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Handbook of School-Family Partnerships
ISBN: 9780415963763 | 0415963761
Format: Nonspecific BindingPublisher: Routledge
Pub. Date: 10/19/2009
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Family and community involvement are increasingly touted as a means of improving both student and school-level achievement. This has led to an increase in policies, initiatives and goals designed to address family involvement in schools. Once recognized and implemented, such family-school partnerships can lead to the following benefits: enhanced communication and coordination between parents and educators; continuity in developmental goals and approaches across family and school contexts; shared ownership and commitment to educational goals; in... MORE
| Figures and Tables | p. xi |
| Preface | p. xiii |
| The Backdrop: Theoretical and Empirical Bases of Partnerships | p. 1 |
| Application of a Developmental/Ecological Model to Family-School Partnerships | p. 3 |
| Motivation and Commitment to Family-School Partnerships | p. 30 |
| Elements of Healthy Family-School Relationships | p. 61 |
| Diversity in Families: Parental Socialization and Children's Development and L... MORE | p. 80 |
| Culturally-Based Worldviews, Family Processes, and Family-School Interactions | p. 101 |
| Partnerships Across Development | p. 129 |
| The Home Learning Environment and Achievement during Childhood | p. 131 |
| Parent Involvement in Early Education | p. 158 |
| Partnering to Foster Achievement in Reading and Mathematics | p. 175 |
| A School-Family Partnership: Addressing Multiple Risk Factors to Improve School Readiness and Prevent Conduct Problems in Young Children | p. 204 |
| Family-Centered, School-Based Mental Health Strategies to Reduce Student Behavioral, Emotional, and Academic Risk | p. 228 |
| School-Family Partnerships to Promote Social and Emotional Learning | p. 246 |
| School Connectedness and Adolescent Weil-Being | p. 266 |
| Family-School Partnerships and Communication Interventions for Young Children with Disabilities | p. 287 |
| Creating School-Family Partnerships in Adolescence: Challenges and Opportunities | p. 312 |
| Driving the Research Agenda to Inform Policy and Practice | p. 343 |
| Debunking the Myth of the Hard-to-Reach Parent | p. 345 |
| Family-Centered Helpgiving Practices, Parent-Professional Partnerships, and Parent, Family and Child Outcomes | p. 362 |
| Mapping Family-School Relations in Comprehensive School Reform Models and Charter School Designs: A Call for a New Research Agenda | p. 380 |
| Future Directions in Family-School Partnerships | p. 407 |
| Methodological Issues in Family-School Partnership Research | p. 420 |
| From Periphery to Center: A New Vision and Strategy for Family, School, and Community Partnerships | p. 448 |
| Moving Forward in School-Family Partnerships in Promoting Student Competence: From Potential to Full Impact | p. 473 |
| Epilogue | p. 502 |
| Contributors | p. 505 |
| Index | p. 513 |
| Table of Contents provided by Ingram. All Rights Reserved. |
Sandra L. Christenson is Birkmaier Professor of Educational Leadership at the University of Minnesota. Amy L. Reschly is Assistant Professor of Educational Psychology Instructional Technology at the University of Georgia.
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