Exploring Research Practice Partnerships in Early Childhood Settings: Opportunities, Strategies, and Key Findings

Session Type: Symposium

Abstract

This session explores the possibilities of a new and growing research paradigm, research-practice partnerships (RPPs), to advance our understanding our of early childhood education and improve outcomes for teachers and students. Highlighting the processes and key findings of four distinct RPPs at different stages of development in a variety of early childhood settings (childcare, public schools, museums), we identify strategies for developing and sustaining productive partnerships with teachers and other stakeholders in early childhood contexts, describe how these strategies have informed our individual RPP work, and highlight the potential of the RPP approach to answer a range of research questions and support the development of effective interventions which improve our understandings of both theory and practice in early childhood education.

Sub Unit

• SIG-Early Education and Child Development

Chair

• Kristin Lyn Whyte, Mount Mary University

Papers

• Understanding Early Reading Instruction in Michigan: Building Relationships and Co-Design Capabilities - Laura Tortorelli, Michigan State University

• Building BASES (Building Academic, Social, and Emotional Supports) for Young Children Experiencing Homelessness - Travis S. Wright, University of WIsconsin- Madison

• Understanding and Addressing Challenges in the Implementation of an Early Childhood STEM Curriculum as It Scales Out - Monica Stumpff Yudron, University of Massachusetts - Boston

• Supporting Head Start Teachers' Instructional Practices in a High-Stakes Context Through a Multiyear Research-Practice Partnership - Katherine Kresin Delaney, University of Toledo

Discussant

• Mary Elizabeth (Beth) Graue, University of Wisconsin - Madison