Assignment type: Academic Critique (video)
Author: Jenny Gu
Submitted: May2023
Appendix with systematic search strategy, data extraction, quality evaluation and references
Assignment type: Academic Critique (video)
Author: Jenny Gu
Submitted: May2023
Appendix with systematic search strategy, data extraction, quality evaluation and references
Assignment type: Academic Critique (video)
Author: Lauren Craik
Submitted: May2023
Assignment type: Academic Critique (video)
Author: Nicole Harris
Submitted: May2023
Appendix with systematic search strategy, data extraction and references
Assignment type: Academic Critique (video)
Author: Martha Mayfield
Submitted: May2023
Appendix with systematic search strategy, data extraction and quality assessment
Assignment type: Academic Critique (video)
Author: Jess Millington
Submitted: May2024
Appendix with systematic search strategy, data extraction and quality assessment
Authors: Nicole Harris and Sarah Wright
Published: 2023
Publication: DECP Debate
This critique briefly summarises the evolution of the Precision Teaching (PT) approach, exploring what PT is, who it can be used with and its theoretical underpinnings. The results of a systematic literature search exploring the question âIs Precision Teaching effective at improving maths skills in school aged children and
young people?â are then discussed. Based on the five publications reviewed, the interventions that involved PT generally showed greater performance gains than the control or comparison group. Given the highly specific conditions of these interventions however, it is not possible to generalise the intervention effects beyond these studies. It must therefore be concluded that based on these five papers, it is not possible to say whether PT is an effective way to support maths skills. The implications for professional practice suggest a need to establish an evidence base, built around formalised and structured evaluations of PT, that use a control or comparison group. It is suggested that more teachers be involved in this process rather than it being the role of academics. This would enable teachers and Educational Psychologists to speak with more certainty of the efficacy of PT at improving maths skills in school aged children and young people.
This is a pre-publication version of the following article:
(2023) Precision Teaching for maths: An academic critique (2023). DECP Debate, 186, 6-17. DOI: 10.53841/bpsdeb.2023.1.186.6
Authors: Jenny Gu and Sarah Wright
Published: 2023
Publication: DECP Debate
Educators are increasingly seeking innovative interventions to improve childrenâs reading skills through enhancing their reading enjoyment, motivation, and frequency. One such approach is through canine-assisted reading interventions in schools, which involve children reading aloud to therapy dogs and their handlers. The popularity of this approach is growing, with the development and delivery of numerous programmes and organisations worldwide. Given increasing interest in canine-assisted reading programmes in schools, there is a need to subject these interventions to scientific scrutiny, to evaluate the extent to which they are grounded in psychological theory, determine their efficacy for improving reading outcomes, and inform their implementation. In this critique, an overview of the theoretical underpinnings of reading aloud to dogs is first presented. Intervention effects are explained in terms of attachment theory, attentional control theory, and self-determination theory. The current critique also includes the first systematic review examining the effects of school-based canine-assisted interventions, compared to control conditions, on childrenâs reading outcomes. Findings from nine controlled studies are discussed. Currently, there is mixed and limited evidence for the efficacy of school-based canine-assisted reading interventions, compared to control conditions, on childrenâs reading skills, attainment, and attitude. Implications for practice and intervention implementation are considered.
