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.
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.
Download the complete article click here.