Research and Advocacy

Overview

This Assessment is a Work Product in which you will research pressing issues in the early childhood field and select one that you are particularly interested in, one for which you have a desire to generate awareness and bring about change. With this issue in mind, you will prepare a communication piece for policymakers or stakeholders to begin the change process. After you receive a response, you will reflect on your efforts to communicate and collaborate with policy-makers and/or stakeholders.

Your response to this Assessment should:

· Reflect the criteria provided in the

Rubric

, which provides information on how the Assessment will be evaluated.

· Adhere to the required Assignment length.

· Use the APA “Course Paper” template available

here

. Note: All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate.

Professional Skills:

Written Communication

Critical Thinking

, and

Information Literacy

are assessed in this Competency. You are strongly encouraged to use the

Writing Checklist

and to review the rubric prior to submitting.

This Assessment requires submission of one (1) document that includes all three parts of this Assessment. Save this file as RC004_firstinitial_lastname (for example, RC004_J_Smith). If you choose to create a PowerPoint for Part II, you may submit two files in total, one Word document and one PowerPoint. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Instructions

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

Rubric

Access the following to complete this Assessment:

· Alliance for Childhood. (n.d.). Critical issues affecting childhood. Retrieved from

http://www.allianceforchildhood.org/our_work

· National Association for the Education of Young Children (NAEYC). (n.d.-b). Early childhood education topics. Retrieved from

https://www.naeyc.org/topics

· National Association for the Education of Young Children (NAEYC). (n.d.-c). Effective advocacy resources. Retrieved from
https://www.naeyc.org/topics

· Ounce of Prevention Fund. (2009). Early childhood advocacy toolkit. Retrieved from

https://www.theounce.org/wp-content/uploads/2017/03/EarlyChildhoodAdvocacyToolkit

· Trend Lines. (n.d.). Retrieved from

http://blog.childtrends.org

ZERO TO THREE. (2010). You have what it takes! A tool for identifying your skills as an early childhood advocate [Interactive media]. Retrieved from

http://www.zerotothree.org/public-policy/action-center/advocacy-tool-final-9-7-10

This assessment has three-parts. Click each of the items below to complete this assessment.

Part I: Research Brief

Select a topic of interest.

What current problems, policies, or issues affect the health, safety, or education of young children and families? Which of these issues are of greatest interest to you? Perhaps you are concerned about the increased focus on high-stakes testing in primary grades, the lack of opportunity for young children to engage in creative and experiential play, or the need to increase children’s access to books in the home. Explore the web resources provided with the Assessment and/or other resources to gain information and insights on pressing issues, needs, and challenges that affect children and families.

Based on your initial exploration, select a topic of interest, one for which you want to advocate for action that can positively impact the lives of children and families. With this issue in mind, continue exploring reputable resources and investigate advocacy organizations and initiatives that are already in place. Consider how this issue relates to your sphere of influence (e.g., workplace, local community, state, national, global level) and what actions you might take to promote positive changes within this sphere.

Based on your exploration, prepare a 2- to 3-page Research Brief as follows:

1. Describe the advocacy issue/challenge/need and its impact on children and families.

2. Include a synopsis of major, compelling research findings that support your position on the cause for which you want to advocate.

3. Explore local, regional, state, national, and/or global advocacy efforts that have been devoted to this issue. Identify one or more organizations and describe their work in supporting the advocacy issue.

4. After reading about how established organizations have advocated for your issue, describe an initiative of your own that could further your cause. Your initiative should be one that you can spearhead within your sphere of influence. Your initiative might involve activities that will increase awareness, educate others, change a policy, bring in resources to your workplace, start a community project, create a service to families, or any other forms of advocacy.

· State at least two measureable goals that you believe can be achieved within the next six months to a year.

· Include specific action steps you plan to take and a timeline for implementation.

· Identify any roadblocks you anticipate and plans to overcome them.

· Identify one or more policymakers or stakeholders to whom you will communicate your advocacy initiative.

· Explain the purpose of your communication to these stakeholders.

Part II: Communication to Policymakers or Stakeholders

Determine whether your communication will be to policymakers or stakeholders. Consider what you know about this audience and, thus, what type of information and messages would best capture their hearts, minds, and interests about the issue/challenge/need you chose. Then, determine how best to present this information (e.g., PowerPoint presentation, letter, speech, video, proposal, historical timeline, report with statistics, etc.)

