Applying Implementation Science in Early Childhood Programs and Systems
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Improving outcomes for young children and their families may start with choosing evidence-based curricula, interventions, and practices, but it doesn't end there. To ensure sustained changes to early childhood programmes and systems, interventions must be implemented effectively and consistently over time. This is the first research volume on applying implementation science to early childhood programmes and systems.

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Produktbeschreibung
Improving outcomes for young children and their families may start with choosing evidence-based curricula, interventions, and practices, but it doesn't end there. To ensure sustained changes to early childhood programmes and systems, interventions must be implemented effectively and consistently over time. This is the first research volume on applying implementation science to early childhood programmes and systems.
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Autorenporträt
Dr. Halle is Codirector of Early Childhood Research at Child Trends. She oversees projects in Child Trendsâ (TM)s Washington, D.C., office. She conducts research on childrenâ (TM)s early cognitive and social development, childrenâ (TM)s school readiness, family and community supports for school readiness, and school characteristics associated with ongoing achievement and positive development. Her recent work focuses on early literacy development among children who are English language learners and evaluations of early childhood curricula, programs, and professional development aimed at supporting childrenâ (TM)s school readiness. Dr. Allison J. Metz is a developmental psychologist, Director of the National Implementation Research Network (NIRN), and Senior Implementation Specialist at the Frank Porter Graham Child Development Institute at The University of North Carolina at Chapel Hill. Dr. Metz specializes in the implementation, mainstreaming, and scaling of evidence to achieve social impact for children and families in a range of human service and education areas, with an emphasis on child welfare and early childhood service contexts. Her work focuses in several key areas including the development of evidence-informed practice models; the use of effective implementation and scaling strategies to improve the application of evidence in service delivery systems; and the development of coaching, continuous quality improvement, and sustainability strategies. She is Co-Chair for the Global Implementation Conference, a part of the Global Implementation Initiative. Dr. Metz is co-editor of Applying Implementation Science in Early Childhood Programs and Systems (with T. Halle & I. Martinez-Beck; Paul H., Brookes Publishing Co., 2013). Dr. Martinez-Beck coordinates the work of the child care research team at the Office of Planning, Research and Evaluation (OPRE), developing the child care policy research agenda, managing large research projects, and representing OPRE and the child care policy research perspective in diverse federal interagency research work groups. Prior to joining The Administration for Children and Families, Dr. Martinez-Beck held a Society for Research in Child Development Executive Branch Policy Fellowship with the Child Care Bureau where she was involved in designing a research agenda to answer policy-relevant questions for Child Care and Development Fund State Administrators and other key stakeholders. A recent focus of her work has been on issues related to the quality of early care and education settings and links to young children's developmental outcomes.