Although child development laboratory programs share a common history and a commitment to a three-part mission of teaching, research, and outreach, they vary in the ways their programs are structured. At the same time, lab schools are being confronted by new challenges that have put many of these programs at-risk for cutbacks in support and/or closure. The diversity that can be found in the structure of lab schools has made it difficult for these programs to collaborate on ways to address the challenges they face on a daily basis. The purpose of this chapter is to present findings from a national survey of lab schools, with a goal of identifying common issues and challenges being faced by programs regardless of their structure. Results are used to identify critical issues lab schools must address in order to continue playing an important role in bridging theory, research, and practice in the field of early childhood education.
McBride, B. and Baumgartner, J. (2003), "THE CHANGING PROFILE OF TEACHING, RESEARCH AND OUTREACH ACTIVITIES IN LAB SCHOOL PROGRAMS", Mcbride, B.A. (Ed.) Bridging the Gap Between Theory, Research and Practice: The Role of... (Advances in Early Education and Day Care, Vol. 12), Emerald Group Publishing Limited, Leeds, pp. 181-200. https://doi.org/10.1016/S0270-4021(03)12008-3
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