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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.
Ideal for non-math majors, Advanced and Multivariate Statistical Methods teaches students to interpret, present, and write up results for each statistical technique without overemphasizing advanced math. This highly applied approach covers the why, what, when and how of advanced and multivariate statistics in a way that is neither too technical nor too mathematical. Students also learn how to compute each technique using SPSS software. New to the Sixth Edition Instructor ancillaries are now available with the sixth edition. All SPSS directions and screenshots have been updated to Version 23 of the software. Student learning objectives have been added as a means for students to target their learning and for instructors to focus their instruction. Key words are reviewed and reinforced in the end of chapter material to ensure that students understand the vocabulary of advanced and multivariate statistics.
"This study focuses on identifying the primary concerns parents have at school entry for their children. The investigation is a qualitative analysis of data derived from a series of ten parent focus group sessions conducted in a large northeastern school district. The ten sessions were conducted over a period of four months for a total of twenty hours of data. Regular members of the focus group included four parents who had 4 and 5 year old children in an early childhood literacy program, a volunteer community member in the program and the researcher. Each session was audio taped then transcribed verbatim to facilitate understanding of the developing topics of interest. The original question for the participants was meant to prompt parents to discuss activities embedded in the curriculum that they perceived as facilitating growth in their children. The study took an immediate turn from the original research question when one of the parents rephrased the question and changed the perspective from which the program would be viewed. Concerns related to the needs of school entry became more important. These concerns clustered around child and academic development and how each unfolds in the early literacy program. The primary research question became, "Do these two dimensions of learning, the developmental and the academic, sit comfortably together or are there conflicts between them from the parents' perspectives?" The study found three conflicts. The first is the configuration of time and task in the classroom. Academic work is very advanced and children engage in many different tasks. Parents do not have a clear understanding of this and it causes tension. The second element is behavior. When their children do not follow classroom protocol, parents would like their children to discuss and resolve the matter quickly with the teacher. They become apprehensive when this does not happen. The third element concerns the desire to plan an event that would begin a dialogue with teachers around common goals. Although the school gives tacit approval, it is difficult to find time to work on plans with the administration and this contributes to the tension parents feel."--Abstract.
The purpose of this mixed-methods case study using a survey method with closed- and open-ended response items was to examine parents' perceptions of parental involvement practices based on Epstein's (1993) Framework of Six Types of Involvement. This study examined a district-wide parent involvement program to determine its conformance to research findings on effective family engagement strategies and practices, and to assess changes in parent involvement in schools. The participants of this study were parents whose children were in kindergarten through twelfth grade school. The evidence from the closed-ended responses supported that Epstein's Framework of Six Types of Involvement practices were key factors to parental involvement. Furthermore, the open-ended responses regarding parents' perceptions of parental involvement provided evidence of effective program practices. The results from this study can possibly inform parental involvement coordinators, district and school leaders in similar districts on whether parents perceived Epstein's Framework of Six Types of Involvement as an effective tool for parental engagement.
This study focuses on identifying the primary concerns parents have at school entry for their children. The investigation is a qualitative analysis of data derived from a series of ten parent focus group sessions conducted in a large northeastern school district. The ten sessions were conducted over a period of four months for a total of twenty hours of data. Regular members of the focus group included four parents who had 4 and 5 year old children in an early childhood literacy program, a volunteer community member in the program and the researcher. Each session was audio taped then transcribed verbatim to facilitate understanding of the developing topics of interest. The original question for the participants was meant to prompt parents to discuss activities embedded in the curriculum that they perceived as facilitating growth in their children. The study took an immediate turn from the original research question when one of the parents rephrased the question and changed the perspective from which the program would be viewed. Concerns related to the needs of school entry became more important. These concerns clustered around child and academic development and how each unfolds in the early literacy program. The primary research question became, "Do these two dimensions of learning, the developmental and the academic, sit comfortably together or are there conflicts between them from the parents' perspectives?" The study found three conflicts. The first is the configuration of time and task in the classroom. Academic work is very advanced and children engage in many different tasks. Parents do not have a clear understanding of this and it causes tension. The second element is behavior. When their children do not follow classroom protocol, parents would like their children to discuss and resolve the matter quickly with the teacher. They become apprehensive when this does not happen. The third element concerns the desire to plan an event that would begin a dialogue with teachers around common goals. Although the school gives tacit approval, it is difficult to find time to work on plans with the administration and this contributes to the tension parents feel.
Educational reform measures, past and current, to involve parents in their children's schooling is shown to be lacking in the low-achieving schools. This project study explored parents' perceptions of involvement in school for American Indian children attending a rural public school district in western United States. The research questions investigated the effect of understanding parent preferences for involvement at school that would improve parental involvement and enhance student success. The theoretical framework for this project study were found in the works of Bronfenbrenners' ecological systems theory, Epsteins' overlapping spheres of influence, and Darling and Steinberg's contextual parenting model. A qualitative research design and case study interviewing approach identified parent involvement specifics at home and at school. The sample consisted of 3 American Indian parents of middle school students, and an interpretative data analysis included coding and categorizing themes from interview transcriptions and review of tribal artifacts with all sources identifying common goals about education in the region: (a) high expectations for academic achievement, (b) parent and community involvement in school governance, (c) collaboration with the community, and (d) effective communications with teachers and administrators to enhance student success. A 3-year longitudinal program, Parenting Academy for Academic Success (PAAS) was created to encourage and develop parent advocates for academic excellence at the school. The program design fosters parenting skills building and education advocacy through parent-led workshops. This project study promotes positive social change by increasing parental involvement at the school that can help improve academic achievement.
First Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.