Blending Theory with Practice: Implementing Kindergarten Transition Using the Interactive Systems Framework is a paper written by Ken Smythe-Leistico, Colleen Young, Laurie Mulvey and their colleagues that appeared in the American Journal of Community Psychology in December of 2012.
Abstract
The Interactive Systems Framework (ISF; Wandersman et al., 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.
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