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  ▼a  Handbook of implementation science for psychology in education
  ▼h  [electronic resource] /:
  ▼c  edited by Barbara Kelly, Daniel F. Perkins.

• 260

  ▼a  Cambridge, UK:
  ▼b  Cambridge University Press,
  ▼c  2012, ©2012.

• 300

  ▼a  1 online resource (xv, 490 pages):
  ▼b  illustrations.

• 336

  ▼a  text
  ▼b  txt
  ▼2  rdacontent

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  ▼a  computer
  ▼b  c
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  ▼a  online resource
  ▼b  cr
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• 504

  ▼a  Includes bibliographical references and index.

• 505

  ▼a  Cover; Handbook of Implementation Science for Psychology in Education; Title; Copyright; Dedication; Contents; Contributors; Foreword; Part I: WHAT IS IMPLEMENTATION SCIENCE?; CHAPTER 1 Implementation Science for Psychology in Education; What Is Implementation Science?; Scientific Paradigms and the Concept of Evidence Base; Identifying Barriers to Effectiveness; The Emergence of Evidence-Based Implementation; Future Directions; The Goals of This Book; The Plan of This Book; References.

• 505

  ▼a  CHAPTER 2 Implementation Science: Key Concepts, Themes, and Evidence for Practitioners in Educational PsychologyPrerequisites for Using Science in the Real World; Core Intervention Components; Active and Knowledgeable Purveyor; Stages of Implementation; Implementation Drivers; Implementation Teams; Improvement Processes; The Frameworks in Action; Stages of Implementation: The Big Ideas; Exploration and Adoption Stage; Installation Stage; Initial Implementation Stage; Full Implementation; Sustainability; Innovation; Implementation Drivers; Competency Drivers; STAFF SELECTION; STAFF TRAINING.

• 505

  ▼a  COACHING AND CONSULTATIONSTAFF PERFORMANCE ASSESSMENT/FIDELITY; Organization Drivers; DECISION-SUPPORT DATA SYSTEMS; FACILITATIVE ADMINISTRATION; SYSTEMS INTERVENTION; Leadership Drivers; Implementation Teams; Implementation and Implications for the Role of Educational Psychology; References; Part II: STATISTICAL PROBLEMS, APPROACHES, AND SOLUTIONS IN REAL-WORLD CONTEXTS; CHAPTER 3 Developing Rigorous Programme Evaluation; 1. Identify the Problem; 2. Identify the Intervention or Solution; 3. Identify the Sample and the Staff; 4. Development Work; 5. Evaluation Design; Sample Size.

• 505

  ▼a  Randomisation RatiosWhat Should We Measure?; 6. Analysis; Process Evaluation; Intervention Outcome Effectiveness; INTENTION-TO-TREAT (ITT); ESTABLISHING EFFECTS: EFFECT SIZES; ESTABLISHING EFFECTS: NUMBER-NEEDED-TO-TREAT (NNT); COST-EFFECTIVENESS; MEDIATOR AND MODERATOR ANALYSES; 7. Dissemination; Conclusion; References; CHAPTER 4 Understanding the Nature of Experiments in Real-World Educational Contexts; Overview; 'True' Experiments and Quasi-Experiments; Randomisation and Bias; External Validity and Generalisability of Findings; SMALL-n EXPERIMENTAL DESIGNS; Case Study 1: An RCT.

• 505

  ▼a  Case Study 2: A Quasi-Experimental DesignCase Study 3: Small-n Experimental Design; The Impact of Experimental Designs on Real-World Educational Contexts; Conclusion; Acknowledgements; References; CHAPTER 5 Meta-Analysis of Implementation Practice Research; Implementation Science, Research and Practice; Types of Research Studies; Research Syntheses of Implementation and Intervention Practices; Research Synthesis; Types of Research Syntheses; NARRATIVE SYNTHESES; DESCRIPTIVE SYNTHESES; VOTE-COUNTING SYNTHESES; BEST-EVIDENCE SYNTHESES; META-ANALYTICAL SYNTHESES.

• 520

  ▼a  "Implementation science is the science of the effectiveness of research for real-world practitioners. This book is an indispensable, highly innovative and evidence-based resource aimed at utilizing research in psychology to improve all aspects of education, from individual teaching programs to organizational development. 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. Collectively, the chapters go beyond the realm of psychology and education, tackling concerns about how to promote positive change in any context, covering topics from epistemology through statistics to examples of implementation approaches, frameworks and protocols. This book creates an immensely relevant body of information and evidence for any practitioner or organization facing the challenges of change. Essential reading for practitioners, policy makers, stakeholders and funders in psychology, education and beyond"--
  ▼c  Provided by publisher.

• 520

  ▼a  "This book aims to help policy makers, stakeholders, practitioners and teachers in psychology and education to provide more effective interventions in educational contexts. It responds to disappointment and global concern about the failure to implement psychological and other interventions successfully in real world contexts. Often interventions, carefully designed and trialed under controlled conditions, prove unpredictable or ineffective in uncontrolled, real life situations. This book looks at why this is the case and pulls together evidence from a range of sources to create original frameworks and guidelines for effective implementation of interventions"--
  ▼c  Provided by publisher.

• 588

  ▼a  Print version record.

• 650

  ▼a  Educational psychology.

• 650

  ▼a  School psychology.

• 650

  ▼a  Educational psychology.

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  ▼a  School psychology.

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  ▼a  PSYCHOLOGY
  ▼x  General.
  ▼2  bisacsh

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  ▼a  EDUCATION
  ▼x  Educational Psychology.
  ▼2  bisacsh

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  ▼a  Educational psychology.
  ▼2  fast
  ▼0  (OCoLC)fst00903571

• 650

  ▼a  School psychology.
  ▼2  fast
  ▼0  (OCoLC)fst01107741

• 655

  ▼a  Electronic books.

• 655

  ▼a  Electronic books.

• 700

  ▼a  Kelly, Barbara,
  ▼d  1953-

• 700

  ▼a  Perkins, Daniel F.

• 776

  ▼i  Print version:
  ▼t  Handbook of implementation science for psychology in education.
  ▼d  Cambridge, UK : Cambridge University Press, 2012, ©2012,
  ▼z  9780521197250
  ▼w  (DLC) 2012015674
  ▼w  (OCoLC)784576326

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