Roundtable Discussion: Preparing Future Early Care and Education Implementation Researchers


This roundtable webinar addresses issues related to the preparation of implementation researchers in the early care and education (ECE) field. The discussion between faculty focuses on how to prepare researchers, particularly researchers of color, and the opportunities and challenges related to conducting ECE implementation research. Getting it Right: The Conversation Guide for Preparing the Next Generation of Implementation Researchers, a companion piece to our 2020 Getting it Right: Using Implementation Research to Improve Outcomes in Early Care and Education publication, grounds the roundtable conversation and Q&A session about how higher education can further the learning of student researchers.

As a resource, the conversation guide can be used by faculty to initiate and sustain conversation with their students about ECE implementation research, particularly within research methods, program evaluation, and statistics courses. The guide extends discussion about effective ECE, what still needs to be learned, and how implementation research can help fill the gaps.

Learn more about Getting it Right: The Conversation Guide for Preparing the Next Generation of Implementation Researchers here.


Riana Elyse Anderson, Ph.D., LCP is a licensed clinical psychologist and an Assistant Professor in the Health Behavior and Health Education Department in the University of Michigan’s School of Public Health. Her scholarship addresses culturally specific parenting practices to reduce race-related stress in families.

Dr. Anderson strives to improve psychological outcomes for Black youth through culturally and contextually affirming parenting programs focused on racism and discrimination, effective coping and healing strategies, and community building, participation, and collaboration. One of her primary goals is to create interventions and youth centers which support the mental and physical health of Black youth in urban communities.

A. Nayena Blankson, Ph.D. is a professor in the psychology department at Spelman College. She is originally from Winneba, Ghana. She graduated summa cum laude with a B.A. in psychology and minor in mathematical sciences from Loyola College in Maryland (now Loyola University Maryland). She earned her Ph.D. in quantitative psychology from the University of Southern California. Her primary advisor was the late Dr. John L. Horn. She also worked with Dr. Rand Wilcox. After completing her Ph.D., Dr. Blankson spent two years as a Post-doctoral Research Fellow at The University of North Carolina at Greensboro where she specialized in child development research.

Timothy C. Guetterman, Ph.D., is an interdisciplinary, applied research methodologist specialized in mixed methods research. He is an Assistant Professor and Associate Director of the Mixed Methods Program, University of Michigan. His methodological goal is to advance rigorous methods of mixed methods research, particularly strategies for integrating qualitative and quantitative research. Funded by the National Institutes of Health (NIH), he investigates informatics technology to improve health services, communication, and simulation training. Tim is also actively engaged developing research methods capacity through foundation grants and the NIH Mixed Methods Research Training Program for the Health Sciences. He co-authored the sixth edition of Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, with John W. Creswell.

Sharon Ryan, Ed.D. is a professor of early childhood education at the Graduate School of Education and Research Professor at the National Institute for Early Education Research at Rutgers, the State University of New Jersey. Dr Ryan uses a range of qualitative and mixed methods designs to research early childhood curriculum and policy, teacher education, and professional development. She has published a number of articles, book chapters, and reports in these areas.