The editors begin by offering first–person accounts from four researchers who pioneered the use of developmental psychology findings to inform public policy. Edward Ziglar reflects on his role in initiating and maintaining the Head Start Program, revealing that his standing as an impartial scholar rather than an advocate bolstered his credibility with policy makers. Ruby Takanishi discusses how her experience of marginality (as a woman, an Asian–American, and a developmental psychologist) helped her in her work as a child advocate. Aletha C. Huston offers thoughtful advice on designing research so that it will yield results suited to public policy applications. Robert L. Selman describes how research and practice can strengthen each other––research results can be used to design programs, analysis of the outcomes of these programs can yield new topics for research, and the results of this research can in turn can be used to further strengthen these programs.
The next four chapters explore contemporary examples of applying developmental findings to public policy. Nancy A. Busch–Rossnagel describes the logic, methods and benefits of creating measures sensitive to the cultures and communities of specific research participants, rather than using measures developed only on samples of European Americans. Aaron Hogue provides a framework and practical examples for using rigorous implementation research to develop programs for at–risk adolescents. Arguing that teacher development is vital for optimizing adolescent development, Ann Higgins–DÂ¹Alessandro identifies four necessary work conditions for fostering teachersÂ¹ personal and professional growth. Finally, Lonnie Sherrod presents seven principles for ensuring that research results can play a strong role in influencing public policy.
This is the 98th volume of the Jossey–Bass series New Directions for Child and Adolescent Development.
EDITORS′ NOTESAnn Higgins–D′Alessandro, Katherine R. B. Jankowski
1. A Life Lived at the Crossroads of Knowledge and Children′s PolicyEdward Zigler, with Sally J. StyfcoA narrative of Zigler s lifetime efforts documents his impact on public policy for children′s full development.
2. Where Are You From? Child Advocacy and the Benefits of MarginalityRuby TakanishiThe author discusses the positive role marginality has played in her professional life as a researcher and child advocate.
3. From Research to Policy: Choosing Questions and Interpreting the AnswersAletha C. HustonIn this chapter, Huston reflects on how she has contributed to improving social policy through research by asking good questions, using best methods, and seeing and taking advantage of opportunities.
4. Risk and Prevention: Building Bridges Between Theory and PracticeRobert L. SelmanBridging the two worlds of research and clinical practice, Selman s work illustrates the idea that there is nothing more theoretical than good practice.
5. Creating Culturally Sensitive and Community–Sensitive Measures of DevelopmentNancy A. Busch–RossnagelStrategies to create measures that are sensitive to culture and communities are explained and illustrated.
6. Adherence Process Research on Developmental Interventions: Filling in the MiddleAaron HogueResults show how rigorous implementation of research designs in program evaluation can inform program development and outcomes.
7. The Necessity of Teacher DevelopmentAnn Higgins–D′AlessandroA case analysis illustrates the impact of the socio–moral complexity of the job of teaching on both teachers and students.
8. The Role of Psychological Research in Setting a Policy Agenda for Children and FamiliesLonnie R. SherrodSeven insights and illustrative data demonstrate how researchers can strengthen the role of psychology in policymaking.