2-117 - Catalyzing a paradigm shift: Research translation for advancing science and society.

Session Type: Conversation Roundtable

Integrative Statement

There is growing recognition within developmental science of the importance of both furthering scientific understanding of child development and using this to improve child outcomes such as learning (Lerner, 2012; McCall & Groark, 2000; SRCD’s Strategic Plan, 2016). If science has an obligation to improve society, we must ask whether the wealth of knowledge we have generated regarding how children learn has impacted educational practice and policy. From Main St. to Capitol Hill, there is growing concern that science has had little impact. This is particularly apparent in the areas of science of learning and education. For example, research on the benefits of starting school later in the morning or the importance of spatial thinking in STEM achievement has not influenced educational practice. While this concern has spurred a variety of efforts to translate science of learning research into educational practices, there are ongoing debates about 1) why the traditional paradigms have had limited success, 2) what content should be “translated,” 3) what new translation approaches may bridge the gap, 4) how academic institutions and other organizations can best support the translation of research into practice and policy, and 5) how such approaches could change the face of science and practice. This Conversation Roundtable brings together developmental scientists working at the nexus of basic and applied science and an expert in early childhood research dissemination and policy. Together they represent unique but complimentary experiences and will explore these issues and share their experiences in a moderated roundtable discussion.

Sub Unit

• Social Policy

Moderator

• Kelly Fisher, JHU

Panelists

• Nora S. Newcombe, Temple University

• Martha Zaslow, Society for Research in Child Development

• Marc Schwartz, University of Texas Arlington