Creating Connections between Researchers and Educators

Autor/inn/en	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
Titel	Creating Connections between Researchers and Educators
Quelle	In: Journal of Cognition and Development, 20 (2019) 2, S.110-133 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pakulak, Eric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2018.1515078
Schlagwörter	Intervention; Partnerships in Education; Early Intervention; College School Cooperation; Intergenerational Programs; Researchers; Interpersonal Relationship; Preschool Teachers; Brain; Parent Child Relationship; Child Development; Child Behavior; Cognitive Development; Parent Participation; Family School Relationship; Barriers; Motivation; Teacher Responsibility; Persistence; Teacher Attitudes; Oregon + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Researcher; Forscher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Gehirn; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; Kognitive Entwicklung; Elternmitwirkung; psychologische; Motivation (psychologisch); Lehrverpflichtung; Ausdauer; Lehrerverhalten
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01