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early childhood

Data Use and Inquiry in Research-Practice Partnerships: Four Case Examples

The four case examples presented in this brief are drawn from the Gardner Center’s substantial experience conducting rigorous research in research-practice partnerships. The first case describes a partnership approach that enhances a school district’s capacity to use integrated longitudinal data to tackle persistent problems of practice and monitor students’ development. The second case exemplifies how an equitable research model, grounded in mutualism and sensitive to cultural nuances, can be leveraged to elevate the experience marginalized communities.

Systemic, Integrated, and Sustainable Family Engagement across the Early Age Spectrum in San Mateo and Santa Clara Counties

This brief reports findings from a needs assessment study conducted to inform project planning for a systemic, integrated, and sustainable family engagement initiative—the Family Engagement Impact Project—in San Mateo and Santa Clara Counties. The needs assessment consisted of two surveys administered to low-income, immigrant families and the providers who engage them. Approximately 800 families and 120 providers across six communities participated.

Early Playworks Implementation in Six Bay Area Elementary Schools

Playworks is a national nonprofit organization that aims to provide safe, healthy, and inclusive play and physical activity to elementary school students at recess and throughout the entire school day. This report is the first from the study of Playworks implementation in the San Francisco Bay Area conducted by the Gardner Center and funded by the Robert Wood Johnson Foundation.

Improving the Quality and Continuity of Practice across Early Childhood Education and Elementary Community School Settings

Research shows that children experience a smoother transition into elementary school when there is coordination among schools, early childhood education programs, and families. Launched by the Coalition for Community Schools in 2009, the Early Childhood Community Schools Linkages Project supported three regions with a strong community school platform to improve the quality and continuity of practice across community school and early childhood settings (e.g., centers, providers) and systems (e.g., regional leadership, funding, and policy structures). With support from the W.K.

Early Childhood Community Schools Linkages: Advancing a Theory of Change

In 2009, the Coalition for Community Schools at the Institute for Educational Leadership (CCS-IEL) embarked on an ambitious action research and development project, leveraging the community school system infrastructure present in three geographic regions: Tulsa, Oklahoma; Multnomah County, Oregon; and Albuquerque, New Mexico. Their goal was to advance research and practice around a pre K-3 approach that included strategic partnerships between the elementary community school sector and the early childhood sector.

An Implementation Study of the Art in Action Program

Targeting students in grades K-8, Art in Action’s program consists of 12 age-appropriate lessons per year led by parent and teacher volunteers. The curriculum is based on historically significant artists and their works of art. Through semi-structured discussions, students examine a variety of masterpieces, learning about the artist as well as particular art styles and techniques. Students then apply the concepts they learned to create original works of art.

Early Childhood Education and Community Schools Linkages Project: Implementation Study

The Early Childhood Education and Community Schools Linkage Project is an initiative of the Coalition for Community Schools to demonstrate strategic linkages between Early Childhood Education (ECE) opportunities and community schools that lead to better results for vulnerable children. While the ultimate goal of Linkages was to improve the experiences and outcomes for children and families, the Coalition acknowledges that factors at the setting-level (e.g., school) and the system-level (e.g., district, region, state) shape these individual-level outcomes.

A Longitudinal View of Educational Outcomes for Preschool For All Participants in Redwood City School District

This report is a longitudinal examination of PFA participants, tracking students’ experiences across their first four years in elementary school. It builds upon a 2009 study that found that PFA graduates in San Mateo County were better prepared for kindergarten than their classmates who had not attended preschool and equally ready for kindergarten as classmates with other preschool experiences. To conduct the analysis, researchers used the Youth Data Archive to link individual student records from three PFA cohorts to their Redwood City School District records.

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