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1.
Michael Levere Patricia Del Grosso Jaime Thomas Amy L. Madigan Christine Fortunato 《Early education and development》2019,30(8):975-989
ABSTRACTThis study examined how partnerships between early care and education providers were developed and how they worked together to deliver comprehensive, high-quality services to infants and toddlers from low-income families. Survey data were collected from 220 Early Head Start (EHS) program directors and 386 child care center directors and family child care providers participating in EHS-child care partnerships. Research Findings: Nearly half of EHS programs chose partners with whom they had prior relationships, and most engaged them early (often before receiving the grant). Both EHS programs and child care providers described their relationships as mutually respectful and focused on similar goals. Through the partnerships, child care providers had access to professional development opportunities and offered children and families comprehensive services, such as health screenings. Practice or Policy: This study provided a nationally representative picture of EHS-child care partnerships. The findings suggest that strong relationships are foundational to the implementation of early care and education collaborations aimed at expanding access to high-quality care for infants and toddlers from low-income families. Collaborations are a potentially important policy lever that can help support the expansion of high-quality early care and education. 相似文献
2.
Carla A. Peterson Lynn Milgram Mayer Jean Ann Summers Gayle J. Luze 《Early Childhood Education Journal》2010,37(6):509-517
Poverty-related factors place children at higher risk for disabilities and also serve as barriers to families accessing services
for their children and themselves. Early childhood practitioners can play a critical role in supporting families by providing
services to overcome these obstacles and by working in partnership with specialized early intervention programs to assure
the families and children receive those services. Families (N = 3,001) enrolled in the Early Head Start (EHS) Research and Evaluation Project were randomly assigned to the program group
(who received EHS services) or the control group in a rigorous, experimental design study in order to evaluate program impacts.
All participating families were living in poverty, included a pregnant woman or a child below age 1, and were eligible for
EHS. The majority of children enrolled in the EHS Research and Evaluation Project was identified as having at least one of
a great variety of disability indicators (e.g., family received Part C services, child has been diagnosed as having asthma).
There was a very small number of families, however, actually enrolled in Part C services. Enrollment in EHS was associated
with children being less likely to have cognitive or language delays and their families being more likely to receive early
intervention (Part C) services and have Individualized Family Service Plans (IFSPs) when they needed them. 相似文献
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ABSTRACTCommunities are investigating new ways to expand access to high-quality early education. A new early care and education partnership initiative in a mid-Atlantic state offered publicly-funded preschool slots to eligible children in private early childhood programs and provided quality supports to participating private programs. This qualitative study examines the implementation of this partnership initiative from the perspectives of administrators, early childhood program staff, and family members of enrolled children. Researchers conducted 15 focus groups with these stakeholders across five communities and used a directed content analysis approach to analyze the data. Research Findings: The thematic findings from this study suggest that ECE partnerships can improve implementation processes by developing intentional communication plans and paying attention to the needs and preferences of early childhood program staff and families. The study findings also suggest that private programs may be able to counter the loss of preschool enrollment slots to public schools by participating in ECE partnerships. Practice and Policy: Policymakers may use these findings to inform the design of new ECE partnership initiatives or other initiatives that involve collaboration among early care and education programs. Practitioners may use these findings to inform planning for new partnerships they are engaged in. 相似文献
4.
