DescriptionThe role of executive problem-solving frameworks in preparing for effective change in educational contexts. The past twenty years has witnessed a period of far-reaching educational reforms within the UK and internationally. Politicians, policy makers, researchers, and practitioners alike have come to the reluctant conclusion that the impact of the majority of this on children and young people, in terms of, e.g., academic attainments has been marginal. Such marginalization is particularly apparent within the most vulnerable groups in society. Such a bleak scenario has emerged despite significantly increased expenditure on education: on its staffing, on its infrastructure, on lowering class sizes, and on new polices, curricula, and programs, on an unprecedented scale and scope In this paper we argue that money has been spent on programs, which lack sufficient evidence base to show that they work. In this presentation, Jey Monsen and Lisa Woolfson argue that an important part of improving the implementation and evaluation of effective applied interventions within educational settings is the need to build teacher capacity by emphasizing the development of more rigorous problem-solving processes and critical evaluation practices. Teaching staff require the ability to think about complex work related problems in a more scientific and structured way, emphasizing the need for practitioners to develop more of a ‘new scientist-practitioner’ stance. Finally,problem-analysis methodology is presented as an example of an executive framework within which teachers and psychologists can conceptualize the phases of critical thinking and embed sound research and theory into effective and sustainable applied practice, which will actually make a difference to children and young people.
|Implementation Science Conference, United Kingdom
Research output: Chapter in Book/Report/Conference proceeding › Chapter