This is a pre-publication version of the following article:
(2023) Does Reading Aloud to a Dog Improve Childrenâs Reading Outcomes? An Academic Critique DECP Debate, 185, 22-41. DOI: 10.53841/bpsdeb.2023.1.185.22
Assignment type: Academic Critique (video)
Author: Soraya Khanna
Submitted: May2022
Assignment type: Academic Critique (video)
Author: Stephanie Bowen
Submitted: May2022
Assignment type: Academic Critique
Author: Lauren Dobson
Submitted: April 2021
To cite this work, please use the following:
Dobson, L.(2022, 29 September).Academic Critique of the âFUN FRIENDSâ programme. University of Southampton Educational Psychology research blog. http://blog.soton.ac.uk/edpsych/2022/09/29/academic-critique-of-the-fun-friends-programme
Authors: Hannah Edwards and Sarah Wright
Published: 2021
Publication: DECP Debate
There is a growing argument that the traditional method of teaching maths is ineffective at developing fluent and adaptive mathematical skills (Boaler et al., 2015; Weiss & Pasley, 2004), resulting in disengaged and dissatisfied students (Boaler et al., 2015; Brown et al., 2008; Clark, 2015; Nardi & Steward, 2003). Flipped learning provides an alternative pedagogy, whereby digital instructional content is digested by students before lessons, freeing-up in-class time for more engagement with teachers and peers on real-life maths problems, promoting higher-level thinking skills (Bergmann & Sams, 2012). In this critique, theories underpinning flipped learning are described and a systematic search of the evidence-base exploring the effectiveness of flipped learning as a maths pedagogy for students aged 11-16 years is conducted and reviewed. Implications for using flipped learning in educational practice are discussed, including implications following the COVID-19 pandemic. With education experiencing unprecedented challenges since 2020 due to national lockdowns, increased student and teacher self-isolation, and reduced time in the classroom, the potential of flipped learning is considered as an alternative or additional supplement to traditional maths teaching.
This is a pre-publication version of the following article:
(2021) Flipped learning in secondary school mathematics- is it worth the flip? DECP Debate, 179, 7-15.
Author: Husna Kasmani
Published: 2021
Publication: Educational Psychology Research and Practice
This paper presents a review of the Tree of Life (ToL) â a strengths-based tool rooted in narrative therapy â as an intervention for children and young people (CYP). Originally developed to support vulnerable young people in Zimbabwe, ToL is now used to support children and adults in many countries and contexts across the world. This paper discusses key aspects of the tool, evaluates the evidence base of ToL with young people, shares the views of CYP and parents, and suggests implications for schools and educational psychology practice in the UK.
Kasmani, H. 2021. Tree of Life: A Tool for Therapeutic Growth? Educational Psychology Research and Practice. 7 (1), pp. 1-9. https://doi.org/10.15123/uel.899yx
Assignment type: Academic Critique
Author: Joanne Bennett
Submitted: April 2021
Assignment type: Academic Critique
Author: Lloyd Chilcott
Submitted: January 2021
Assignment type: Academic Critique
Author: Kirsty Russell
Submitted: April 2020
Assignment type: Academic Critique
Author: Kirsty Russell
Submitted: December 2019
Assignment type: Academic Critique
Author: Sophie Smith
Submitted: May 2020
Assignment type: Academic Critique
Author: Fiona Marsh
Submitted: March 2019
Assignment type: Academic Critique
Author: Danielle Cripps
Submitted: February 2018
Assignment type: Academic Critique
Author: Karen O’Farrell
Submitted: June 2018
Assignment type: Academic Critique
Author:Â Emma Herring
Submitted:Â May 2016
Assignment type: Academic Critique
Author:Â Larissa Cunningham
Submitted:Â January 2016
Assignment type: Academic Critique
Author:Â Sharon McKenzie
Submitted:Â May 2015
Assignment type: Academic Critique
Author: Matthew Baker
Submitted: May 2014
This assignment has been revised and published as an article:
Assignment type: Academic Critique
Author:Â Ed Sayer
Submitted: December 2010
Assignment type: Academic Critique
Author:Â Katherine Longstreet
Submitted: December 2014
Assignment type: Academic Critique
Author:Â Hayley Frisby
Submitted:Â December 2014
Assignment type: Academic Critique
Author:Â Kelly-Marie Underdown
Submitted: May 2014
Assignment type: Academic Critique
Author: Francesca Nagle
Submitted: May 2014
Assignment type: Academic Critique
Author:Â Francesca Nagle
Submitted:Â December 2013