Research Partners Overview
Columbia University, NY: Sharon Lynn Kagan and Jeanne
Brooks-Gunn
Using Assessment to Improve School Readiness and Head
Start Program Quality
In partnership with programs in Stamford and Waterbury, CT, the research team will implement an innovative observational assessment system for Head Start children, classrooms and programs, and provide the supports and resources necessary to use data from the assessments to improve classroom and program practice and child outcomes. Collaboration with the Connecticut Department of Education on school readiness outcomes is a key feature.
Education Development Center, MA: Nancy Clark-Chiarelli
and David K. Dickinson
A Systematic Approach to Fostering Language and Literacy
Development
Collaborating with programs in Waltham and Boston, MA, the researchers will develop, implement and assess the Program-Delivered Literacy Through Inservice Training (PD-LIT) to enable programs to create their own self-improvement programs with a focus on language and literacy development. The intervention features intensive professional development activities involving both QIC staff and mentor teachers from the program.
High/Scope Educational Research Foundation, MI: Lawrence
J. Schweinhart and Marijata C. Daniel-Echols
Achieving Head Start Effectiveness through Intensive
Curriculum Training
This intervention, based in programs in Oakland County, MI, will provide intensive training in the use of the evidence-based High/Scope curriculum framework and verification that the curriculum is being implemented in Head Start classrooms.
Quality Counts, Inc., GA: Martha Abbott-Shim and Richard
Lambert
Supporting Children's Individualized Learning in Head
Start
Continuing their collaboration with programs in Jefferson County, AL, and in Gainesville, GA and adding new partners in Jackson and Brunswick, GA, the research team plans to implement a mentoring intervention. This intervention supports individualized learning experiences for children in Head Start that have been shown to promote classroom quality and children's school readiness.
State University of New York at Stony Brook: Janet E.
Fischel
Evidence-based Emergent Literacy Approaches for Head
Start
Through a partnership with a grantee in Suffolk County, Long Island, NY, this intervention will compare leading curricula used in Head Start programs that aim to enhance emergent literacy and language skills in terms of improved classroom practice and child outcomes.
University of North Carolina: Donna Bryant, Janis Kupersmidt,
and Ellen Peisner-Feinberg
Socioemotional Interventions to Enhance School Readiness
Working with programs in Person County and Roxboro, NC, the research team will implement an evidence-based intervention program to reduce disruptive behavior and improve classroom functioning. Moving from a very intensive intervention provided by clinical consultants tested via the Head Start Mental Health Research Consortium, this modification will develop and evaluate a self-sustaining, program based intervention suitable for dissemination through the Training and Technical Assistance network.
University of Oregon: Hill Walker, Edward Feil, Annemieke
Golly, and Herbert Severson
Head Start Adaptation of First Step to Success: Preparing
Children for Social/Emotional Success at School
In partnership with grantees in Lane County and other grantees in Oregon, the team proposes to adapt the First Steps to Success early intervention program, originally developed for Kindergarten children, to help preschool children at risk for school problems become better prepared for the social and emotional challenges of school.
Temple University (grant originally at University of
South Carolina 2001-2004): Julia Mendez and Jean Ann Linney
The Companion Curriculum: Connecting Head Start Parents
and Teachers to Promote Early Learning and Development
Based on the premise that enhancing parent involvement is crucial to preparing children for school, this research team is working with programs in Columbia, SC and surrounding counties to implement a home-based learning curriculum for parents and children, supplemented by parent-child centers within individual classrooms.