme to enhance relationships, promote positive behaviour, and reduce teacher stress in a secondary school. The programme was facilitated by the school’s educational psychologist (EP) drawing on psychological theory and practice across a range of paradigms (ecosystemic, cognitive, attribution, attachment, developmental, and relational). Some key aims of the programme were to change teacher attributions around challenging behaviour and to promote a whole school ethos to further embed relational approaches. The qualitative data suggest that the programme was supportive for teachers, increased their self-efficacy and reduced feelings of stress. Further longitudinal research is needed to compare programmes like the one described here with matched controls, ideally including observational measures of teachers and students. Challenges in progressing organisational change in secondary schools are discussed. EPs are well positioned to support school communities through systems consultation and the application of psychological problem solving frameworks.
{"title":"A whole school approach to building relationships, promoting positive behaviour and reducing teacher stress in a secondary school","authors":"Richard A. Ruttledge","doi":"10.1080/02667363.2022.2070456","DOIUrl":"https://doi.org/10.1080/02667363.2022.2070456","url":null,"abstract":"ABSTRACT This exploratory study considered the impact of a whole school programme to enhance relationships, promote positive behaviour, and reduce teacher stress in a secondary school. The programme was facilitated by the school’s educational psychologist (EP) drawing on psychological theory and practice across a range of paradigms (ecosystemic, cognitive, attribution, attachment, developmental, and relational). Some key aims of the programme were to change teacher attributions around challenging behaviour and to promote a whole school ethos to further embed relational approaches. The qualitative data suggest that the programme was supportive for teachers, increased their self-efficacy and reduced feelings of stress. Further longitudinal research is needed to compare programmes like the one described here with matched controls, ideally including observational measures of teachers and students. Challenges in progressing organisational change in secondary schools are discussed. EPs are well positioned to support school communities through systems consultation and the application of psychological problem solving frameworks.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48900646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-05DOI: 10.1080/02667363.2022.2072882
Henry Wood-Downie
{"title":"The autism resource manual: practical strategies for teachers and other educational professionals","authors":"Henry Wood-Downie","doi":"10.1080/02667363.2022.2072882","DOIUrl":"https://doi.org/10.1080/02667363.2022.2072882","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47489013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-03DOI: 10.1080/02667363.2022.2065057
Benjamin Levy
{"title":"The Future of Teaching and the Myths That Hold it back","authors":"Benjamin Levy","doi":"10.1080/02667363.2022.2065057","DOIUrl":"https://doi.org/10.1080/02667363.2022.2065057","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42683505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-03DOI: 10.1080/02667363.2022.2061827
Melissa Carey
{"title":"Habits of success: getting every student learning","authors":"Melissa Carey","doi":"10.1080/02667363.2022.2061827","DOIUrl":"https://doi.org/10.1080/02667363.2022.2061827","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46375200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1080/02667363.2022.2071548
J. Wakeley
with direct instruction. It touches on a much wider question. I think ‘The Future of Teaching’ could have been equally titled ‘The Future of Education’. Claxton challenges us to consider the purpose of formal education. If, for example, we want the next generation to be well-adjusted, knowledgeable, thoughtful and well-rounded, does our current education system cut the mustard? This book will make you think, and may inspire you to share these thoughts with headteachers you know. Recommended For: The Service Library; Teachers. Style: Theoretical.
