Building bridges from PreK to K-3 through the use of research evidence

References

• Ansari, A., & Pianta, R. C. (2018). Variation in the long-term benefits of child care: The role of classroom quality in elementary school. Developmental Psychology, 54(10), 1854–1867. https://doi.org/10.1037/dev0000513
   PubMed Web of Science ®Google Scholar
• Asen, R., Gurke, D., Conners, P., Solomon, R., & Gumm, E. (2013). Research evidence and school board deliberations: Lessons from three Wisconsin school districts. Educational Policy, 27(1), 33‒63. https://doi.org/10.1177/0895904811429291
   Web of Science ®Google Scholar
• Bassok, D., Latham, S., & Rorem, A. (2016). Is kindergarten the new first grade? American Educational Research Association Open, 1(4), 1–31. https://doi.org/10.1177/2332858415616358
   Google Scholar
• Bloch, M., & Kim, K. (2015). A cultural history of ‘readiness’ in early childhood care and education: Are there still culturally relevant, ethical, and imaginative spaces for learning open for young children and their families? In J. M. Iorio & W. Parnell (Eds.), Rethinking readiness in early childhood education: Implications for policy and practice (pp. 19–36). Palgrave Macmillan.
   Google Scholar
• Brown, C. P., Feger, B. S., & Mowry, B. N. (2019). Rigorous DAP in the early years: From theory to practice. Redleaf Press.
   Google Scholar
• Brown, C. P., Weber, N. B., & Yoon, Y. (2015). Practical difficulties for early educators who tried to address children’s realities in their high-stakes teaching context. Journal of Early Childhood Teacher Education, 35(1), 3–23. https://doi.org/10.1080/10901027.2014.996925
   Google Scholar
• Brunner, C., & Grogan, M. (2007). Women leading school systems: Uncommon roads to fulfillment. Rowman & Littlefield Education.
   Google Scholar
• Bullough, R., Hall-Kenyon, K. M., MacKay, K. L., & Marshall, E. E. (2014). Head start and the intensification of teaching in early childhood education. Teaching and Teacher Education, 37, 55–63. https://doi.org/10.1016/j.tate.2013.09.006
   Web of Science ®Google Scholar
• Center on Enhancing Early Learning Outcomes. (2016). Directory of State Early Learning Contacts: August 2016. Retrieved August 30, 2016, from http://ceelo.org/ceelo-directory-of-state-early-learning-contacts/
   Google Scholar
• Coburn, C. E., & Talbert, J. E. (2006). Conceptions of evidence use in school districts: Mapping the terrain. American Journal of Education, 112(4), 469‒495. https://doi.org/10.1086/505056
   Web of Science ®Google Scholar
• Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods (3rd ed.). SAGE.
   Google Scholar
• Dombkowski, K. (2001). Will the real kindergarten please stand up?: Defining and redefining the twentieth-century US kindergarten. History of Education, 30(6), 527–545. https://doi.org/10.1080/00467600110064762
   Google Scholar
• Farley-Ripple, E. N. (2012). Research use in school district central office decision making: A case study. Educational Management Administration & Leadership, 40(6), 786–806. https://doi.org/10.1177/1741143212456912
   Web of Science ®Google Scholar
• Farley-Ripple, E., May, H., Karpyn, A., Tilley, K., & McDonough, K. (2018). Rethinking connections between research and practice in education: A conceptual framework. Educational Researcher, 47(4), 235–245. https://doi.org/10.3102/0013189X18761042
   Web of Science ®Google Scholar
• Farley-Ripple, E. N., Tilley, K., Sheridan, S., & Gallimore, R. (2020). What improvement challenges do schools face? Searching for ways research might help. Teachers College Record.
