ERIC Number: EJ1219018
Record Type: Journal
Publication Date: 2019
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1524-8372
EISSN: N/A
Creating Connections between Researchers and Educators
O'Neil, Lauren Vega; Pakulak, Eric; Stevens, Courtney; Bell, Theodore A.; Fanning, Jessica L.; Gaston, Marci; Gomsrud, Melissa; Hampton Wray, Amanda; Holmes, Kerry B.; Klein, Scott; Longoria, Zayra; Reynolds, Mary Margaret; Snell, Karla; Soto, Annie; Neville, Helen
Journal of Cognition and Development, v20 n2 p110-133 2019
Translational research involving the development, implementation, and assessment of evidence-based interventions has shown promise in improving outcomes for children from lower socioeconomic-status backgrounds. One such approach involves 2-generation interventions, which target both children and their parents/caregivers. Here we traced the evolution of a 15-year partnership between researchers from the University of Oregon Brain Development Lab and educators from Head Start of Lane County, with a primary goal of developing, implementing, and evaluating a 2-generation intervention. The partnership has produced a successful 2-generation intervention, with current efforts focused on the development of a scaled-up delivery model that can be implemented by Head Start staff and integrated into existing Head Start structure classrooms. Taking a "lessons-learned" approach and including the perspectives of researchers and educators, we highlight 4 key themes that emerged from this partnership and may be useful to other researchers collaborating with educators to develop evidence-based interventions: 1) employ smaller-scale studies that trade ecological validity for experimental control to establish a proof of concept, 2) adapt to real-world constraints when scaling for broader implementation, 3) consider theoretical insights from smaller-scale studies when developing scalable delivery models, and 4) work together to find novel solutions to common problems. We close with results from a survey of teachers involved in the project, a broad reflection on successes of the collaboration, and a discussion on focusing efforts to sustain the intervention in the future.
Descriptors: Intervention, Partnerships in Education, Early Intervention, College School Cooperation, Intergenerational Programs, Researchers, Interpersonal Relationship, Preschool Teachers, Brain, Research, Parent Child Relationship, Child Development, Child Behavior, Cognitive Development, Parent Participation, Family School Relationship, Barriers, Motivation, Cooperation, Teacher Responsibility, Persistence, Teacher Attitudes
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE)
Authoring Institution: N/A
Identifiers - Location: Oregon
Grant or Contract Numbers: 90YR0076