Working collaboratively with teachers to promote effective learning

Atkinson, Cathy; Regan, Teresa; Williams, Christine A.

doi:10.1111/j.1467-9604.2006.00398.x

Cited by 5 publications

(6 citation statements)

References 19 publications

(10 reference statements)

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“…Finally, rather than sole reliance on individual casework (Atkinson, Regan, & Williams, 2006;Cameron, 2006), educational psychologists working collaboratively with teachers and school staff to develop their critical understanding of the psychological processes underpinning their work could potentially benefit the greatest number of children and young people. The approaches described in this paper are potential interventions to achieve this aim but all need to develop a much more robust evidence base before they can be developed any further.…”

Section: Final Commentsmentioning

confidence: 99%

A critical appraisal of four approaches which support teachers’ problem‐solving within educational settings

Bennett¹,

Monsen²

2011

Educational Psychology in Practice

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This paper critically appraises four problem-solving approaches, based on a range of theoretical perspectives and procedures, which are currently used in educational settings to support adults to find solutions to complex problems that arise within classrooms and the wider school community. The four approaches are: Circles of Adults; Teacher Coaching; Collaborative Problem-solving Groups; the Staff Sharing Scheme. The principle aim of all of these interventions is to enable school staff to generate solutions to problems so that children and young people who are causing concern are perceived in ways which lead to more constructive actions and outcomes. A second aim is to build the capacity of those working in schools by developing their skills and self confidence as problem-solvers and decisionmakers; the assumption being that they will be more able to solve similar problems in the future largely on their own, without the need for extensive external support. The paper then considers the relative strengths and limitations of each approach in relation to practice.

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Section: Final Commentsmentioning

confidence: 99%

A critical appraisal of four approaches which support teachers’ problem‐solving within educational settings

Bennett¹,

Monsen²

2011

Educational Psychology in Practice

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“…Additionally, effective learning emphasizes student participation in the development of assessments and learning goals. Finally, effective learning encourages outcomes that pursue new knowledge, perspectives, values, or attitudes along with relevant and applied skills (Atkinson et al, 2006; Conole et al, 2004; Dunlosky et al, 2013; Harden & Laidlaw, 2013; McTighe & O'Connor, 2005; Mortimore, 1993; Ormrod, 2016; Watkins et al, 2000).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Development of a Perceptions of Online Learning Scale to Assess Teachers’ Beliefs

Padgett

Jiang

Shero

et al. 2022

Journal of Psychoeducational Assessment

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During the COVID pandemic, the sudden switch to online learning brought an unintended spotlight to this gradually expanding educational innovation. However, while numerous tools exist to assess student perceptions of or readiness for online learning quantitatively, a research gap exists regarding teachers' perceptions of online learning. To facilitate future research among teachers, the authors describe the development of a new perceptions of online learning scale (POOLS). The POOLS seeks to measure teachers' perceptions of online learning across four theoretical constructs associated with quality education in online and traditional face-to-face formats. The POOLS was constructed using expert review and a sample ( N=654), where an exploratory and confirmatory factor analysis were conducted on split halves of these data. The results of this initial validation study provide the basis for using the POOLS as an approach to measuring four aspects of perceptions of online learning: Effective Learning ([Formula: see text] = 0.77), Student-Centered Learning ([Formula: see text] = 0.67), Interactive Learning ([Formula: see text] = 0.73), and Engaged Learning ([Formula: see text] = 0.66). We recommend that the POOLS be used in research settings to describe the relationship among POOLS factors and other characteristics such as self-efficacy, amount or type of experience with online learning, and personality traits.

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“…Sustaining progress over time also requires motivation from all parties involved, both the pupil and supporting adults (Atkinson et al ., ; Hattie & Timperley, ; Scott and Nowlis, ; Koo & Fishbach, ; Brandt et al ., ; Dunsmuir et al ., 2009). Research by Atkinson et al .…”

Section: Research On Progress and Sustainabilitymentioning

confidence: 99%

“…Research by Atkinson et al . () raises the importance of goal setting in terms of the pupil and the promotion of self‐efficacy. They suggest that a pupil's belief in their own ability and motivation to succeed is dependent on their ability to see themselves progress towards a goal.…”

Section: Research On Progress and Sustainabilitymentioning

confidence: 99%

An exploration into how the impact of interventions for pupils with special educational needs can be sustainable and support long term progress

Belli¹

2018

Support for Learning

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This short piece of action research seeks to identify the characteristics which ensure that the impact from external interventions delivered by Southampton Advisory Outreach Service for SEND can be sustained over time. It considers how the service can work with schools to establish self‐sustaining systems which reduce dependency, thereby freeing the service to focus resources where there is greatest need. The research suggests that sustainable progress depends on the continued setting of specific targets which allow progress to be measured and evidenced over time. It also suggests, however, that schools need to consider the wider progress made by pupils, which cannot be captured by narrow progress measures. Furthermore, the research identifies some key factors which ensure pupils continue to make progress once external support is withdrawn. These include consistency in how support is delivered, and effective communication systems that help to maintain consistent approaches to support and allow for adaptation as part of the cycle of ‘assess, plan, do and review’. The article also considers how schools retain motivation to continue with recommendations once external support is withdrawn and the conditions that are needed to foster ongoing commitment.

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Working collaboratively with teachers to promote effective learning

Cited by 5 publications

References 19 publications

A critical appraisal of four approaches which support teachers’ problem‐solving within educational settings

A critical appraisal of four approaches which support teachers’ problem‐solving within educational settings

Development of a Perceptions of Online Learning Scale to Assess Teachers’ Beliefs

An exploration into how the impact of interventions for pupils with special educational needs can be sustainable and support long term progress

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