   Google Scholar
• Finnigan, K. S., Daly, A. J., Caduff, A., & Leal, C. C. (2021). Broken bridges: The role of brokers in connecting educational leaders around research evidence. In M. S. Weber & I. Yanovitzky (Eds.), Networks, knowledge brokers, and the public policymaking process. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-78755-4_6
   Google Scholar
• Finnigan, K. S., Daly, A. J., Che, J., & Daly, A. J. (2013). Systemwide reform in districts under pressure: The role of social networks in defining, acquiring, using, and diffusing research evidence. Journal of Educational Administration, 51(4), 476–497. https://doi.org/10.1108/09578231311325668
   Google Scholar
• Gitomer, D. H., & Crouse, K. (2019). Studying the use of research evidence: A review of methods. William T. Grant Foundation. https://wtgrantfoundation.org/library/uploads/2019/02/A-Review-of-Methods-FINAL003.pdf
   Google Scholar
• Goertz, M. E., Barnes, C., & Massell, D. (2013). How state education agencies acquire and use research in school improvement strategies. CPRE Policy Briefs. https://repository.upenn.edu/cpre_policybriefs/43
   Google Scholar
• Graue, E. (2011). Are we paving paradise? Educational Leadership, 68(7), 12–17.
   Web of Science ®Google Scholar
• Graue M. E., Ryan S., Nocera A., Northey K., & Wilinski B. (2017). Pulling preK into a K-12 orbit: the evolution of preK in the age of standards. Early Years, 37(1), 108–122. https://doi.org/10.1080/09575146.2016.1220925
   Web of Science ®Google Scholar
• Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. The Wallace Foundation. http://www.wallacefoundation.org/principalsynthesis
   Google Scholar
• Harmon, F., & Viruru, R. (2018). Debunking the myth of the efficacy of “push-down academics”: How rigid, teacher-centered, academic early learning environments dis-empower young children. Journal of Family Strengths, 18(1), 1–11. https://doi.org/10.58464/2168-670X.1390
   Google Scholar
• Honig, M. (2006). Complexity and policy implementation: Challenges and opportunities for the field. In M. I. Honig (Ed.), New directions in education policy implementation: Confronting complexity (pp. 1–24). State University of New York Press.
   Google Scholar
• Honig, M. I., & Coburn, C. (2008). Evidence-based decision making in school district central offices: Toward a policy and research agenda. Educational Policy, 22(4), 578–608. https://doi.org/10.1177/0895904807307067
   Web of Science ®Google Scholar
• Honig, M. I., Venkateswaran, N., & McNeil, P. (2017). Research use as learning: The case of fundamental change in school district central offices. American Educational Research Journal, 54(5), 938–971. https://doi.org/10.3102/0002831217712466
   Web of Science ®Google Scholar
• Institute of Medicine and National Research Council. (2015). Transforming the workforce for children birth through age 8: A unifying foundation. The National Academies Press.
   Google Scholar
• La Paro, K. M., & Pianta, R. C. (2003). Classroom assessment scoring system (CLASS). APA PsycTests. https://doi.org/10.1037/t08945-000
   Google Scholar
• Levin, B. (2010). Leadership for evidence-informed education. School Leadership & Management, 30(4), 303‒315. https://doi.org/10.1080/13632434.2010.497483
   Google Scholar
• Liston, D., Whitcomb, J., & Borko, H. (2007). NCLB and scientifically-based research: Opportunities lost and found. Journal of Teacher Education, 58(2), 99–107. https://doi.org/10.1177/0022487107299980
   Web of Science ®Google Scholar
• Lumivero. (2017). NVivo (Version 12). www.lumivero.com
   Google Scholar
• Mageau, T. (2004). Determining “what works. T H E Journal (Technological Horizons in Education), 31(6), 32.
   Google Scholar
• Massell, D., Goertz, M. E., & Barnes, C. A. (2012). State education agencies’ acquisition and use of research knowledge for school improvement. Peabody Journal of Education, 87(5), 609–626. https://doi.org/10.1080/0161956X.2012.723506
   Google Scholar
• McCabe, L. A., & Sipple, J. W. (2011). Colliding worlds: Practical and political tensions of prekindergarten implementation in public schools. Educational Policy, 25(1), e1–e26. https://doi.org/10.1177/0895904810387415
   Web of Science ®Google Scholar
• National Association for the Education of Young Children. (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8.
   Google Scholar
• National Association for the Education of Young Children. (2020a). Professional standards and competencies for early childhood educators. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/standards_and_competencies_ps.pdf
   Google Scholar
• National Association for the Education of Young Children. (2020b). Unifying framework for the early childhood education profession. https://www.powertotheprofession.org/wp-content/uploads/2020/03/Power-to-Profession-Framework-03312020-web.pdf
   Google Scholar
• National Association for the Education of Young Children. (2022). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8 (4th ed.).
