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Research-Practice Partnerships for Quality Improvement in Early Education: Best Practices and Creative Solutions
Mon, April 16, 8:15 to 9:45am, Sheraton New York Times Square, Floor: Second Floor, Empire Ballroom WestSession Type: Working Group Roundtable
Abstract
This symposium addresses a key challenge facing the field of education science: that the translation from research to practice is often too slow and misaligned to benefit leaders in large educational systems (Easton, 2014; Raver, 2013). Research-practice partnerships may provide a solution to this challenge by effectively “putting science to work” (Raver, 2013). In this roundtable workshop, six research-practice partnership teams of university researchers and agency leaders in early child education across 5 different locations present on their partnership experiences. In helping agency leaders answer questions of practical relevance with rigor as programs are being implemented, these partnerships have the potential to strengthen their respective programs and thus support the agencies’ goals in supporting children’s long-term learning through preschool education.
Sub Unit
Chair
Papers
The Role of Research-Practice Partnerships in Supporting System-Wide Reform in Early Childhood Education: Lessons From Louisiana - Daphna Bassok, University of Virginia; Jenna Conway, Louisiana Department of Education
Miami-Dade County Partnership for School Readiness and Early School Success - Rebecca Jane Shearer, University of Miami; Lisa Pittman; Marisol Diaz, Department of Early Childhood Programs Miami-Dade County; Anabel Espinosa, University of Miami; Emily Arcia, Department of Early Childhood Programs Miami-Dade County; Christine Delgado; Daryl B. Greenfield, University of Miami
Partnership for Early Education Research: A Connecticut-Based Research-Practice Partnership - Michael Strambler, Yale University; Clare Waterman Irwin, Education Development Center, Inc.; Joanna L. Meyer, Yale University; George A. Coleman, Cooperative Educational Services
Atlanta 323: Partnerships for School Readiness and Achievement From Age 3 to Grade 3 - Nicole Patton-Terry, Georgia State University; Janelle Clay; Charles Kevin Fortner, University of North Carolina; Gary E. Bingham, Georgia State University
Scaling Family-Centered Pre-Kindergarten to Reduce Socioeconomic and Racial/Ethnic Disparities in Learning, Behavior, and Health - Laurie Brotman, New York University School of Medicine; Spring Dawson-McClure, New York University School of Medicine; Demy Kamboukos, New York University School of Medicine; Yen Huang, New York University School of Medicine; Dana Rhule, New York University School of Medicine; Katherine Rosenblatt, New York University School of Medicine; Jill Resnick, New York City Department of Education; Yvonne Delbanco, New York City Department of Education; Alyse Erman, New York City Department of Education; Amudha Balaraman, New York City Department of Education; Adrienne Dominguez, New York City Department of Education; Josh Wallack, New York City Department of Education
Strengthening School Readiness Through New York City's Pre-K for All: The Development of a University-District Partnership - Pamela Morris, New York University; Josh Wallack, New York City Department of Education; Elise Cappella, New York University; Rachel M Abenavoli, New York University; Natalia Rojas, New York University; Ailish Brady, New York City Department of Education