Próximo(s)

Integrando subsistemas formales e informales: Un estudio de caso del modelo de atención y educación temprana de Promise City

Autores/as

DOI:

https://doi.org/10.14507/epaa.32.7776

Palabras clave:

atención y educación tempranas, participación de los padres, impacto colectivo, sistema tripartito

Resumen

Este estudio de caso explora las prácticas efectivas dentro de un modelo de atención y educación tempranas de un distrito. Se realizaron entrevistas con ocho padres de estudiantes de alto rendimiento y siete socios de ECE del distrito de Promise City. Los resultados de este estudio de caso conducen al desarrollo de un modelo que comprende las mejores prácticas dentro del (a) subsistema de ECE informal, (b) subsistema de ECE formal, y (c) la intersección de los subsistemas informal y formal. El modelo incorpora las mejores prácticas descubiertas en el meta-análisis de Ma et al. (2016), así como las mejores prácticas únicas encontradas en Promise City. Estos hallazgos tienen implicaciones significativas para la política, la práctica y la investigación futura en el campo de la ECE.

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Biografía del autor/a

Xingyuan Gao, East China Normal University

Dr. Xingyuan Gao is an assistant professor at East China Normal University. He earned his PhD in educational leadership from Western Michigan University. His areas of research include program evaluation, organizational theories, and data-informed decision making. He has published 22 journal articles and four book chapters and has presented several studies at national conferences in the K-12 educational leadership field.

Jianping Shen, Western Michigan University

Dr. Jianping Shen is the John E. Sandberg Professor of Education and the Gwen Frostic Endowed Chair at Western Michigan University. He earned a PhD in educational leadership from University of Washington. He teaches, among other courses, leadership theory, policy analysis, research methods, and dissertation seminar. His research interests include leadership theory, data-informed decision making, teacher retention and attrition, alternative certification, systemic change, and others, using both quantitative and qualitative methodologies. Shen has directed or co-directed several large, externally funded projects.

Alton Leon Alford, Independent Consultant

Dr. Alton Leon Alford is an independent consultant who has extensive experience in program and project evaluation, management training, human resource development and organizational development. He was a non-profit program director for more than 10 years and clinical director with services in psychotherapy, marital therapy, family therapy, and substance abuse counseling for more than 10 years.

Megan Russell Johnson, W.K. Kellogg Foundation

Dr. Megan Russell Johnson is the program officer for the W.K. Kellogg Foundation. Johnson has a variety of experiences in the nonprofit and education sectors. She serves on the larger Michigan place-based team to develop programming priorities and to identify and nurture opportunities to affect positive change for children and families within the area. She holds a BA from Albion College, and a master’s in public administration from Western Michigan University. She received her doctoral degree from the University of Michigan’s School of Education.

Huilan Y. Krenn, W.K. Kellogg Foundation

Dr. Huilan Y. Krenn is director of evaluation for the W.K. Kellogg Foundation. Krenn joined the foundation in August 2002 as an evaluation manager providing leadership and technical assistance to grantmaking efforts in the area of impact assessment and program evaluation. Prior to the foundation, Krenn was director of evaluation and research with a large child welfare agency, Starr Commonwealth, where she held the positions of director of research, assistant director of evaluation and research, research associate and program evaluator. She was also an adjunct faculty member at Western Michigan University 6 years.

 

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Publicado

2024-10-15

Cómo citar

Gao, X., Shen, J., Alford, A. L., Johnson, M. R., & Krenn, H. Y. (2024). Integrando subsistemas formales e informales: Un estudio de caso del modelo de atención y educación temprana de Promise City. Archivos Analíticos De Políticas Educativas, 32. https://doi.org/10.14507/epaa.32.7776

Número

Vol. 32 (2024)

Sección

Articles

Licencia

Derechos de autor 2024 Xingyuan Gao, Jianping Shen, Alton Leon Alford, Megan Russell Johnson, Huilan Y. Krenn

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.