   Google Scholar
• Nutley, S. M., Walter, I., & Davies, H. T. O. (2007). Using evidence: How research can inform public services. Policy Press.
   Google Scholar
• Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
   PubMed Web of Science ®Google Scholar
• Pellegrini, M., & Vivanet, G. (2021). Evidence-based policies in education: Initiatives and challenges in Europe. ECNU Review of Education, 4(1), 25–45. https://doi.org/10.1177/2096531120924670
   Google Scholar
• Penuel, W. R., Briggs, D. C., Davidson, K. L., Herlihy, C., Sherer, D., Hill, H. C., & Allen, A.-R. (2017). How school and district leaders access, perceive, and use research. AERA Open, 3(2), 233285841770537. https://doi.org/10.1177/2332858417705370
   Web of Science ®Google Scholar
• Pianta, R. C., Hamre, B. K., & Nguyen, T. (2020). Measuring and improving quality in early care and education. Early Childhood Research Quarterly, 51(2), 285–287. https://doi.org/10.1016/j.ecresq.2019.10.013
   Google Scholar
• Punch, K. (2014). Introduction to social research (3rd ed.). SAGE.
   Google Scholar
• Regenstein, E. (2020). Early childhood governance: Getting there from here. Foresight Law + Policy. https://www.flpadvisors.com/uploads/4/2/4/2/42429949/flp_gettingtherefromhere_061120.pdf
   Google Scholar
• Rickinson, M., Cirkony, C., Walsh, L., Gleeson, J., Salisbury, M., & Boaz, A. (2021). Insights from a cross-sector review on how to conceptualise the quality of use of research evidence. Humanities and Social Sciences Communications, 8(1), 1–12. https://doi.org/10.1057/s41599-021-00821-x
   PubMedGoogle Scholar
• Ryan, S. (2008). Action or reaction! Reflecting on Sally Lubeck’s wisdom to reinvent the field of early education. Journal of Early Childhood Research, 6(1), 69–74. https://doi.org/10.1177/1476718X07086602
   Google Scholar
• Saldaña, J. (2016). The coding manual for qualitative researchers. SAGE.
   Google Scholar
• Schoenfeld, A. H. (2006). What doesn’t work: The challenge and failure of the what works clearinghouse to conduct meaningful reviews of studies of mathematics curricula. Educational Researcher, 35(2), 13–21. https://doi.org/10.3102/0013189X035002013
   Google Scholar
• Shavelson, R. J., & Towne, L. (Eds). (2002). Scientific research in education. National Academy Press.
   Google Scholar
• Takanishi, R. (2010). PreK-third grade: A paradigm shift. In V. Washington & J. D. Andrews (Eds.), Children of 2020: Creating a better tomorrow (pp. 28–31). Council for Professional Recognition and National Association for the Education of Young Children.
   Google Scholar
• Tseng, V. (2012). The uses of research in policy and practice. Social Policy Report, 26(2), 1–24. https://doi.org/10.1002/j.2379-3988.2012.tb00071.x
   PubMedGoogle Scholar
• Tseng, V., & Coburn, C. (2019). Using evidence in the US. In A. Boaz, H. Davies, A. Fraser, & S. Nutley (Eds.), What works now?: Evidence-informed policy and practice (pp. 351–368). Policy Press. https://doi.org/10.51952/9781447345527.ch017
   Google Scholar
• U.S. Department of Education. (2016, September 16). Non-regulatory guidance: Using evidence to strengthen education investments. https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf
   Google Scholar
• Weiss, C., & Buculvalas, M. (1980). Social science research and decision making. Columbia University Press.
   Google Scholar
• Whitebook, M., Sakai, L., & Kipnis, F. (2010). Beyond homes and centers: The workforce in three California early childhood infrastructure organizations. University of California, Center for the Study of Child Care Employment. https://cscce.berkeley.edu/wp-content/uploads/publications/beyond_homes_and_centers_es_100602-web-version.pdf
   Google Scholar
• Zucker, S. (2004, March). Scientifically based research: NCLB and assessment. Pearson. http://images.pearsonclinical.com/images/tmrs/tmrs_rg/ScientificallyBasedResearch.pdf
   Google Scholar