Foundations for Success: A Mixed-Methods Evaluation of a Statewide, Cross-Sector Early Childhood Collaborative

Autor/inn/en	Tabbutt, Kelly; Maher, Erin J.; Horm, Diane
Titel	Foundations for Success: A Mixed-Methods Evaluation of a Statewide, Cross-Sector Early Childhood Collaborative
Quelle	In: Child & Youth Care Forum, 51 (2022) 1, S.111-135 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-021-09622-4
Schlagwörter	Early Childhood Education; Program Evaluation; State Programs; Educational Cooperation; Agency Cooperation; Diversity; Equal Education; Inclusion + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Programme evaluation; Programmevaluation; Regierungsprogramm; cooperation; Kooperation; Inklusion
Abstract	Background: The need for cross-sector collaborations to implement system-level improvements in early childhood care and education brings increased demand for comprehensive and practicable means of evaluating such collaborations. Objective: This mixed-methods study evaluates a statewide collaboration formed to develop a strategic plan for a comprehensive mixed-delivery system serving children birth to age 5 using instruments appropriate to an early-stage collaboration and adding a focus on diversity, equity, and inclusion (DEI). Method: All collaboration members were asked to complete the Collaborative Vitality Survey and a random subsample of members with high rates of participation completed phone interviews. Survey data were summarized across six dimensions: participation, community, productivity, communication, accountability, and synergy. Using thematic analysis and frequencies, qualitative interviews were coded along these dimensions and DEI, incorporating an appreciative inquiry approach identifying barriers, supports, and hopes for the future. Results: Overall, collaborative participation was high. Across methods, respondents reported they, overall, were pleased with collaborative functioning. Qualitative interviews suggest the collaboration domains of community and participation were most salient. Concrete recommendations from participants can be put into practice and inform the collaboration as state-level work continues. Conclusion: The early stage of collaboration is fundamental to success and defined by building cohesion, norms, and roles. This study highlights key weaknesses and strengths that influence collaborative functioning at this stage and illustrates the significance of defining and manifesting DEI in collaboration efficacy. This study demonstrates the importance of evaluating collaboration in an ongoing manner to ensure effectiveness and inform improvements in functioning over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01