With these ideas in mind, prepare your communication piece and then either meet with your audience face to face or send the communication to your audience via e-mail or other means. If you meet with your audience, be sure to engage in dialogue and solicit their responses to the information, messages, and appeals for help. If you send the communication via e-mail or other means, request a response in writing, a phone call, or other form. You will submit your communication piece with this assessment. If it is a PowerPoint, video, or oral presentation, you will submit it as a separate file when you submit the Assessment.

Your communication should include:

· Statement of issue/challenge/need being addressed

· Brief explanation of the research you found

· Description of the initiative you are spearheading and a rationale for its importance

· Initiation of dialogue or an appeal for support

· Request for a response

· Proposal of next steps

Part III: Summary and Next Steps

Once you have received responses from policymakers or stakeholders, reflect on your experience and write a 2- to 3-page summary. Your summary should:

1. Describe your experience in delivering your communication to policymakers or stakeholders. What worked well? What could you have done differently to better communicate the issue or to better position your intentions related to advocacy?

2. Describe in detail the responses you received from individuals to who you delivered the communication. What did you learn? Explain how the responses serve to support or present challenges to your advocacy initiative.

3. Determine at least three action steps for continuing your advocacy efforts (e.g., responding to one or both of the stakeholder groups, communicating with other stakeholders, organizing for action, conducting further research, etc.)

CECS RC004: Research and Advocacy

Assessment Rubric

0
Not Present

1
Needs Improvement

2
Meets Expectations

3
Exceeds Expectations

Sub-Competency 1: Analyze research on advocacy issues impacting children and families.

Learning Objective 1.1:
Describe an advocacy
issue/challenge/ need
and its impact on
children and families.

Description of the
advocacy issue/challenge/
need is missing.

Description details only
one aspect of the
issue/challenge/need
and/or does not explain
the impact on children and
families.

Description is unclear
and/or incomplete.

Description details at least
two aspects of the
issue/challenge/need and
explains how each one (or
how they collectively)
affects children and
families.

Description is clear and
complete.

Response demonstrates
the same level of

achievement as “2,” plus
the following:

Implications of the
issue/challenge/need for
the larger field are
discussed and relevant
examples are provided.

Learning Objective
1. 2:
Synopsize research
findings that support a
specific area of the
early childhood field
worthy of advocacy.

Synopsis is not present. Synopsis highlights only
one research finding
and/or research findings
were not relevant and/or
compelling.

Research findings do not
relate to
issue/challenge/need.

Synopsis does not provide
rationale or rationale is
unclear or illogical.

Synopsis highlights at least
two relevant and
compelling research
findings related to the
issue/challenge/need.

Synopsis provides clear
and logical rationale for
the need for advocacy
related to the
issue/challenge/need
previously identified.

Response demonstrates
the same level of
achievement as “2,” plus
the following:

Synopsis highlights more
than two relevant research
findings.

Synopsis includes
compelling examples to
support rationale.

Sub-Competency 2: Analyze professional organizations that advocate for young children, families, and the early childhood field.

Learning Objective
2. 1:

Description of organization
is missing.

Description does not
clearly identify the name,

Description clearly
identifies the name,

Response demonstrates
the same level of

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

Describe how
organizations advocate
for issues that affect
young children,
families, and the early
childhood field.

mission/vision, and
purpose of an organization
that advocates for young
children, families, and the
early childhood field.

Overview of advocacy
initiative in which the
organization in engaged is
vague.

Explanation for how the
initiatives relate to the
issue/challenge/need
previously identified is
unclear, or online one
initiative is addressed.

mission/vision, and
purpose of at least one
organization that
advocates for young
children, families, and the
early childhood field.

Description provides a
clear overview of one
current advocacy initiative
for the organization and
clearly explains how this
initiative relates to the
issue/challenge/need
previously identified.

achievement as “2,” plus
the following:

Two or more organizations
are addressed.

Informational documents,
web links, photos, or other
supporting artifacts are
included.

Sub-Competency 3: Develop advocacy initiatives to effect social change on behalf of children, families, and the early childhood field.

Learning Objective 3.1:
Describe an advocacy
initiative to effect
social change.

Description of advocacy
initiative is missing.