Olivia R. Soutullo Stephanie C. Sanders‐Smith Tina M. Smith‐Bonahue 《Psychology in the schools》2019,56(5):690-701
School psychologists are encouraged to establish family–school partnerships with culturally and linguistically diverse families across the spectrum of child development. Partnerships and collaborations have been described in prior literature as bidirectional, nonhierarchical relationships between families and schools, expanding on the more traditional but limited concept of unidirectional parent involvement in school. This qualitative study describes five specialist‐level school psychology interns’ experiences facilitating family–school partnerships with culturally diverse families during their internship year. Findings focus on defining and identifying characteristics of family–school partnerships from interns’ recollections of their lived experiences. Five salient elements characterized the practical experience of a partnership: requisite situations for partnering, stakeholder involvement, intern's actions, intern's emotional responses, and the outcome or quality of the family–school partnership. These findings have implications for the training of school psychologists and the ways that family–school interactions are conceptualized both in training programs and in school settings. 相似文献
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Ji Young Choi Diane Horm Shinyoung Jeon Dahyung Ryu 《Early education and development》2019,30(3):337-356
Research Findings: This study examined whether children’s outcomes at age 3 were predicted by their experiences in Early Head Start (EHS), focusing on 2 key features of infant and toddler care: (a) stability of care and (b) teacher–child interactions. This study further explored potential interaction effects between stability of care and teacher–child interactions in predicting child outcomes. Three main results were found from secondary analyses of the recently released EHS longitudinal data set the EHS Family and Child Experiences Study (Vogel & Boller, 2009–2012). First, children who had stability of care (no teacher change) were rated as having fewer behavior problems and higher social competence. Second, children were rated as demonstrating better orientation/engagement and emotional regulation when they were in EHS classrooms observed to have higher emotional and behavioral support. Third, teacher–child interactions that are emotionally and behaviorally supportive may mitigate the potential drawbacks of experiencing instability of care on early social-emotional development. Study implications are discussed. Practice or Policy: Both stability and quality teacher–child interactions are important in center-based infant and toddler care, and ensuring quality teacher–child interactions is particularly important for children who experience teacher changes during their infant and toddler years. 相似文献
8.
Research Findings: This study investigated how the Strengthening Families through Early Care and Education initiative in Illinois (SFI) influenced change in 4 child care programs. Findings indicate that SFI influenced quality improvements through 4 primary pathways: (a) Learning Networks, (b) the quality of training, (c) the engagement of program directors, and (e) the organizational climate at programs. SFI's multilevel model of implementation was key to its effectiveness. Two barriers to improving family partnership practices were identified: lack of cultural competence and a negative organizational climate. Practice or Policy: First, quality improvement and professional development efforts are likely to be more effective in promoting real change when they target multiple levels of the context in and around child care programs. SFI's multilevel implementation approach is a model. Second, quality improvement efforts in the area of family engagement may be more effective when specific attention is given to strategies for creating a supportive organizational climate and collegial relationships among staff. Relationships within programs set the tone for relationships with families. Third, cultural competence requires increased attention to efforts to improve the quality of family partnership practices. A focus on organizational cultural competence may provide the workplace environment necessary to support culturally competent practice among program staff. 相似文献
9.
Rachel Fitzgerald Henk Huijser Deanna Meth Kellene Neilan 《International Journal for Academic Development》2020,25(2):134-146
ABSTRACT Sector-wide research has shown the benefits of student-staff partnerships in course design whilst highlighting the complexity of this work, and the difficulties in gaining traction to create sustained ways of working. Reflections by academic developers on the roles and partnerships in course design at one Australian university reveal the critical three-way partnership among academic developers, students, and academics. The benefits brought by a Course Design Studio model in providing a liminal space to sustain positive three-way collaborations are outlined. This paper offers a conceptual argument that addresses areas of concern often encountered in traditional course design student-staff partnership relationships. 相似文献
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ABSTRACTResearch Findings: Home-based child care accounts for a significant proportion of nonparental child care arrangements for young children in the United States. Yet the early care and education field lacks clear models or pathways for how to improve quality in these settings. The conceptual model presented here articulates the components of high-quality support to child care providers; related factors; and hypothesized provider, family, and child outcomes. The model is based on a literature review of research on home-based child care, home visiting, early childhood mental health consultation, coaching, and family services. We hypothesize that high-quality support to home-based child care that offers relationship-based services focused on quality caregiving (individual home visiting and group supports such as training and networking) and sustainability (materials, equipment, referrals) is most likely to positively impact quality caregiving for children and families. Practice or Policy: Current federal efforts and policy initiatives to increase the supply and quality of infant–toddler child care focus on the development of systems that support home-based providers. The conceptual model of high-quality support described here will inform future program development and research on how to improve quality in home-based child care for the millions of low-income children in these settings. 相似文献
12.
