As an independent researcher, I carry out research for schools, non profit organisations, non government and government organisations to evaluate policies and programmes. There are a number of benefits for evaluating a policy and programme including:
enhancing client care and outcomes.
determining the effectiveness of a policy or programme.
providing robust evidence to support funding applications.
finding gaps in your policy or programme and to make improvements.
discovering opportunities for growth.
Using an independent researcher from outside your own organisation removes any suspicion of bias in the findings. Whether perceived or actual, researcher bias can cast a shadow over research findings.
Research conducted properly is not easy. Anyone can gather numbers and a narrative and draw conclusions. But the reality is, there are a number of methodologies that can be selected and choosing the right one(s) is important to the integrity of the research. Furthermore, data can be interpreted in many different ways therefore it is important data are analysed, interpreted and reported properly and correctly.
To gain the most from research, employing an experienced and trained professional is essential. It ensures the precise and accurate information is extracted in order to have the desired effect due to the impact of the changes made on the back of it.
Finally, using a professional experienced in carrying out research means that the results will be processed effectively and the recommendations will carry more weight. An experienced researcher will also have the experience to manage challenges throughout the research process and therefore, deliver the findings on time.
Below, you will find some examples of research I have carried out in the education and health sectors. With a Masters degree in psychology, it was mandatory to have advanced training in research and statistics. I also have advanced training in qualitative based discourse analysis. If you would like to discuss this further, please phone 0474 220 613 or email firstname.lastname@example.org.
An Evaluation of a Behaviour Management Professional Development Programme for Teacher Aides
This study evaluated the effectiveness of a professional development programme for teacher aides. Teacher aides (N=9) attended seven one hour workshops in which behavioural management strategies were presented and discussed. Teacher aides were provided with an opportunity to reflect on behavioural challenges and practices and discuss how new strategies can be applied from what was learned during the presentation. Participants completed a battery of questionnaires that measured their knowledge, confidence of applying new behavioural strategies, and self-efficacy. The results revealed the professional development was worthwhile for the teacher aides and had unexpected spinoff benefits for teachers. The findings and limitations are discussed along with the implications for teacher aides, teachers and school administrators.
An Evaluation of the Incredible Years Parent Programme: 12 Months On
This present study evaluated the Incredible Years Parent (IYP) programme 12 months after completion. The purpose of the study was to determine if participants’ had retained knowledge and are using behaviour management skills learned in the programme. The programme facilitators also wanted feedback on how the delivery of the programme could be improved. Participants’ (N=5) were parents who attended the IYP programme for a minimum of 11 weeks from mid-2010 to mid-2011. Participants’ were interviewed using open ended questions and rating scales. The results suggest that participants of the IYP have retained important knowledge and skills. Additional unexpected finding were also found and invaluable feedback was provided. These finding are discussed along with the obvious limitations of the study.
An Evaluation of the Browns Intermediate School Behaviour Management Plan – It’s about Learning
This study examined the effectiveness of the Browns Intermediate School Behaviour Management Plan. Two online surveys were carried out – one for the teachers and one for the students. The only significant difference was between the teachers response to the student for support was significantly different from the support reportedly received by the students. However, overall, the results indicated the behaviour management plan was working consistently for both teachers and students. These findings are discussed further, along with the limitations of the study and recommendations for further research.
An Evaluation of Behaviour Consultation Meetings: From a Parents Perspective
The purpose of this study was to examine the experience parents had if/when they attended behaviour consultation meetings. The study came out of concern for the parents not attending behaviour consultations or when they did, they rarely participated in the process. The study was broken into two parts. The first part is to understand the experience the parents had from being invited to attend through to the attendance itself. The second part involved taking the parents feedback to address any concerns the parents had about the entire process with the service provider. Participants (N=13) were parents that had a child referred to the severe behaviour service. The study employed a mixed methods approach with the use of semi-structured interviews and a non-standardised rating scale. A number of results were found that suggested significant changes are required. These included the way the parent was invited to the consultation, cultural considerations regarding the location of the consultation, and other strategies that is going to eliminate the parents’ anxieties around attending the consultation. A number of recommendations are made and discussed in detail.
Beckley, J. (2011). The Wellbeing of New Zealand Teachers: The Relationship Between Health, Stress, Job Demands, and Teacher Efficacy. Academic Supervisors: Dr. Jane Prochnow and Professor Bill Tunmer, Massey University Library, Palmerston North.
Teacher stress is a phenomenon that has attracted a vast amount of attention over the last forty years. Historically, national and international research has demonstrated role overload and teacher efficacy have long been associated with teacher stress. More recent international research indicates increased role responsibility might also be a contributing factor....Read more
Tyrer, S.P., Beckley, J., Goel, D., Dennis, B., & Martin, B. (2012). Factors influencing the use and practice of seclusion in an acute mental health service in Southland, New Zealand. The Psychiatrist, 36, 214-218.
Aims and Method: This study examined the frequency of seclusion intervention and factors associated with its use in the acute general adult psychiatric ward serving the Southland area of New Zealand. Details of the use of seclusion and relevant demographic data were collected over a 12-month period in 2007-2008....Read more