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ERIC Number: EJ919198
Record Type: Journal
Publication Date: 2011-Mar
Pages: 13
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0266-7363
Is the Glass Half-Full or Half-Empty? Perceptions of Recently-Qualified Educational Psychologists on the Effectiveness and Impact of Their Master's Level Research
Landor, Miriam
Educational Psychology in Practice, v27 n1 p83-95 Mar 2011
This paper reports the results of a small-scale study of the perceptions of recently-qualified educational psychologists (EPs) in Scotland about the effectiveness of their Master's level research and its impact on their own practice, on their service and on the wider educational psychology community. Thematic analysis of the data was carried out. There was widespread agreement that their dissertation research project had a positive and wide-ranging impact on their own professional development, in terms of their reflective stance, theoretical knowledge and understanding, practical skills and expertise which they could use for training others, and lastly, career enhancement. There were mixed perceptions, however, of the impact their research had on their service or on the wider profession. Proposals for improvement were made in order to build capacity for research and evaluation in psychological services, in the light of increasing interest in professional accountability and evidence based practice (EBP). (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A