By Susan M. Sheridan, Elizabeth Moorman Kim
This quantity makes a speciality of how family-school partnerships are conceptualized, outlined, and operationalized in addition to the learn that's had to develop those foundational concerns. each one bankruptcy integrates triumphing techniques right into a research-based framework for assisting studying from pre-K via highschool. The e-book accommodates structural and relational equipment into the bigger context of academic approaches to advertise study approximately collaboration and to enhance the tutorial and behavioral improvement of scholars. diversified theories and versions of family-school alliances display techniques and interventions which are goal-directed and strengths-based, respectful and responsive. moreover, the publication analyzes cognitive, behavioral, and interpersonal elements of partnership and discusses diversified tools of assessing parental involvement and scholar outcomes.
Included within the insurance are cutting edge, agenda-setting discussions on:
- Definitions and conceptual frameworks of family-school partnerships.
- Need-satisfying partnerships.
- Diverse father or mother views and participation.
- Measurement of family-school partnership constructs over time.
Foundational elements of Family-School Partnership Research is a vital source for researchers, pros, and graduate scholars in baby and college psychology, academic coverage and politics, family members reports, developmental psychology, sociology of schooling, sociology, and anthropology.
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Extra resources for Foundational Aspects of Family-School Partnership Research
This can undermine a climate of trust, crucial for need supporting partnerships. Further, even when teachers and principals believe that parents are important to children’s learning and would like to create partnerships, pressure narrows one’s focus (Amabile 1983; Grolnick and Ryan 1987), and for teachers and principals this may mean attending more to the exigencies of day-to-day student performance than on the larger picture that may ultimately be more important. If this is the case, parent involvement efforts may suffer.
Beatty, J. , Cronan, T. , & Ochoa, A. M. (2002). Relationships among perceptions of parent involvement, time allocation, and demographic characteristics: Implications for policy formation. Journal of Community Psychology, 30, 519–549. 34 W. S. Grolnick and J. N. Raftery-Helmer Simon, B. S. (2004). High school outreach and family involvement. Social Psychology of Education, 7, 185–209. Skinner, E. , Wellborn, J. , & Connell, J. P. (1990). What it takes to do well in school and whether I’ve got it: The role of perceived control in children’s engagement and school achievement.
Balli, S. , Demo, D. , & Wedman, J. F. (1998). Family involvement with children’s homework: An intervention in the middle grades. Family Relations, 47, 149–157. Bauch, P. , & Goldring, E. B. (2000). Teacher work context and parent involvement in urban high schools of choice. Educational Research and Evaluation, 6, 1–23. Becker, H. , & Epstein, J. L. (1982). Parent involvement: A survey of teacher practices. The Elementary School Journal, 83(2), 85–102. Bretherton, I. (1985). Attachment theory: Retrospect and prospect.