Download or read book Why and How Do Latino Parents Get Involved in Their Children s Education A Test of Hoover Dempsey and Sandler s Model with Middle School Parents in a Community School written by Anne Marie FitzGerald and published by . This book was released on 2013 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study used qualitative interviews to explore and describe the perceptions of Latino and Puerto Rican parents in a community middle school about if, why, and how Latino families decide to engage in their children's schooling. All 15 Latino parents perceived that they held or shared responsibility with the school for their child's educational success (parent or partnership-focused). Parents reported involvement despite their perceptions of low levels of knowledge and skills, and/or time and energy. Parents responded to school, teacher, and student invitations for involvement; however, no parent described the school as a community school and few parents reported teacher invitations. Parents reported much more home-based involvement than school-based involvement. All parents reported talking to their children in ways that communicated values, goals, expectations, or aspirations, yet only one parent reported planning for post-secondary education. Implications for further research with Latino parents and school practice are presented.

Download or read book The Wiley Handbook of Family School and Community Relationships in Education written by Steven B. Sheldon and published by John Wiley & Sons. This book was released on 2019-03-19 with total page 714 pages. Available in PDF, EPUB and Kindle. Book excerpt: A comprehensive collection of essays from leading experts on family and community engagement The Wiley Handbook of Family, School, and Community Relationships in Educationbrings together in one comprehensive volume a collection of writings from leading scholars on family and community engagement to provide an authoritative overview of the field. The expert contributors identify the contemporary and future issues related to the intersection of students’ families, schools, and their communities. The Handbook’s chapters are organized to cover the topic from a wide-range of perspectives and vantage points including families, practitioners, policymakers, advocates, as well as researchers. In addition, the Handbook contains writings from several international researchers acknowledging that school, family, and community partnerships is a vital topic for researchers and policymakers worldwide. The contributors explore the essential issues related to the policies and sociopolitical concerns, curriculum and practice, leadership, and the role of families and advocates. This vital resource: Contains a diverse range of topics related to the field Includes information on current research as well as the historical origins Projects the breadth and depth of the field into the future Fills a void in the current literature Offers contributions from leading scholars on family and community engagement Written for faculty and graduate students in education, psychology, and sociology, The Wiley Handbook of Family, School, and Community Relationships in Educationis a comprehensive and authoritative guide to family and community engagement with schools.

Download or read book Language Based Approaches to Support Reading Comprehension written by Francine Falk-Ross and published by Rowman & Littlefield. This book was released on 2014-07-09 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: Language-Based Approaches to Support Reading Comprehension takes a closer look at students who are frequently marginalized by language differences in the classroom, whether by teachers’ oversight or simply the lack of information. In order to remedy this situation, Falk-Ross and the contributing authors offer their different perspectives on supporting English language learners (ELLs) through specific strategies for assessment and instruction. Each chapter presents a specific issue and challenge, supportive research and up-to-date information, classroom implications and strategies, and case study applications relating to the particular perspective of literacy development for ELLs of middle-level ages.

Download or read book Developmental Pathways Through Middle Childhood written by Catherine R. Cooper and published by Psychology Press. This book was released on 2006-04-21 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: When can contexts and diversity be resources, rather than risks, for children's developmental pathways? Scholars, policy makers, and practitioners increasingly realize that middle childhood matters as a time when children's pathways diverge, as they meet new and overlapping contexts they must navigate on their way to adolescence and adulthood. This volume shines new light on this important transition by tracing how these contexts -- cultural, economic, historical, political, and social -- can support or undermine children's pathways, and how children's own actions and the actions of those around them shape these pathways. With a focus on demographic changes taking place in the U.S., the volume also maps how experiences of diversity, reflecting culture, ethnicity, gender, and social class, matter for children's life contexts and options. Chapters by a team of social scientists in the MacArthur Foundation Research Network on Successful Pathways through Middle Childhood present the fruits of ten years of research on these issues with diverse cultural and ethnic communities across the U.S. These include: *a set of models and measures that trace how contexts and diversity evolve and interact over time, with an epilogue that aligns and compares them; *surprising new findings, quantitative and qualitative, with cases showing how children and families shape and are affected by their individual, recreational, institutional, and cultural experiences; and *applications to policy and practice for diverse children and families. The importance of these new models, methods, findings, and applications is the topic of commentaries by distinguished scholars with both U.S. and international perspectives. The book is intended for researchers, practitioners, and policy makers, as well as students in psychology, sociology, and education.

Download or read book Scholars in the Field written by Cinthia Salinas and published by Rowman & Littlefield Education. This book was released on 2004 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Youth Without Family to Lean On written by Moshe Israelashvili and published by Taylor & Francis. This book was released on 2022-09-20 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: Youth Without Family to Lean On draws together interdisciplinary, global perspectives to provide a comprehensive review of the characteristics, dynamics, and development of youth (aged 15–25) who have no family to lean on, either practically or psychologically. In this timely volume, Mozes and Israelashvili bring together leading international experts to present updated knowledge, information on existing interventions, and unanswered questions in relation to youth without family to lean on, in pursuit of fostering these youth’s positive development. The various chapters in this book include discussions on different topics such as social support, developing a sense of belonging, parental involvement, and internalized vs. externalized problems; on populations, including homeless youth, residential care-leavers, refugees, asylum-seekers, young women coming from vulnerable families, and school dropouts; and interventions to promote these youths' mentoring relationships, labor market attainment, out-of-home living placements, use of IT communication, and participation in community-based programs. Additionally, various problems and challenges are presented and elaborated on, such as: Who needs support? Who is qualified to provide support? How should related interventions be developed? The book takes a preventive approach and aims to emphasize steps that can be taken in order to promote young people’s positive development in spite of the absence of a family to rely on in their life and examines the best practices in this context, as well as the international lessons that deserve further dissemination and exploration. This book is essential reading for those in psychology, sociology, public health, social work, law, criminology, public policy, economics, and education and is highly enriching for scholars and practitioners, as well as higher education students, who wish to understand and help the gradually increasing number of youth who are forced, too early, to manage their life alone.

Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Download or read book Families and Schools in a Pluralistic Society written by Nancy Feyl Chavkin and published by State University of New York Press. This book was released on 1993-02-02 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent research identifies increased parent involvement in education as a promising method to bolster student achievement. Statistics show that while many traditional white, middle class families have found ways to be involved with their children's schooling, our nation now needs to find ways to include more minority parents in their children's education. Most educators and parents would agree that minority parent involvement in education is essential; the mechanics of developing sensitive, realistic, and workable home-school relationships are more elusive. It requires a concerted effort by all involved to understand more about the complex parent-school relationship and to develop specific plans to help families. This comprehensive volume features substantial material from the nation's most renowned research projects on parent involvement—Stanford University's Center for the Study of Families, Children and Youth, the Johns Hopkins University's Center for Research on Elementary and Middle Schools, the Southwest Educational Development Laboratory, and the National Catholic Education Association. In addition to a section on research, the book includes a section on practice that presents research-tested strategies on working with minority parents (Asian, American Indian, Hispanic, African American, and other minority groups). The book concludes with a section on future challenges that educators must confront and appendices on promising national programs and helpful resource materials.

Download or read book 21st Century Education A Reference Handbook written by Thomas L Good and published by SAGE. This book was released on 2008-10-02 with total page 1031 pages. Available in PDF, EPUB and Kindle. Book excerpt: Via 100 entries or 'mini-chapters,' the SAGE 21st Century Reference Series volumes on Education will highlight the most important topics, issues, questions, and debates any student obtaining a degree in the field of education ought to have mastered for effectiveness in the 21st Century.

Download or read book Measuring Inequality of Opportunities in Latin America and the Caribbean written by Ricardo Paes de Barros and published by World Bank Publications. This book was released on 2008-11-12 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Equality of opportunity is about leveling the playing field so that circumstances such as gender, ethnicity, place of birth, or family background do not influence a person s life chances. Success in life should depend on people s choices, effort and talents, not to their circumstances at birth. 'Measuring Inequality of Opportunities in Latin America and the Caribbean' introduces new methods for measuring inequality of opportunities and makes an assessment of its evolution in Latin America over a decade. An innovative Human Opportunity Index and other parametric and non-parametric techniques are presented for quantifying inequality based on circumstances exogenous to individual efforts. These methods are applied to gauge inequality of opportunities in access to basic services for children, learning achievement for youth, and income and consumption for adults.

Download or read book School Violence in Context written by Rami Benbenishty and published by Oxford University Press. This book was released on 2005-02-10 with total page 247 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on one of the most comprehensive and representative studies of school violence ever conducted, Benbenishty and Astor explore and differentiate the many manifestations of victimization in schools, providing a new model for understanding school violence in context. The authors make striking use of the geopolitical climate of the Middle East to model school violence in terms of its context within as well as outside of the school site. This pioneering new work is unique in that it uses empirical data to show which variables and factors are similar across different cultures and which variables appear unique to different cultures. This empirical contrast of universal with culturally specific patterns is sorely needed in the school violence literature. The authors' innovative research maps the contours of verbal, social, physical, and sexual victimization and weapons possession, as well as staff-initiated violence against students, presenting some startling findings along the way. When comparing schools in Israel with schools in California, the authors demonstrate for the first time that for most violent events the patterns of violent behaviors have the same relationship for different age groups, genders, and nations. Conversely, they highlight specific kinds of violence that are strongly influenced by culture. They reveal, for example, how Arab boys encounter much more boy-to-boy sexual harassment than their Jewish peers, and that teacher-initiated victimization of students constitutes a significant and often overlooked type of school violence, especially among certain cultural groups. Crucially, the authors expand the paradigm of understanding school violence to encompass the intersection of cultural, ethnic, neighborhood, and family characteristics with intra-school factors such as teacher-student dynamics, anti-violence policies, student participation, grade level, and religious and gender divisions. It is only by understanding the multiple contexts of school violence, they argue, that truly effective prevention programs, interventions, research agendas, and policies can be implemented. In an age of heightened concern over school security, this study has enormous implications for school violence theory, research, and policy throughout the world. The patterns that emerge from the authors' analysis form a blueprint for the research agenda needed to address new and exciting theoretical and practical questions regarding the intersections of context and school victimization. The unique perspective on school violence will undoubtedly strike a chord with all readers, informing scholars and students across the fields of social work, psychology, education, sociology, public health, and peace/conflict studies. Its clearly written and accessible style will appeal to teachers, principals, policy makers and parents interested in the authors' practical discussion of policy and intervention implications, making this an invaluable tool for understanding, preventing, and handling violence in schools throughout the world.

Download or read book Promising Practices for Engaging Families in Literacy written by Holly Kreider and published by IAP. This book was released on 2013-03-01 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: (sponsored by the Family School Community Partnership Issues SIG) Promising Practices for Engaging Families in Literacy fulfills the need from parents and teachers to improve home/school assistance in every child’s literacy development. Literacy skills are required and valued in all academic areas and at all levels of education from preschool through adulthood. This volume provides suggestions and support to improve parent/child involvement in literacy activities from preschool through teacher education programs. Research is provided to undergird the documented practices that increase student academic achievement through improved literacy skills across academic areas. Practices include connections between home and school across age groups, developmental needs groups, universities, community groups, and technologies.