Miles McNall Celeste Sturdevant Reed Robert Brown Angela Allen 《Innovative Higher Education》2009,33(5):317-331
Although substantial areas of agreement exist regarding the characteristics of effective community–university partnerships
for research, there is little empirical research on the relationship between the characteristics of such partnerships and
their outcomes. In this study, we explored the relationship between partnership characteristics and partnership outcomes.
Analyses of the relationships between partnership dynamics and perceived benefits show that (1) effective partnership management
is associated with increased research on a community issue, problem, or need; (2) co-creation of knowledge is associated with
improved service outcomes for clients; and (3) shared power and resources are negatively associated with increased funding
for community partners’ organizations. Our findings suggest that effective partnership management and opportunities for the
co-creation of knowledge are practices that are worthy of deliberate cultivation within community–university partnerships
for research.
Miles McNall is the Assistant Director of the Community Evaluation and Research Center, University Outreach and Engagement, Michigan State
University. He received his Ph.D. in sociology from the University of Minnesota. His research and scholarship focus on program
evaluation and the evaluation of university–community partnerships.
Celeste Sturdevant Reed is an evaluator with University Outreach and Engagement at Michigan State University. She has an M.S.W. from the University
of Michigan and a Ph.D. in Interdisciplinary Social Science/Labor and Industrial Relations from Michigan State University.
Her current evaluation projects focus on comprehensive early childhood services and out-of-school time (K-12) programs.
Robert E. Brown is the Associate Director of University–Community Partnerships, Michigan State University Outreach and Engagement. He brokers,
facilitates, and participates in university-community partnerships that are scholarly, community-based, collaborative, responsive,
and capacity-building for the public good. He has a master’s degree in public administration from Western Michigan University.
Angela Allen is an ABD Research Associate with the Charles F. Kettering Foundation. She is completing her Ph.D. in Higher, Adult, and
Lifelong Education at Michigan State University. She holds an M.S.W from the University of Michigan-Ann Arbor and a B.S. in
Urban and Regional Planning from Michigan State University. Her dissertation research is entitled, “Faculty and Community
Collaboration in Sustained Community–University Engagement Partnerships”. 相似文献
13.
Linda Valli Amanda Stefanski Reuben Jacobson 《International Journal of Leadership in Education》2018,21(1):31-49
School–community partnerships have shown promise as an educational reform effort. In these partnerships, schools expand their traditional educational mission to include health and social services for children and families and to involve the broader community. Such partnerships have been found to enhance student learning, strengthen schools and support struggling neighbourhoods. Little is known, however, about the implications for school and community leadership in different types of partnerships. A previous review of the literature indicated four basic types of partnership, each with a different scope and purpose and different implications for leadership. Informed by interagency, leadership and social capital theories, this article describes the leadership practices that support each model and the dilemmas these partnership leaders face. The overall goal of the article is to deepen understanding of leadership in these models in order to strengthen the conditions for school–community partnership success. 相似文献
14.
Dawn Anderson-Butcher Aidyn L. Iachini Annahita Ball Susan Barke Lloyd D. Martin 《Journal of Education for Students Placed at Risk》2016,21(3):190-204
School improvement models are expanding to incorporate priorities around positive youth development, safe and supportive school climates, school mental health, and school–family community partnerships. A partnership was formed between researchers and district/school leaders to examine the 3-year adoption and implementation of 1 such exemplary model, the Ohio Community Collaboration Model for School Improvement, in a Midwest urban district serving a large number of students at-risk. Researchers and district/school leaders examined what types of system-level capacities developed, and explored student- and school-level outcomes that occurred over the course of implementation. Multiple innovations resulted, such as strengthened policies, improved partnerships and collaborations, and enhanced funding streams. Students' perceptions of academic press, school climate, and academic motivation improved over the 3 years. Academic report cards show progress toward districtwide improvement. Implications are drawn for researchers and school leaders, especially in relation to the design, implementation, and evaluation of collaborative models of school improvement. 相似文献
15.
