Blending Theory with Practice: Implementing Kindergarten Transition Using the Interactive Systems Framework

American Journal of Community Psychology

Volumn 50, Issue 3-4, 2012, Pages 357-369

  Smythe Leistico, Ken J ^a   Young, Colleen P ^a   Mulvey, Laurie A ^a   McCall, Robert B ^a   Petruska, Margaret ^b   Barone Martin, Carole ^c   Capozzoli, Renata ^c   Best, Tiffani ^c   Coffee, Barbara A ^d  

^a UNIVERSITY OF PITTSBURGH   (United States)

^b 30 Dominion Tower   (United States)

^c Pittsburgh Public Schools   (United States)

^d Housing Authority of the City of Pittsburgh   (United States)

Author keywords

Early education; Kindergarten transition; Parent engagement; Parent involvement; Parent teacher relationship; School community partnership; Transition; University community collaboration

Indexed keywords

ARTICLE; CHILD; COMMUNITY CARE; COOPERATION; EVIDENCE BASED PRACTICE; HUMAN; METHODOLOGY; ORGANIZATION AND MANAGEMENT; PARENT; PRESCHOOL CHILD; PROGRAM DEVELOPMENT; SCHOOL; SOCIAL ADAPTATION; STUDENT; UNIVERSITY;

CHILD; CHILD, PRESCHOOL; COMMUNITY NETWORKS; COOPERATIVE BEHAVIOR; EVIDENCE-BASED PRACTICE; FACULTY; HUMANS; PARENTS; PROGRAM DEVELOPMENT; SCHOOLS; SOCIAL ADJUSTMENT; STUDENTS;

EID: 84870300630     PISSN: 00910562     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10464-012-9505-y     Document Type: Article

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