Since May, we have been conducting original qualitative and quantitative research to understand if and how culture is changing. While we are only partway through a research program that will last at least a year, we have initial results that we think have real value for social issue communicators. This memo outlines these findings and lays out questions for the remainder of the project.
Promoting School Readiness and Early Child Development: Findings from Cognitive Elicitations
This report explains findings from research that investigated whether the concept of "school readiness," a frame widely promoted by advocates and experts, can be effective at engaging public...
Hearts Souls and Minds: An Analysis of Qualitative Research Regarding Communicating School Readiness and other Child Development Policies
This analysis is based upon qualitative research, specifically 12 focus groups. Focus groups are open-end, structured conversations among 8-10 people, typically lasting about 2 hours.
Simplifying Early Childhood Development: Findings from Cognitive Analysis and Phone Interviews
In the research reported on here, cognitive analysis of this general schema reveals several basic features which stand in the way of child advocates’ messaging.