《Journal of educational and psychological consultation》2013,23(1):121-145
The planning and implementation of prevention programs for families and children has shifted towards community-based, multi-component approaches that are rooted in partnerships among diverse stakeholders. We argue that values and partnerships should be central to the planning and implementation of this new approach to prevention programs. Following from these concepts,wepropose 6 steps that can guide educational and psychological consultants in the implementation of prevention programs in partnership with other stakeholders. For each step, we identify key tasks, processes, and challenges for consultants. To illustrate these steps, we include examples from our work in prevention initiatives for and with immigrant and refugee children and families. 相似文献
16.
Szu-Yin Chu 《International Journal of Disability, Development & Education》2018,65(4):355-372
The purpose of this qualitative study was to get an understanding of perspectives on effective parent–professional partnership for young children with special needs in Taiwan. Through purposive sampling, a total of nine parent–professional pairs were recruited. Semi-structured interviews were conducted to obtain perspectives from both sides of the partnerships about building effective partnerships. Data analyses were based on six domains (communication, commitment, equality, skills, trust and respect), and the results showed that (1) positive partnerships were found between partners; (2) participants agreed that their partners fulfilled their roles and met the children’s needs; (3) effective two-way communication was the key for building successful partnerships; and (4) other essential domains of competence (e.g. skills) needed to be further considered as well. Most importantly, the study further emphasised that positive partnerships should be built through effort from both sides. 相似文献
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《Early childhood research quarterly》2006,21(1):93-109
This three-phase study, part of a larger study conducted by the Midwest Child Care Research Consortium (MCCRC), investigated the characteristics of child care providers in inclusive and non-inclusive center-based classrooms and family child care homes, the observed quality of care in a subset of these programs, and families’ perceptions of quality and satisfaction with child care services. A telephone survey of 2022 randomly selected Midwestern providers, 36% of whom provided inclusive services, revealed that inclusive providers rated themselves higher on most quality-related indicators. Inclusion status was related to observed quality in family childcare homes (n = 132), with non-inclusive homes higher, while trends in the opposite direction were observed in preschool center-based classrooms (n = 112) but not in infant/toddler center-based classrooms (n = 105). Six percent of the 1325 parents surveyed reported parenting a child with a disability. These parents indicated less income, and more frequent changes in child care settings than other families, and reported the quality of their children's child care as good, particularly if center-based. Improved access to inclusive child care services and enhanced training opportunities related to serving children with disabilities and inclusion, especially for family child care providers, is recommended. 相似文献
19.
Ethne Erskine‐Cullen 《School Effectiveness & School Improvement》2013,24(3):192-204
Much has been written about school/university partnerships and the degree of success or failure which they have met. The Learning Consortium, a partnership between six organizations (two Universities and four school districts) was established in 1988. Since that time the Consortium has been a conduit for change in all members. A number of factors can be attributed to the success of the partnership. These include long‐term commitment, the effect of early successes, stable finances, credibility of the university faculty and the collegial model for managing activities, and decision‐making. In particular, three trends can be noted in the pattern of change implementation in organizations. Consortium activities have mobilized a critical mass to implement change; the joint activities have tended to build on and develop previous activities to become organic extensions rather than ad hoc programs; the partners have used Consortium initiatives as starting points for system change. 相似文献
20.
Alison Taylor 《Vocations and Learning》2009,2(2):127-151
This paper looks critically at partnerships in education and training by presenting a case study of a community-level partnership
aimed at promoting high school apprenticeships in Ontario Canada. The analysis maps the field of social relations within this
partnership in order to reveal institutionally-based struggles and their implications for youth training and employment. The
assumptions within policy that employers are actively engaged as partners and that they and other stakeholders share a unitary
vision for education and training are challenged. Rather, partnerships reflect tensions among partners that must be addressed
in order to improve the learning affordances for youth.
Alison Taylor is a Professor in the Department of Educational Policy Studies at the University of Alberta. Her current research focuses on school-to-work transition and high school apprenticeship programs. 相似文献
| Alison TaylorEmail: |
Alison Taylor is a Professor in the Department of Educational Policy Studies at the University of Alberta. Her current research focuses on school-to-work transition and high school apprenticeship programs. 相似文献