What are the Contexts and Mechanisms That Contribute Towards Educational Psychologist Use of Dynamic Assessment Having Positive Outcomes? Using Thematic Analysis Within a Realist Evaluation Framework to Explore Educational Psychologist Perspectives.

Newman, Josephine (2024) What are the Contexts and Mechanisms That Contribute Towards Educational Psychologist Use of Dynamic Assessment Having Positive Outcomes? Using Thematic Analysis Within a Realist Evaluation Framework to Explore Educational Psychologist Perspectives. Doctoral thesis, University of East Anglia.

Preview

PDF Download (3MB) | Preview

Abstract

This qualitative study explores the contexts and mechanisms that contribute to Educational Psychologist (EP) use of Dynamic Assessment (DA) having positive outcomes. The study adopts a critical realist theoretical orientation, and uses thematic analysis within a realist evaluation framework. Seven EPs who use DA in their practice were recruited from an EP service in the East of England, and online semi-structured interviews took place. Context themes suggest that others need to be involved in the DA process, the use of DA is an active decision made by the EP within a system and that DA theory can be applied in different ways. Mechanism themes suggest that during DA, a new and shared understanding of the situation can be co-constructed, the child has a positive experience and EPs are active participants. Outcome themes suggested that DA can facilitate changes in thinking and behaviour, but that longer-term outcomes are difficult to evaluate. From these themes, context, mechanism and outcome hypotheses were developed, along with an overall initial programme theory proposing how, why and when EP use of DA may lead to positive outcomes. This was then shared and discussed within a focus group consisting of a sub-group of the original participants. Findings are presented and discussed in relation to school staff, children, EPs and intervention factors. The initial programme theory is hoped to provide a tool for reflection for EPs and managers, along with development of training and guidelines for DA practice. Strengths and limitations of the study are critically considered, and areas for future research are suggested.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	01 Oct 2024 09:19
Last Modified:	01 Oct 2024 09:21
URI:	https://ueaeprints.uea.ac.uk/id/eprint/96848
DOI:

Downloads

Actions (login required)

View Item