Publications
This article describes a design study through which library and afterschool staff engaged in Simple Interactions and did a deep dive into their own practice through projects inspired by improvement science: Can We Efficiently Help Adults Strengthen their Relational Practice? (Akiva, White, Covlin, Li, & Wardrip, 2022).
In this randomized control trial study, attending SI workshops increased the degree to which staff prioritized relational practice. In addition, participating afterschool staff expressed very high satisfaction with the Simple Interactions professional learning approach. Reach out to [email protected] if you’d like to learn more about this study. (Akiva, White, Colvin, DeMand, Page, 2020).
The Zero to Three Journal featured this article based on Dr. Li’s plenary address “Achieving Quality with Equity” at the 2019 Zero to Three national conference. This article represents a renewed focus of the Simple Interactions work to support educational equity by affirming and supporting helpers in communities with limited access to material resources. Achieving quality with equity: Recognizing and supporting high-quality practices and professionals in low-resource communities (Li, 2019).
The Child Care Exchange journal published a pair of companion articles by Dr. Li and Dr. Winters that explore an update to the original research for developmental relationships and the practical application of that theory and research in practice in early childhood education. (Li & Winters, 2019); (Winters & Li, 2019).
In this Education Dive article, the authors describe Simple Interactions projects and ideas from a number of contexts including early childhood, out-of-school learning, and residential care (Jacobson, 2019).
This paper describes a Simple Interactions professional learning program for library settings that highlights improvement science in the context of SI (Bowler, Akiva, Colvin, McNamara, 2019).
This paper explores opportunity gaps in out of school learning, using data from a study of Simple Interactions to explore interactions in these settings -- Opportunity gaps in out-of-school learning: How structural and process features of programs relate to race and socioeconomic status(McNamara, Akiva, Delale-O’Connor, 2018).
This paper uses Simple Interactions as an example of a psychologically safe professional learning experience for educators: A Welcome Space for Taking Risks: Psychological Safety Creates a Positive Climate for Learning. (Wanless & Winters, 2018).
A special edition of the ALIGN Journal, focused on residential care, featured an article about Simple Interactions in this context -- "Growing Simple Interactions Inside Everyday Practice" (Li, 2017).
The first research paper about Simple Interactions was published in Child and Youth Care Forum -- "Simple Interactions: Piloting a Strengths-Based and Interaction-Based Professional Development Intervention for Out-of-School Time Programs" (Akiva, Martin, Galletta Horner & McNamara, 2016).
A 3-part blog post by Remake Learning highlights the importance of human interactions in an increasingly technological world. (Li, Martin, Palmer, 2016). Part 1; Part 2; Part 3
A foundational paper to our work that highlights the theory and approach behind Simple Interactions -- "Developmental Relationships As the Active Ingredient: A Unifying Working Hypothesis of 'What Works' Across Intervention Settings" (Li & Julian, 2012).
In this randomized control trial study, attending SI workshops increased the degree to which staff prioritized relational practice. In addition, participating afterschool staff expressed very high satisfaction with the Simple Interactions professional learning approach. Reach out to [email protected] if you’d like to learn more about this study. (Akiva, White, Colvin, DeMand, Page, 2020).
The Zero to Three Journal featured this article based on Dr. Li’s plenary address “Achieving Quality with Equity” at the 2019 Zero to Three national conference. This article represents a renewed focus of the Simple Interactions work to support educational equity by affirming and supporting helpers in communities with limited access to material resources. Achieving quality with equity: Recognizing and supporting high-quality practices and professionals in low-resource communities (Li, 2019).
The Child Care Exchange journal published a pair of companion articles by Dr. Li and Dr. Winters that explore an update to the original research for developmental relationships and the practical application of that theory and research in practice in early childhood education. (Li & Winters, 2019); (Winters & Li, 2019).
In this Education Dive article, the authors describe Simple Interactions projects and ideas from a number of contexts including early childhood, out-of-school learning, and residential care (Jacobson, 2019).
This paper describes a Simple Interactions professional learning program for library settings that highlights improvement science in the context of SI (Bowler, Akiva, Colvin, McNamara, 2019).
This paper explores opportunity gaps in out of school learning, using data from a study of Simple Interactions to explore interactions in these settings -- Opportunity gaps in out-of-school learning: How structural and process features of programs relate to race and socioeconomic status(McNamara, Akiva, Delale-O’Connor, 2018).
This paper uses Simple Interactions as an example of a psychologically safe professional learning experience for educators: A Welcome Space for Taking Risks: Psychological Safety Creates a Positive Climate for Learning. (Wanless & Winters, 2018).
A special edition of the ALIGN Journal, focused on residential care, featured an article about Simple Interactions in this context -- "Growing Simple Interactions Inside Everyday Practice" (Li, 2017).
The first research paper about Simple Interactions was published in Child and Youth Care Forum -- "Simple Interactions: Piloting a Strengths-Based and Interaction-Based Professional Development Intervention for Out-of-School Time Programs" (Akiva, Martin, Galletta Horner & McNamara, 2016).
A 3-part blog post by Remake Learning highlights the importance of human interactions in an increasingly technological world. (Li, Martin, Palmer, 2016). Part 1; Part 2; Part 3
A foundational paper to our work that highlights the theory and approach behind Simple Interactions -- "Developmental Relationships As the Active Ingredient: A Unifying Working Hypothesis of 'What Works' Across Intervention Settings" (Li & Julian, 2012).