1. The document discusses the different ways that researchers, policymakers, and practitioners understand and evaluate information about child development and policy issues. Researchers rely on scientific evidence and established knowledge, policymakers consider multiple factors including political pressures, and practitioners focus on acting based on empirical data and experience.
2. There are challenges to translating research findings into large-scale policies and programs due to differences in roles, communication styles, and what type of information each group finds most useful.
3. The document advocates recognizing the value of different perspectives and focusing on establishing reasonable hypotheses given incomplete knowledge as a way to better integrate research, policy, and practice regarding children's issues.
2. How Do We Know What We Know? It DEPENDS…. In a diverse world, people have a variety of perspectives, rely on different rules of evidence, seek different information, and draw different conclusions from it.
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4. As leaders, you will need to be aware of these differences and seek ways to integrate them
9. Public Policy Makers and Researchers Differences driven by: Role Public perception Communication outlets Communication styles Range of research interest Zervigon-Hakes (1995). Translating research findings into large-scale public programs and policies. In The Future of Children, vol 5, No. 3.
25. Information and answers policymakers and practitioners need is not available from researchers and researchers don’t get input from others in designing what is studied
26. Policy not in place to support data collection or exploration of issues
36. US Child and Family Policies: More likely if it is linked to the national interest Not just based on children’s needs Emphasis is almost always on the economic bottom line More often targeted rather than universal Overwhelmingly treatment oriented (addressing problems after the fact)
45. Where will you need to work hardest to “build bridges” towards the commitment of a shared agenda between researchers, policymakers and practitioners?
Notas del editor
Can you think of an example you have experienced personally?
We tend to think that only policymakers are influenced by ideology, but everybody is.All groups aren’t equal (power dynamics)….anyone focused on young children suffer from lack of respect and security, but for practitioners (and the researchers who study them), this is particularly true.
Shonkoff uses example of brain research and Head Start. Can you think of other examples?Problem: pronouncements are made that reach beyond the knowledge base and programs promises are overly ambitious, accountability becomes high stakesSometimes we are not asking the right questions or using the right measures (IQ with Head Start)Often our questions are too general and don’t look at context or specifics (e.g., programs work or don’t work, we need to look for which children under which conditions)BA debate is part of this: Under what conditions (content of education and training) and the context of your work environment
Policy or practitioner tables different than academic tables where expertise and position are paramountWhen there is a gap, people have questioned why. In theory, research is completed, gives an “answer” that influences policy decisions but it often doesn’t work this way. The policy process is much more indirect.There are different cultural styles between research and policy tables. Researchers may not have the same “weight” as the policy table.