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title: Researching Readiness for Implementation of Evidence-Based Practice: A Comprehensive Review of the Evidence-Based Practice Attitude Scale (EBPAS)
created: 2023-04-19T21:26:09+00:00
modified: 2023-11-25T02:48:55+00:00
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abstract description: This chapter considers the role of experiments in regard to evaluation and action research in determining whether change in educational contexts can be attributed to the introduction of an intervention approach or programme. It explains the three classes of experimental design: 'true' experimental designs, such as randomised, controlled trials (RCTs), 'quasi-experimental' designs, and also 'small-n' experimental designs. True' and 'quasi-experiments' are 'studies of deliberate intervention. In the case of a 'true' experimental design such as an RCT, allocation to groups must be random. 'Small- n' experimental designs involve the manipulation of an independent (treatment) variable across a pre-intervention baseline phase, an intervention phase, and commonly a post-intervention phase. Most published studies of the effectiveness of school-based interventions use quasi-experimental designs. It is important for educational researchers to be aware of the beliefs and values of participants and stakeholders and indeed of underlying policy contexts and political realities.
author: Aarons, Gregory A.
author: Green, Amy E.
author: Miller, Elizabeth
date: 2012
in publication: Handbook of Implementation Science for Psychology in Education
editor: Kelly, Barbara
editor: Perkins, Daniel F.
pages: 150-164
publisher: Cambridge University Press
resource type: Research/Scholarly Media
status: Published Text
genre: Synthesis/Overview
keywords: action research
keywords: educational contexts
keywords: post-intervention phase
keywords: quasi experimental design
keywords: randomised controlled trials
keywords: school-based interventions
keywords: small- n experimental designs
keywords: true experimental designs
open access: No
peer: Yes
isbn: 978-0-521-19725-0
url: https://www.cambridge.org/core/books/handbook-of-implementation-science-for-psychology-in-education/researching-readiness-for-implementation-of-evidencebased-practice/1C2FC67399BCF65812C777D8C3ED8E29
apa: Aarons, G. A., Green, A. E., & Miller, E. (2012). Researching Readiness for Implementation of Evidence-Based Practice: A Comprehensive Review of the Evidence-Based Practice Attitude Scale (EBPAS). In B. Kelly & D. F. Perkins (Eds.), Handbook of Implementation Science for Psychology in Education (pp. 150–164). Cambridge University Press. https://doi.org/10.1017/CBO9781139013949.013
id: M2UFURYN
class: ire:BookChapter
year: 2012
date added: 4/19/2023 20:35
date modified: 4/19/2023 20:35
date accessed: 4/19/2023 20:35
short title: Researching Readiness for Implementation of Evidence-Based Practice
place: Cambridge
catalog: Cambridge University Press
extra: DOI: 10.1017/CBO9781139013949.013
attach file: C:\Users\huynh\Zotero\storage\M6GM8N86\Aarons et al. - 2012 - Researching Readiness for Implementation of Eviden.pdf; C:\Users\huynh\Zotero\storage\VKUHIASN\1C2FC67399BCF65812C777D8C3ED8E29.html

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https://www.cambridge.org/core/books/handbook-of-implementation-science-for-psychology-in-education/researching-readiness-for-implementation-of-evidencebased-practice/1C2FC67399BCF65812C777D8C3ED8E29
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