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Zusatztext "This is a valuable compilation of writings highlighting the conceptual! empirical! historical! and practical issues related to involving families in children's education and advancing the associated research agenda....if the ideas in the Handbook are implemented! school-family partnerships will be more cohesive! more affirming! and-most importantly-more effective in propelling children to greater academic success." - The School Community Journal"The editors and contributors address many of the questions! tensions! and controversies in contemporary early childhood education through the synthesis of research in developmental science. A powerful overall theme framed by the editors and echoed by the contributors is that science and education would be served well by more and better engagement; educators would more effectively support children's learning with better understanding of child development theory and research! and researchers would be more adept at defining and studying problems when informed by children in classrooms. This recommendation is more than abstract! however! as each chapter contains specific recommendations based on research evidence....Researchers! graduate students! teacher preparation faculty! and administrators of educational systems would likely appreciate and benefit from what the Handbook has to offer." - Julia Torquati! Journal of Applied Developmental Psychology! Vol. 31! No. 3! May-June 2010 Informationen zum Autor 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. Klappentext 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; increased understanding of the complexities of children's situations; and the pooling of family and school resources to find and implement quality solutions to shared goals. Zusammenfassung Family-school partnerships are increasingly touted as a means of improving both student and school improvement. This title presents a comprehensive review of what is known about the effects of home-school partnerships on student and school achievement. Inhaltsverzeichnis Part I: The Backdrop: Theoretical and Empirical Bases of Partnerships. Application of a Developmental/Ecological Model to Family-School Partnerships. Motivation and Commitment to Family-School Partnerships. Elements of Healthy Family-School Relationships. Diversity in Families: Parental Socialization and Children's Development and Learning. Culturally-based Worldviews, Family Processes, and Family-School Interactions. Part II: Partnerships Across Children’s Development/Schooling Levels. The Home Learning Environment and Achievement During Childhood. Parent Involvement in Early Education. Partnering to Foster Achievement in Reading and Mathematics. A School-Family Partnership: Addressing Multiple Risk Factors to Improve School Readiness and Prevent Conduct Problems in Young Children. Stormshak, Dishion, Falkenstein, Family-centered, School-based Mental Health Strategies to Reduce Student Behavioral, Emotional, and Academic Risk. School-Family Partnerships to Promote Social and Emotional Learning. School Connectedness and Adolescent Well-being. Family-School Partnerships and Communication Interventions for Young Children with Disabilities. Cre...
