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The impact of psychological
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research on education
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Psychological Society. She has over contexts. Topics are set out in an innovative and imaginative M
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Educational Psychology
Visit the Educational Psychology, fi rst edition, companion website at
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Educational Psychology
The impact of psychological research on education
Lisa Marks Woolfson
For Esther and Seth
Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England
and Associated Companies throughout the world
Visit us on the World Wide Web at:
www.pearsoned.co.uk
First published 2011
© Pearson Education Limited 2011
The right of Lisa Marks Woolfson to be identified as author of this work has been
asserted by her in accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, photocopying,
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Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS.
Pearson Education is not responsible for the content of third party internet sites.
ISBN: 978-0-273-72919-8
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record for this book is available from the Library of Congress
10 9 8 7 6 5 4 3 2 1
15 14 13 12 11
Typeset in 10/13.5 pt Palatino by 73
Printed by Ashford Colour Press Ltd., Gosport
Brief contents
Guided tour xiii
Acknowledgements x vii
Part 1 Introduction 1
1 How to use this book 3
2 What is educational psychology? 5
3 How to read journal papers critically 9
Part 2 Psychology research at classroom level 25
4 Managing behaviour 27
5 Autism spectrum disorders 5 3
6 School refusal behaviour 85
Part 3 Psychology research at school level 1 09
7 Improving literacy 1 10
8 Bullying 1 38
9 Inclusive education of children with special needs 1 72
Part 4 Educational psychology research beyond the school 1 95
10 Eradicating disadvantage in preschoolers 1 96
11 Parenting children with developmental disabilities 2 23
12 Neuroscience and education 2 49
Index 278
v
Contents
Guided tour xiii
Acknowledgements x vii
Part 1
INTRODUCTION 1
1 How to use this book 3
2 What is educational psychology? 5
Looking back at a changing relationship between psychology
and education 5
Educational psychology: is it for teachers, for academics,
or for practitioner educational psychologists? 6
Integrating psychology and education for the twenty-first century 7
References 8
3 How to read journal papers critically 9
Learning outcomes 10
Evidence-based practice 11
How to evaluate study designs 12
Randomised controlled trials 14
Quasi-experimental designs 14
Single-case experimental designs 17
Non-experimental design 18
Qualitative data 19
Mixed methods research 20
Evidence in education research 21
References 2 3
Part 2
PSYCHOLOGY RESEARCH AT CLASSROOM LEVEL 25
4 Managing behaviour 27
Learning outcomes 27
What behaviours need managing in the classroom? 28
Attention deficit hyperactivity disorder 29
Oppositional defiance disorder/Conduct disorder 30
vii
Contents
Troublesome classroom behaviours 30
Behavioural interventions 34
Preventive interventions 34
Interventions using contingency management 37
What works? Results from meta-analyses 40
What interventions work for children with ADHD? 43
What about other emotional/behavioural disorders? 47
Summary and conclusions 48
Further study 48
References 4 9
5 Autism spectrum disorders 53
Learning outcomes 53
How was autism first identified? 54
So what is autism? 54
Is there ‘more’ autism now than there used to be? 55
Theories of autism 59
Impaired theory of mind 59
Deficit or delay? 60
Could theory of mind deficit/delay be part of a broader empathy deficit? 63
Empathy deficit 63
Hypersystemising, hypoempathising and the extreme male brain theory 64
Enactive mind model 66
Executive dysfunction 69
Weak central coherence 71
Universality and specificity 73
Research into memory 74
Genetic and neurological research 74
Interventions 75
TEACCH 7 5
The Lovaas method 75
Social stories 77
Interactive software approaches 77
Summary and conclusions 78
Further study 78
References 7 8
6 School refusal behaviour 85
Learning outcomes 85
What are school refusal behaviours? 86
School phobia 86
Separation anxiety disorder 87
Truancy 8 7
Excusable and inexcusable absenteeism 88
Function rather than form? 90
Assessment 93
Intervention 9 4
Behavioural approaches 95
viii
Contents
Cognitive behavioural therapy 99
The role of the family 102
The role of the school 103
Summary and conclusions 104
Further study 104
References 1 05
Part 3
PSYCHOLOGY RESEARCH AT SCHOOL LEVEL 109
7 Improving literacy 110
Learning outcomes 111
What do children have to do to learn to read fluently? 111
Causal connection theory 112
The importance of rhyme 113
Onset-rime 1 13
Analogy 1 14
Phonemic awareness 114
Phonemic segmentation tasks 115
Phonemic manipulation 115
Relationship between onset-rime and phoneme awareness 116
How best to teach phonics 117
Phonological linkage theory 120
A note of caution 123
Developmental dyslexia 123
Phonological v surface dyslexia 124
Models of reading that help explain mixed dyslexia subtypes 125
Classroom effects and literacy 130
Parents and child literacy 130
Summary and conclusions 132
Glossary 132
Further study 133
References 1 33
8 Bullying 138
Learning outcomes 138
What is bullying? 139
What does bullying behaviour look like? 140
Prevalence of bullying 141
Gender differences . . . 143
. . . in bullying 143
. . . in victims 143
Perhaps then boys and girls experience bullying differently? 144
Theoretical explanations for bullying behaviour 145
Participant role theory 145
Social information processing 149
Superior theory of mind 151
Social identity theory 152
ix
