The Future of Child Development Laboratory Schools: Collaboration for Applied Developmental Research

1. The Future of Child Development Laboratory Schools: Collaboration for Applied Developmental Research Nancy Barbour, Kent State University Diane Horm, University of Oklahoma- Tulsa With: Jim Elicker, Purdue University Melissa Grove, Cindy Ratekin, Susan Toussaint, California State University, Chico Marty Lash & Carol Bersani, Kent State University Brent McBride, University of Illinois, Urbana-Champaign Andy Stremmel, South Dakota State University Jim Moran, Pennsylvania System of Higher Education Paper presented at EECERA 2007, Prague

2. Introduction & Historical Overview • Definition of “Child Development Laboratory School” (CDL) • Historical purposes and functions • Beginnings of the child study movement • Lab schools’ place in institutions of higher education • The 3-part function of lab schools • Research • Service • Professional Preparation

3. Current Status of Child Development Laboratory Schools • Viability of historical models of program services • Shrinking resources • Disappearance of many programs

4. Challenges Being Faced • Changing paradigms guiding child development and early years research • Changing funding streams for child development & early years research • Disconnect between CDL activities and the original 3-part mission • Increased pressures for accountability

5. The Emergence of Applied Development Science Paradigm • Need for a new paradigm in human sciences research • Overview of guiding principles of Applied Development Sciences (ADS) • Parallels between ADS and shifts in research paradigms in child development laboratory schools • Emphasis on ADS requires change in research paradigms in CDLs

6. Description of Simple Model • Traditional paradigms • Traditional foci of CDL research • Limitations of the traditional model

8. Complex Models Teacher as Figure 1 Researcher Children & Families Teachers Classrooms/ Programs Faculty - Generated Paradigm Traditional: Child as Subject Figure 2 INSTITUTION: Academic Unit/College Community Field Society • Generation of new knowledge vs. traditional views of research • Multiple levels and role of each • Examples of generation of new knowledge

9. Teacher as Figure 1 Researcher Children & Families Teachers Classrooms/ Programs Faculty - Generated Paradigm Traditional: Child as Subject

10. Figure 2 INSTITUTION: Academic Unit/College Community Field Society

11. Conclusions & Insights • Lab schools exist to generate new knowledge; there are various methods to generate knowledge • Can these various forms co-exist? • The many types of lab schools need to inform each other and work collaboratively in order to be sustained • How can they also build stronger links across CDLs and with other communities (e.g., schools, child care, agencies)? • CDL researchers must be intentional about their audiences, both primary and secondary • Who initiates research? Who is it for? How will it be used?

12. Conclusions & Insights • CDLs provide settings for professional preparation, research and service: • students observe children as part of their course work; • students and faculty engage in inquiry into practice (teacher research) • Students and faculty may involve children as participants or co-inquirers • Faculty researchers may study children, student teachers, curriculum, or classroom processes • CDL research must relate to the vision and mission of the institution

13. Conclusions & Insights • Successful CDLs: • Engage in innovative practices • Engage in activities that sustain them over time (e.g., longitudinal research) • Have some kind of internal review process • Make public their operations and findings • Link theory and practice • Develop community and collaboration at many levels • Have a close alignment of what is taught and what is observed in the CDL • Develop a unique niche and make themselves irreplaceable and necessary on campus

14. Next Steps • Continue to build the consortium • Disseminate our thinking to date • Explore the possibilities of the complex model • Begin a cross-site study

15. Discussion? • We welcome your thoughts, comments, and suggestions! • Contact us at: • Nancy Barbour, Kent State University nbarbour@kent.edu • Diane Horm, University of Oklahoma – Tulsa dhorm@ou.edu