Understanding educational psychology support for intervention implementation in secondary schools: a case study of the implementation of a learning-focussed targeted intervention of direct instruction for reading

Andrews, Victoria Charlotte (2024). Understanding educational psychology support for intervention implementation in secondary schools: a case study of the implementation of a learning-focussed targeted intervention of direct instruction for reading. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

This thesis explores how an Educational Psychology Service EPS in England could optimise support to a secondary school in the implementation of a learning-focused intervention of Direct Instruction for reading. The goal was to explore organisational contexts and uncover change mechanisms by exploring determinants (facilitators and barriers); in order to develop a strategy to support implementation. An ethnographic approach was undertaken, with the author undertaking the role of participant observer and contributing to implementation strategy development. Participant observation, a reflexive log and participant semi-structured interviews captured data which was analysed using the Framework Method of Analysis (Ritchie & Spencer, 1994). The findings concurred with the current literature that organisational context is an important driving factor for implementing interventions. Mechanisms uncovered centred around planned feedback loops such as building trusting relationships within and between organisations, and s

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):