Research-Practice Partnership: Application to Implementation of Multi-Tiered System of Supports in Early Childhood Education

Autor/inn/en	Goldstein, Howard; McKenna, Meaghan; Barker, Robert M.; Brown, Tracye H.
Titel	Research-Practice Partnership: Application to Implementation of Multi-Tiered System of Supports in Early Childhood Education
Quelle	4 (2019), S.38-50 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Theory Practice Relationship; Partnerships in Education; Positive Behavior Supports; Early Childhood Education; Evidence Based Practice; Program Implementation; Urban Schools; School Districts; Decision Making; Barriers; Response to Intervention; Educational Indicators; Outcomes of Education; Educational Improvement; Speech Language Pathology; Allied Health Personnel; Interprofessional Relationship; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Hochschulpartnerschaft; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Decision-making; Entscheidungsfindung; Educational indicato; Bildungsindikator; Lernleistung; Schulerfolg; Teaching improvement; Unterrichtsentwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	Purpose: Research-practice partnerships (RPPs) offer a tool for identifying, generating, and implementing evidencebased strategies that improve practice, policies, and client outcomes. We offer a description of RPPs and elements that facilitate successful utilization. The origin of RPPs, various approaches, and anticipated barriers are discussed. We illustrate some of the challenges and rewards of establishing an RPP using an example of a project that sought to implement a multitiered system of supports among a variety of early childhood education classrooms in a large urban school district. Method: A planning/leadership team established objectives and used surveys, focus groups, classroom observations, professional development records, and student outcome data to inform decision making. Results: The district's progress in implementing multitiered system of supports in early childhood and ways in which implementation plans were modified as a result of data-based decision making are described. A number of unexpected obstacles interfered with original plans, requiring significant revisions in our theory of change and new strategies to overcome challenges. Conclusion: This illustration helps elucidate critical elements of RPPs and highlights their applicability to researchers and practitioners in communication sciences and disorders. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01