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Blending Theory with Practice: Implementing Kindergarten Transition Using the Interactive Systems Framework

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, a...

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Bibliographic Details
Published in:American journal of community psychology 2012-12, Vol.50 (3-4), p.357-369
Main Authors: 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.
Format: Article
Language:English
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Summary: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.
ISSN:0091-0562
1573-2770
DOI:10.1007/s10464-012-9505-y