Scaling Early Childhood Evidence-Based Interventions through RPPs

Brotman, Laurie Miller; Dawson-McClure, Spring; Rhule, Dana M.; Rosenblatt, Katherine; Hamer, Kai Ama; Kamboukos, Dimitra; Boyd, Michelle; Mondesir, Michelle; Chau, Isabel; Lashua-Shriftman, Erin; Rodríguez, Vanessa; Barajas-Gonzalez, R. Gabriela; Huang, Keng Yen

doi:10.1353/foc.2021.0002

Cited by 6 publications

(3 citation statements)

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“…Scaling up successful programs to reach more children and families is a common challenge faced by cross-disciplinary initiatives. While successful models like the Harlem Children's Zone, Head Start, and the Healthy Schools Program have demonstrated positive outcomes, replicating these models on a larger scale requires careful planning, resources, and coordination (Brotman et al, 2021). Lessons learned from the case studies highlight the importance of adapting interventions to local contexts, leveraging partnerships, and advocating for policy changes to support scaling efforts.…”

Section: Case Studiesmentioning

confidence: 99%

Promoting health and educational equity: Cross-disciplinary strategies for enhancing public health and educational outcomes

Samira Abdul,

Ehizogie Paul Adeghe,

Bisola Oluwafadekemi Adegoke

et al. 2024

World J. Bio. Pharm. Health Sci.

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Promoting health and educational equity is a multifaceted challenge that requires cross-disciplinary strategies and collaborative efforts. This review explores various approaches aimed at enhancing public health and educational outcomes through integration and synergy between health and education disciplines. Addressing health and educational disparities is crucial for ensuring equitable opportunities and outcomes for all individuals. This review highlights the importance of interdisciplinary collaboration between health and education sectors in tackling complex issues such as socio-economic inequality, access to quality healthcare, and educational attainment. Key strategies include early childhood interventions that focus on nutrition, healthcare access, and early learning programs to support cognitive and physical development. Additionally, school-based health initiatives, including comprehensive wellness programs and mental health services, play a vital role in promoting student well-being and academic success. Furthermore, community engagement and partnerships between schools, healthcare providers, and local organizations are essential for creating supportive environments that foster health and educational equity. By working together, stakeholders can address the underlying social determinants of health and educational disparities, including poverty, discrimination, and inadequate resources. This review underscores the importance of evidence-based practices, data-driven decision-making, and policy advocacy to drive systemic change and improve health and educational outcomes for underserved populations. By adopting cross-disciplinary strategies and leveraging collective expertise, we can create healthier, more equitable communities where everyone has the opportunity to thrive.

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Section: Case Studiesmentioning

confidence: 99%

Promoting health and educational equity: Cross-disciplinary strategies for enhancing public health and educational outcomes

Samira Abdul,

Ehizogie Paul Adeghe,

Bisola Oluwafadekemi Adegoke

et al. 2024

World J. Bio. Pharm. Health Sci.

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“…ECE RPPs have the potential to guide instructional practice and inform policy (Williford et al, 2021). They can also inspire educator interest and enable effective scaling of early childhood evidence-based interventions (Brotman et al, 2021) to more effectively reduce inequalities (Potter et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Studies have typically examined how RPPs support pedagogy and practice in elementary and high school settings (e.g., Cobb et al, 2020; Cohen-Vogel et al, 2016; Marshall et al, 2021; Penuel, Farrell, et al, 2020). Few studies have examined the efficacy of RPPs within early education settings (Brotman et al, 2021; Schindler, et al, 2017). Meanwhile, there is broad consensus that schools fail to meet many young children’s needs, often focusing on remediating deficits rather than building on strengths (Morgan et.…”

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confidence: 99%

Teacher Sensemaking in an Early Education Research–Practice Partnership

Datnow

Guerra

Cohen

et al. 2023

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: High quality early education, preschool through third grade, has received significant attention as a vehicle for addressing academic disparities. Research–practice partnerships (RPPs) offer a promising strategy for improving early education and closing the gap between research and practice; however, RPPs in the early learning context are understudied, and there is little information about how teachers experience them. Purpose/Research Questions: Grounded in a framework of sensemaking theory and research on teachers’ beliefs and RPPs, this paper addresses the following questions: (1) How did an early education RPP attempt to build a meaningful and trusting partnership and amplify teacher voices? (2) How did teachers make sense of new knowledge within the context of the RPP and their practical wisdom? (3) To what degree were teachers reaffirming existing beliefs vs. questioning or adjusting current beliefs through their participation in the RPP? Research Design: This paper relies on qualitative data gathered as part of an interdisciplinary education neuroscience longitudinal RPP project between university researchers and educators in a California school district. The data analyzed for this paper included field notes and artifacts from RPP meetings and transcripts of teacher interviews. Conclusions/Recommendations: The RPP intentionally created opportunities for teachers to amplify their perspectives and interpretations. Within RPP meeting spaces, teachers reflected on their beliefs and practices in light of research conducted in their schools and, more generally, sometimes adjusting and other times reaffirming their views. The extent to which teachers incorporated new knowledge into their cognitive schemas varied based on the topic and how and where the information was presented. These findings yield important implications for research–practice partnerships and system change in early childhood education.

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