{"title":"Managing stress in secondary schools – a whole-school approach for staff and students","authors":"J. Wakeley","doi":"10.1080/02667363.2022.2071548","DOIUrl":"https://doi.org/10.1080/02667363.2022.2071548","url":null,"abstract":"with direct instruction. It touches on a much wider question. I think ‘The Future of Teaching’ could have been equally titled ‘The Future of Education’. Claxton challenges us to consider the purpose of formal education. If, for example, we want the next generation to be well-adjusted, knowledgeable, thoughtful and well-rounded, does our current education system cut the mustard? This book will make you think, and may inspire you to share these thoughts with headteachers you know. Recommended For: The Service Library; Teachers. Style: Theoretical.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47989486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/02667363.2022.2045906
Bethany Elms, Andrea Higgins
ABSTRACT This two-part study investigated how educational psychologists (EPs) might support schools working with young people (YP) with eating disorders (EDs). Part one explored the current support in UK schools for secondary-aged pupils with EDs, and the areas that parents (n52) and school staff (n39) felt needed further development, using online questionnaires. Data were analysed, using descriptive statistics and thematic analysis to inform the focus for semi-structured interview questions for part two, whereby eight EPs offered their views on aspects highlighted in part one. Ways forward are discussed, including how input to schools could be implemented. In summary, staff and parents considered that the support schools offered could be greatly enhanced. Four themes emerged from the EP data, which included recommendations for EPs to improve the support around EDs in schools. This study highlights the potential role EPs could have in supporting schools, working with YP with EDs, and their families.
{"title":"The potential role for educational psychologists working with systems supporting young people with eating disorders","authors":"Bethany Elms, Andrea Higgins","doi":"10.1080/02667363.2022.2045906","DOIUrl":"https://doi.org/10.1080/02667363.2022.2045906","url":null,"abstract":"ABSTRACT This two-part study investigated how educational psychologists (EPs) might support schools working with young people (YP) with eating disorders (EDs). Part one explored the current support in UK schools for secondary-aged pupils with EDs, and the areas that parents (n52) and school staff (n39) felt needed further development, using online questionnaires. Data were analysed, using descriptive statistics and thematic analysis to inform the focus for semi-structured interview questions for part two, whereby eight EPs offered their views on aspects highlighted in part one. Ways forward are discussed, including how input to schools could be implemented. In summary, staff and parents considered that the support schools offered could be greatly enhanced. Four themes emerged from the EP data, which included recommendations for EPs to improve the support around EDs in schools. This study highlights the potential role EPs could have in supporting schools, working with YP with EDs, and their families.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48251350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/02667363.2022.2067135
Jason Hassard
ABSTRACT The coronavirus pandemic and associated restrictions on the education system presented distinctive difficulties to educational psychologists in conducting their assessment practice. This study sought to gather the perceptions of a sample of educational psychologists from across the United Kingdom and the Republic of Ireland, examining changes which had occurred in their assessment delivery within local authority educational psychology services. Five nations were represented in the sample of participants represented in this study. This study used semi-structured interviews to gather seven participants’ experiences of a) barriers which had emerged to delivering assessment on account of the COVID-19 pandemic; b) changes which had occurred in assessment delivery within their regions of practice; c) reflections upon the period of fluctuating restrictions and, thus, varying practice. Interview data were analysed using Braun and Clarke’s six-phase framework for thematic analysis. Findings were reported in relation to three prevailing research questions, with implications for research and practice also outlined.
{"title":"Exploring educational psychologists’ perceptions of changes to assessment practice throughout the COVID-19 pandemic","authors":"Jason Hassard","doi":"10.1080/02667363.2022.2067135","DOIUrl":"https://doi.org/10.1080/02667363.2022.2067135","url":null,"abstract":"ABSTRACT The coronavirus pandemic and associated restrictions on the education system presented distinctive difficulties to educational psychologists in conducting their assessment practice. This study sought to gather the perceptions of a sample of educational psychologists from across the United Kingdom and the Republic of Ireland, examining changes which had occurred in their assessment delivery within local authority educational psychology services. Five nations were represented in the sample of participants represented in this study. This study used semi-structured interviews to gather seven participants’ experiences of a) barriers which had emerged to delivering assessment on account of the COVID-19 pandemic; b) changes which had occurred in assessment delivery within their regions of practice; c) reflections upon the period of fluctuating restrictions and, thus, varying practice. Interview data were analysed using Braun and Clarke’s six-phase framework for thematic analysis. Findings were reported in relation to three prevailing research questions, with implications for research and practice also outlined.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44525971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：