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The article outlines a certificate program curriculum developed by Dana Fusco and highlights an Action Research course taught by Ivana Espinet using shared research dialogue to sustain critical reflection and collaboration.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the model shift toward more intentional professional development for youth practitioners?","Question",{"text":62,"@type":63},"As research accumulated on the critical role of staff quality in positive outcomes for children and youth, professional development became more intentional rather than relying mainly on experience and informal workshops.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What objectives guide the professional development described in the article?",{"text":67,"@type":63},"The program aims to help practitioners question assumptions and biases, engage in ongoing critical reflection, run a cyclical action-research process, and contribute to a practitioner knowledge base through their action research projects.",{"name":69,"@type":60,"acceptedAnswer":70},"How is shared research dialogue used in the Action Research course?",{"text":71,"@type":63},"Shared research dialogue emerges within professional inquiry communities as a component of staff development, fostering collaboration and supporting participants as they raise questions, plan data collection, analyze results, and improve practice.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},590472,1792882334,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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Ivana Espinet  \nYou are hired by a community-based organization because of your passion, energy, and understanding of youth and local culture. You begin developing relationships with program youth and are off to a good start—fitting in and building trust. Now what? You know the mission of the organization and the objectives of the program, but you are not sure how to reach them.  \nHow do you structure opportunities that support team building and cooperation? What approaches can you use to maximize the participation of diverse groups of youth? How do you know when you are having the desired effects and when you need to try something different?  \nUntil recently, youth practitioners learned the answers to these questions through experience, ingenuity, mentoring, and an occasional workshop. As research amasses about the critical role of staff quality in predicting positive outcomes for children and youth, the professional development of youth practitioners is becoming more intentional (Little, Wimer, & Weiss, 2008; Phelan, 2005) . Even higher education is playing an increasingly intentional role  \nin the professional development of youth workers. Well into the 1990s, youth workers who enrolled in college had to register for courses in multiple departments such as education, psychology, or business because there was no  \nDANA FuSCO, Ph. D., is acting dean of the School of Health and Behavioral Sciences at York College of the City University of New York and an associate professor in the Department of Teacher Education. For the past twenty years, she has worked as a youth practitioner, researcher, and educator in youth programs. In 2001, she developed the Certificate Program for Child and Youth Workers at York College. Her 2003 documentary, When School Is Not Enough, explores the role of afterschool programs in the lives of urban youth. Her mostrecent publications include “School vs. Afterschool: A Study of Equity in Supporting Children’s Development,” Journal of Research in Childhood Education, 2008, and “Developmentally Responsive Relationships during After School,” Journal of Youth Development, 2007. IvANA ESPINEt is currently working as a staff developer for the Center of Technology and School Change at Teachers College. She participated in the Robert Bowne Foundation Fellowship in 2003 and was the facilitator for the Youth Media Learning Network Fellowship (modeled after the RBF) for two years. She worked as a youth practitioner at Documentary Workshop for the Educational Video Center, as well as a staff developer. She is also a Ph. D. candidate for the Urban Education program at CUNY and has taught the course Action Research for Educators at York College.  \ncentralized curriculum for youth work. Ten years later, college programs designed for youth workers and afterschool practitioners began emerging across the United States at a rapid pace. Many of these programs earn participants a certificate and/or college credits transferable toward a degree. York College, a senior college of the City University of New York, developed such an offering in 2001. The Certificate Program for Child and Youth Workers is an interdisciplinary program designed to support the increasing number of competencies needed for youth practitioners to handle their jobs effectively. One author of this article, Dana Fusco, developed the curriculum for this certificate program. The other, Ivana Espinet, taught its capstone course, Action Research for Educators.  \n• Learn to question the assumptions and biases of knowledge and knowledge construction as they learned about the principles of action research and critiqued existing research  \n• Recognize that teaching and learning require ongoing, critical reflection  \n• Engage in a cyclical process of raising questions about practice, planning and implementing data collection, reflecting on and analy","cbCaiexVcuxFvOoZ","https://ap.wps.com/l/cbCaiexVcuxFvOoZ","pdf",1116697,"English","# Shared research dialogue and professional development\n## Youth practitioners’ learning challenges and goals\n## College curriculum: certificate program and action research course\n## Action research cycle and critical reflection\n## Participant experience and community building","[{\"question\":\"Why does the model shift toward more intentional professional development for youth practitioners?\",\"answer\":\"As research accumulated on the critical role of staff quality in positive outcomes for children and youth, professional development became more intentional rather than relying mainly on experience and informal workshops.\"},{\"question\":\"What objectives guide the professional development described in the article?\",\"answer\":\"The program aims to help practitioners question assumptions and biases, engage in ongoing critical reflection, run a cyclical action-research process, and contribute to a practitioner knowledge base through their action research projects.\"},{\"question\":\"How is shared research dialogue used in the Action Research course?\",\"answer\":\"Shared research dialogue emerges within professional inquiry communities as a component of staff development, fostering collaboration and supporting participants as they raise questions, plan data collection, analyze results, and improve practice.\"}]","One College’s Model for Professional Development of Youth Practitioners - Shared Research Dialogue | PDF",1792069706,15]