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Informationen zum Autor Mavis G. Sanders is assistant professor of education in the School of Professional Studies in Business and Education, research scientist at the Center for Research on the Education of Students Placed at Risk (CRESPAR), and senior advisor to the National Network of Partnership Schools at Johns Hopkins University. She is the author of many articles on the effects of school, family, and community support on African American adolescents' school success, the impact of partnership programs on the quality of family and community involvement, and international research on partnerships. She is interested in how schools involve families that are traditionally hard to reach, how schools meet challenges for implementing excellent programs and practices, and how schools define "community" and develop meaningful school-family-community connections. Her most recent book is Schooling Students Placed at Risk: Research, Policy, and Practice in the Education of Poor and Minority Adolescents (Lawrence Erlbaum, 2000). She earned her PhD in education from Stanford University. Klappentext Examines the principal's essential role in developing equitable and sustainable school-community partnerships, synthesizes research on partnerships and principal leadership, and addresses the inclusion of diverse family groups. Zusammenfassung Examines the principal's essential role in developing equitable and sustainable school-community partnerships, synthesizes research on partnerships and principal leadership, and addresses the inclusion of diverse family groups. Inhaltsverzeichnis Acknowledgments About the Authors Introduction: Standards for School, Family, and Community Partnerships Part I. Laying the Foundation 1. Policy, Theory, and Research on School, Family, and Community Partnerships Partnerships and Academic Outcomes Partnerships and Nonacademic Outcomes Why This Matters for Principals Reflection Questions 2. Reculturing Schools for School, Family, and Community Partnerships Schools as Community Institutions Developing a Coordinated Program of School, Family, Community Partnerships Principal Leadership and School Outcomes Obstacles to Effective School, Family, and Community Partnerships Steps Toward Recultured Schools Why This Matters for Principals Reflection Questions Part II. Responding to Diversity 3. Fathers and School, Family, and Community Partnerships Why Fathers Matter Father Demographics The Role of Fathers Guidelines for Developing Partnership Efforts to Involve Fathers Why This Matters for Principals Reflection Questions 4. Families of Children With Disabilities and School, Family, and Community Partnerships IDEA and Children With Special Needs District and School Outreach to Families of Children With Disabilities Specific Needs and Experiences of Families of Children With Disabilities Engagement Strategies for the Families of Children With Disabilities Creating Inclusive Environments for Special Needs Populations Why This Matters for Principals Reflection Questions 5. Linguistically Diverse Families and School, Family, and Community Partnerships Growth in Immigration and Limited English Proficient Students and Families LEP Students and Families LEP Students and NCLB Strategies to Facilitate the Involvement of LEP Families Culturally Intelligent Principal Leadership Why This Matters for Principals Reflection Questions 6. Families Living in Poverty and School, Family, and Community Partnerships Challenges Faced by Low-Income Families Avoiding a Deficit Perspective A Collaborative Approach Why This Matters for Principals Reflection Questions Part III. Maximizing Outcomes 7. Evaluating Programs of School, Family, and Community Partnerships Planning a...
