Effective Partnerships in School Reform: Lessons Learned from the Midwest Child-Parent Center Expansion

Autor/inn/en	Hayakawa, Momoko; Englund, Michelle M.; Candee, Allyson; Lease, Erin; Sullivan, Molly; Warner-Richter, Mallory; Reynolds, Arthur J.
Titel	Effective Partnerships in School Reform: Lessons Learned from the Midwest Child-Parent Center Expansion
Quelle	In: Journal of Education for Students Placed at Risk, 20 (2015) 4, S.263-280 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2015.1072469
Schlagwörter	Educational Change; Partnerships in Education; Intervention; Parent Participation; School Districts; Primary Education; Economically Disadvantaged; Program Implementation; Program Descriptions; Educational Research; Educational Practices; At Risk Persons; Program Evaluation; Cooperation; School Administration; Data Collection; Translation; Parent Materials; English (Second Language); Educational Policy; Policy Formation; Illinois; Minnesota + Suchen Sie Ihr Suchwort? Bildungsreform; Hochschulpartnerschaft; Elternmitwirkung; School district; Schulbezirk; Primarbereich; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Risikogruppe; Programme evaluation; Programmevaluation; Co-operation; Kooperation; Data capture; Datensammlung; Elternbrief; English as second language; English; Second Language; Englisch als Zweitsprache; Politics of education; Bildungspolitik; Politische Betätigung
Abstract	The Midwest Expansion of the Child-Parent Center Education Program (MCPC) is a pre-K to 3rd grade intervention program aimed at improving economically disadvantaged children's school success by enhancing continuity in instruction and increasing parental involvement. Opened in Chicago in the 1960s, this school reform model has undergone significant changes and is currently being expanded in five demographically heterogeneous school districts in Illinois and Minnesota. This article describes the collaborative process that has contributed to effective implementation of the expansion project within at-risk communities. Three themes of collaboration are emphasized: (a) improving the quality of data, (b) establishing and maintaining implementation fidelity, and (c) using research to inform practice. We discuss lessons learned from our partnerships with a number of collaborators including those involved with implementing the pre-K program, researching and evaluating the project, and providing professional development to teachers. Consideration is given to advancing the field of implementation science by successfully initiating and enhancing exemplary partnerships in comprehensive school reforms through effective research design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01