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Early Childhood Research: Lessons From a Research-Practice Partnership
Fri, April 22, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Manchester Grand Hyatt, Floor: 2nd Floor, Seaport Tower, Gaslamp ABSession Type: Demonstration/Performance
Abstract
In this session, we are excited to demonstrate the efficacy of a multi-year research-practice partnership. This partnership has provided novel and informative learning opportunities about early childhood education for both the researchers, who seek to address critical questions for the field of early childhood research, and the school district practitioners, who seek to use data-driven insights to reflect upon and improve their own practices. We demonstrate how research and practice partners co-benefited from the sustained partnership.
Sub Unit
Chair
Papers
Widely Used Measures of Classroom Quality Are Largely Unrelated to Preschool Skill Development - Meghan McDoniel, Stanford University; Carrie Townley Flores, Rapid Online Assessment of Reading (ROAR); Michael Sulik, Stanford University; Jelena Obradovic, Stanford University
Impacts and Mechanisms of Preschool Dosage: Why Are Two Years Better Than One? - Meghan McDoniel, Stanford University; Catie Connolly, Stanford University; Lily Steyer, Stanford University; Jelena Obradovic, Stanford University
Universal Screening of Hunger, Tiredness, and Sickness: Racial/Ethnic Disparities and Implications for Kindergarten Readiness - Lily Steyer, Stanford University; Carrie Townley Flores, Rapid Online Assessment of Reading (ROAR); Michael Sulik, Stanford University; Jelena Obradovic, Stanford University
Convergence of Skills Between Pre-K Enrollees and Nonenrollees Kindergarten to Grade 2 - Carrie Townley Flores, Rapid Online Assessment of Reading (ROAR); Meghan McDoniel, Stanford University; Jelena Obradovic, Stanford University