Description of advocacy
initiative to effect social
change is incomplete or
unclear in terms of
including the following:
– Targeted sphere of

influence (local,
regional, national,
global)

– One or more
measurable goals that
can be achieved within 6
to 12 months

– Explanation of how

Description of advocacy
initiative to effect social
change includes the
following:
– Targeted sphere of

influence (local,
regional, national,
global)

– At least two measurable
goals that can be
achieved within 6 to 12
months

– Explanation of how
goals will be measured

Demonstrates the same
level of achievement as
“2,” plus the following:

Response provides
evidence of a response
from a government official
and/or evidence of
sending the letter.

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

goals will be measured
– Action steps and

timeline for the initiative
– Potential roadblocks and

plans for overcoming
them

– Action steps and
timeline for the initiative

– Potential roadblocks and
plans for overcoming
them

Learning Objective 3.2:
Identify policymakers
or stakeholder groups
from whom to elicit
support for advocacy
initiatives.

Identification of one or
more policymakers or
stakeholders is missing.

Identification of one or
more policymakers or
stakeholders with whom
communication will be
initiated in support of the
advocacy initiative is
vague.

Rationale for selection of
policymakers or
stakeholders is vague or
missing.

Response clearly identifies
one or more policymakers
or stakeholders with
whom communication will
be initiated in support of
the advocacy initiative.

Response provides clear
rationale for selection of
policymakers or
stakeholders.

Response demonstrates
the same level of
achievement as “2,” plus
the following:

Response demonstrates
creative and/or strategic
thinking.

Sub-Competency 4: Communicate with policymakers and other stakeholders to enlist support for advocacy initiatives that benefit children,
families, and the early childhood field.

Learning Objective
4. 1:
Develop a
communication piece
aimed at policymakers
or stakeholders to elicit
their support for an
advocacy initiative.

Communication piece is
missing.

Communication piece is
incomplete or unclear in
terms of including the
following:
– Clear statement of

issue/challenge/need
being addressed

– Research-based
information or data, and
rationale, for the
initiative

Communication piece
aimed at policymakers
includes the following:
– Clear statement of

issue/challenge/need
being addressed
– Research-based
information or data, and
rationale, for the
initiative

– An initiation of dialogue

Response demonstrates
the same level of
achievement as “2,” plus
the following:

The communication piece
is engaging and utilizes
creative tools and
techniques.

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

– An initiation of dialogue
or an appeal for support

– Request for a response
– Proposal of next steps

or an appeal for support
– Request for a response
– Proposal of next steps

Sub-Competency 5: Reflect on advocacy efforts.

Learning Objective 5.1:
Summarize experiences
communicating about
advocacy initiatives.

Summary of experiences
communicating about
advocacy initiatives is
missing.

Summary of experiences
communicating about
advocacy initiatives
is fewer than 2 pages
and/or is vague or
incomplete in terms of
including the following:
– Description of

experience in delivering
communication to
policymaker or
stakeholder groups

– Detailed description of
responses received by
individuals

– Three action steps for
continuing efforts for
the advocacy initiative

Summary of experiences
communicating about
advocacy initiatives
is 2–3 pages and includes
the following:
– Description of

experience in delivering
communication to
policymaker or
stakeholder groups
– Detailed description of
responses received by
individuals

– Three action steps for
continuing efforts for
the advocacy initiative.

Response demonstrates
the same level of
achievement as “2,” plus
the following:

Summary demonstrates
creative or strategic
thinking.

Professional Skill #1: Written Communication: Demonstrates graduate level writing skills.

Learning Objective
PS 1.1:
Use proper grammar,
spelling, and
mechanics.

Multiple major and minor
errors in grammar,
spelling, and/or mechanics
are highly distracting and
seriously impact

readability.

Multiple minor errors in
grammar, spelling, and/or
mechanics are distracting
and negatively impact
readability.

Writing reflects competent
use of standard edited
American English.

Errors in grammar,
spelling, and/or mechanics
do not negatively impact

Grammar, spelling, and
mechanics reflect a high
level of accuracy in
standard American English
and enhance readability.

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
readability.

Learning Objective
PS 1.2:
Organize writing to
enhance clarity.

Writing is poorly organized
and incoherent.
Introductions, transitions,
and conclusions are
missing or inappropriate.

Writing is loosely
organized. Limited use of
introductions, transitions,
and conclusions provides
partial continuity.

Writing is generally well-
organized. Introductions,
transitions, and
conclusions provide
continuity and a logical
progression of ideas.

Writing is consistently
well-organized.
Introductions, transitions,
and conclusions are used
effectively to enhance
clarity, cohesion, and flow.

