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Blending Theory with Practice: Implementing Kindergarten Transition Using the Interactive Systems Framework
Author(s) -
Smythe-Leistico Ken J.,
Young Colleen P.,
Mulvey Laurie A.,
McCall Robert B.,
Petruska Margaret,
Barone-Martin Carole,
Capozzoli Renata,
Best Tiffani,
Coffee Barbara A.
Publication year - 2012
Publication title -
american journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.113
H-Index - 112
eISSN - 1573-2770
pISSN - 0091-0562
DOI - 10.1007/s10464-012-9505-y
Subject(s) - health psychology , perspective (graphical) , plan (archaeology) , transition (genetics) , psychology , medical education , computer science , pedagogy , public health , medicine , nursing , biochemistry , chemistry , archaeology , artificial intelligence , gene , history
The Interactive Systems Framework (ISF; Wandersman et al. in Am J Commu Psychol 41(3–4):171–181, 2008) was used to implement a kindergarten transition demonstration project collaboratively developed by elementary and early education providers, community‐based family and housing services, parents, and a University intermediary and technical assistance group. First person accounts from stakeholders at all levels provide a complementary and broad perspective on the project's implementation. The practice model blended existing research on kindergarten transition and parent involvement with feedback from stakeholders to create a community‐specific program designed to help all children make a smooth entry into kindergarten. During implementation, evidence‐based approaches needed to be adjusted to fit the specific needs of each community. Using the ISF as a guide, next steps and lessons learned include increasing leadership through a district‐wide plan that is still flexible within each school community, increasing information and supports to individual schools, and improving data collection for continuous program improvement. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith