Foundational Aspects of Family-School Partnership Research by Susan M. Sheridan, Elizabeth Moorman Kim

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 study that's had to improve those foundational matters. every one bankruptcy integrates triumphing methods right into a research-based framework for helping studying from pre-K via highschool. The e-book comprises structural and relational equipment into the bigger context of academic techniques to advertise learn approximately collaboration and to enhance the tutorial and behavioral improvement of scholars. various theories and versions of family-school alliances reveal ways and interventions which are goal-directed and strengths-based, respectful and responsive. furthermore, the e-book analyzes cognitive, behavioral, and interpersonal features of partnership and discusses various equipment 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 mum or dad views and participation.
  • Measurement of family-school partnership constructs over time.

Foundational points of Family-School Partnership Research is a necessary source for researchers, pros, and graduate scholars in baby and college psychology, academic coverage and politics, kinfolk stories, developmental psychology, sociology of schooling, sociology, and anthropology.

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Extra resources for Foundational Aspects of Family-School Partnership Research

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Elementary School Journal, 106, 105–130. Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40, 237–269. Jung, E. & Han, H. S. (2013). Teacher outreach efforts and reading achievement in Kindergarten. Journal of Research in Childhood Education, 27, 93–110. Lareau, A. (1987). Social class differences in family–school relationships: The importance of cultural capital. Sociology of Education, 60, 73–85.

1982). Parent involvement: A survey of teacher practices. The Elementary School Journal, 83(2), 85–102. Bretherton, I. (1985). Attachment theory: Retrospect and prospect. Monographs of the Society for Research in Child Development, 50, 3–35. Christenson, S. , & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. New York: Guilford. Crittenden, P. M. (1990). Internal representational models of attachment relationships. Infant Mental Health Journal, 11, 259–277.

Therefore, the Getting Ready intervention program seeks to strengthen relationships both within (parent–child) and between (parent–teacher) systems, in order to support positive child and family outcomes. In this way, Sheridan and colleagues focus on shared agenda-setting, as formulated by Delgado-Gaitain (1991). Engagement is also used by McKenna and Millen (2013) to describe parent– school relationships where there is parent voice and parent presence. Focusing on parents who are economically, culturally, and geographically diverse, they have constructed a grounded theory of engagement based on data collected from focus groups and interviews with parents.

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