Learning Objective
PS 1.4:
Apply APA style to
written work.

APA conventions are not
applied.

APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied inconsistently.

APA conventions for
attribution of sources,
structure, formatting, etc.,
are generally applied
correctly in most
instances. Sources are
generally cited
appropriately and
accurately.

APA conventions for
attribution of sources,
structure, formatting, etc.,
are applied correctly and
consistently throughout
the paper. Sources are
consistently cited
appropriately and
accurately.

Professional Skill #5: Critical Thinking: Use critical thinking and problem-solving skills to analyze professional issues and inform best
practice.

Learning Objective
PS 5.1:
Analyze assumptions
and fallacies.

Analysis of assumptions is
missing.

Response is weak in
assessing the
reasonableness of
assumptions in a given
argument.

Response does not
adequately identify and
discuss the implications of
fallacies or logical
weaknesses in a given
argument.

Response generally
assesses the
reasonableness of
assumptions in a given
argument.

Response identifies and
discusses the implications
of fallacies and/or logical
weaknesses in a given
argument.

Response clearly and
comprehensively assesses
the reasonableness of
assumptions in a given
argument.

Response provides a
detailed and compelling
analysis of implications of
fallacies and logical
weaknesses in a given
argument.

Learning Objective
PS 5.4:

Problems and solutions are
not identified.

Response presents
solutions, but they are

Response presents
solutions that are practical

Response presents
compelling supporting

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations

Use problem-solving
skills.

ineffective in addressing
the specific problem.

and work in addressing the
specific problem.

arguments for proposed
solutions.

Professional Skill #6: Information Literacy: Apply appropriate strategies to identify relevant and credible information and data in order to
effectively analyze issues and make decisions.

Learning Objective
PS 6.1:
Identify credible
sources.

Credible sources are
missing.

Some sources are credible,
appropriate, and relevant
to the topic.

Most sources are credible,
appropriate, and relevant
to the topic.

All resources are credible,
appropriate, and relevant
to the topic.

Learning Objective
PS 6.2:
Analyze findings from
relevant sources.

Analysis is missing. Analysis superficially
reflects relevance of
findings to the identified
problem, issue, or
purpose.

Analysis clearly reflects
relevance of findings to
the identified problem,
issue, or purpose.

Analysis clearly reflects
relevance of findings to
the identified problem,
issue, or purpose, and
synthesizes findings to
generate new insights.

CR001 Culturally Responsive Practices

Student Name Here

Institution Assigned

Abstract

Abstracts are not required for all course papers. Please ask your instructor if you have questions regarding whether an abstract is required for a particular assignment.

Title of the Paper in Full Goes Here

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Level 1 Heading

Level 2 Heading

Another Level 2 Heading

Level 3 heading.
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Level 4 heading.
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Level 4 heading.
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Level 3 heading.
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Level 1 Heading

References

(Please note that the following references are intended as examples only.)

Alexander, G., & Bonaparte, N. (2008). My way or the highway that I built. Ancient Dictators, 25(7), 14-31. doi:10.8220/CTCE.52.1.23-91

Babar, E. (2007). The art of being a French elephant. Adventurous Cartoon Animals, 19, 4319-4392. Retrieved from http://www.elephants104.ace.org

Bumstead, D. (2009). The essentials: Sandwiches and sleep. Journals of Famous Loafers, 5, 565-582. doi:12.2847/CEDG.39.2.51-71

Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly occupants. Thousand Oaks, CA: Fairy Tale Publishing.

Hera, J. (2008). Why Paris was wrong. Journal of Greek Goddess Sore Spots, 20(4), 19-21. doi: 15.555/GGE.64.1.76-82

Laureate Education, Inc. (Producer). (2007). How to cite a video: The city is always Baltimore [DVD]. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010). Name of program [Video webcast]. Retrieved from http://www.courseurl.com

Sinatra, F. (2008). Zing! Went the strings of my heart. Making Good Songs Great, 18(3), 31-22. Retrieved from http://articlesextollingrecordingsofyore.192/fs.com

Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush, P., Aaegrade, V., … Fiiel, B. (2005). The art of correcting surname mispronunciation. New York, NY: Supportive Publisher Press. Retrieved from http://www.onewaytociteelectronicbooksperAPA7.02.com

White, S., & Red, R. (2001). Stop and smell the what now? Floral arranging for beginners (Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for Aesthetic Improvements in Fairy Tales website: http://www.uwg.caift/~40_921

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