Download or read book Access to Knowledge written by John I. Goodlad and published by College Board. This book was released on 1994 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: This ambitious collection of essays by prominent educators, scholars, researchers, and reformers rethinks the problem of failure in our schools and describes the various curricular and structural factors that actually create barriers blocking access to an equal and quality education for all students. The authors examine such vital issues as at-risk and marginal students; striving for gender equity; assessment; tracking; school renewal; school and district organization and the role of state government.

Download or read book International Perspectives on Parenting Support and Parental Participation in Children and Family Services written by Carmel Devaney and published by Taylor & Francis. This book was released on 2023-09-08 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an account of parenting support initiatives in children and family services from a number of jurisdictions, paying particular attention to their impact on both ‘hard’ and ‘soft’ outcomes for participants and to the inclusion of parents in the design and delivery of these supports. By focusing on parents who are experiencing challenges outside of the normal day-to-day task of parenting and in receipt of formal support services, their perspectives on the experience of receiving these supports and the difference experienced by children and family members are analysed. Conceptually driven and reflecting the individual theories and frameworks that underpinned the parenting supports, the participatory processes and the research undertaken, this book includes case studies from Australia, Bulgaria, England, Italy, Ireland, Northern Ireland, Norway, Poland, Portugal, Scotland, Serbia and Spain. By highlighting the theoretical, conceptual and practical considerations required when supporting parents in an inclusive manner, it will be of interest to all scholars, students and practitioners working in the following areas: social work and social care, child development, child protection and social policy.

Download or read book Handbook on Family and Community Engagement written by Sam Redding and published by IAP. This book was released on 2011-12-01 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Thirty-six of the best thinkers on family and community engagement were assembled to produce this Handbook, and they come to the task with varied backgrounds and lines of endeavor. Each could write volumes on the topics they address in the Handbook, and quite a few have. The authors tell us what they know in plain language, succinctly presented in short chapters with practical suggestions for states, districts, and schools. The vignettes in the Handbook give us vivid pictures of the real life of parents, teachers, and kids. In all, their portrayal is one of optimism and celebration of the goodness that encompasses the diversity of families, schools, and communities across our nation.

Download or read book Reading and Mathematics Achievement written by and published by . This book was released on 1997 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Different Shades of Working class written by Joanna Dolores Sánchez and published by . This book was released on 2017 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools continue to struggle with increasing parental engagement with families of color from low and working-class backgrounds. Research has found that by building parents’ capacity to effectively navigate school systems and advocate for their children, parents can increase their participation in school-related activities. Yet, scant research has examined the decision-making processes of working-class Latino/a parents when reconciling whether to participate or not in school-sponsored engagement programs. More research is needed to explore the reasons for parent engagement differences among Latino/a parents who belong to the same low-income SES. As such, the purpose of this study is to examine the factors that contribute to working-class Latino/a parents enrolling into a nationally recognized parent academy in a high-poverty, majority Latino/a school district located in South Texas along the U.S.-Mexico border. Using concepts from Hoover-Dempsey and Sandler’s parental involvement model and community cultural wealth to guide the analysis, this study will examine three categories of parents in this district: parents who graduated from the academy, parents who did not graduate, and parents who chose not to enroll in the academy. Using a case study design, I interviewed 36 parents (N=36), including 12 parents from each category, as well as collected document and archival data. This study’s findings highlight the existence of different dimensions of working-class parents. Not all Latino/a working-class parents are the same. That is, not every parent who fits this description shares the same background or experiences. In the United States, these parents might be grouped in the same category, but some of them come to the program with varying degrees of privilege, most notably in regards to education and family supports. The parents in this study with the most privilege were mainly in Group #1, parents who graduated from the program. Districts need to be aware of these privilege differences and recognize how they impact participation. It is necessary in order to avoid forming deficit assumptions of certain subgroups of parents and recognize that some parents have more constraints on their decisions than others. Therefore, districts must think about ways to address the diverse experiences and backgrounds of working-class Latino/a parents in order to avoid creating parental programs that are only engagement in name but involvement in practice.