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Introduction to the Special Issue
by Todd I. Herrenkohl & Leslie Rupert Herrenkohl - 2019
In an attempt to explore innovative models to improve student achievement, close the opportunity gap, and deepen the knowledge and skills of current and future educators, the Washington State Legislature passed a bill in 2012 that created a pilot project called Collaborative Schools for Innovation and Success (CSIS). This introduction describes the processes followed by the site teams as they prepared and then implemented their school improvement goals. It also highlights several broad contributions of the CSIS effort and introduces the articles of the special issue.
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- Todd Herrenkohl
University of Michigan
E-mail Author
TODD I. HERRENKOHL is Professor and Marion Elizabeth Blue Professor of Children and Families at the University of Michigan School of Social Work. His scholarship focuses on the correlates and consequences of child maltreatment, risk and resiliency, and positive youth development. His funded studies and publications examine health-risk behaviors in children exposed to adversity, protective factors that buffer against early risk exposure, and prevention. An international scholar, Dr. Herrenkohl works with policy makers, school and child welfare professionals, and community partners to increase the visibility, application, and sustainability of evidence-based programs and practices in prevention, social emotional learning, and trauma-responsive care. He has published extensively on school-based models of prevention, public health, and youth empowerment. He has also written about strategies to transform systems to improve child outcomes and is particularly interested in applying a public health framework to the prevention of child maltreatment.
- Leslie Herrenkohl
University of Michigan
E-mail Author
LESLIE RUPERT HERRENKOHL is Professor of Educational Studies at the University of Michigan. She is a developmental psychologist and learning scientist who studies how people learn. Her scholarship uses a holistic, sociocultural approach to examining how people learn concepts, develop practices, and transform their participation in activities that matter to them. She considers how social and emotional dimensions intersect with intellectual and academic perspectives in learning sciences research. As a designer of learning environments, Dr. Herrenkohl partners with practitioners to create equitable learning opportunities that are conceptually rich, personally meaningful, and culturally relevant and sustaining. Her funded studies and publications focus on learning environments inside and outside of school settings, with a particular focus on science learning. She has written for and presented to a wide variety of audiences including students, school professionals, youth development practitioners, researchers, and policymakers.
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