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The Wiley handbook of family, school, and community relationships in education /

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A comprehensive collection of essays from leading experts on family and community engagement The Wiley Handbook of Family, School, and Community Relationships in Educationbrings together in one comprehensive volume a collection of writings from leading scholars on family and community engagement to...

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Bibliographic Details
Other Authors: Sheldon, Steven B. (Editor), Turner-Vorbeck, Tammy (Editor)
Format: eBook
Language:English
Published: Hoboken, NJ, USA : Wiley-Blackwell, 2019.
Edition:1st edition.
Series:Wiley handbooks in education.
Subjects:
Community and school.
Communication in education.
Teacher-student relationships.
Parent-teacher relationships.
Online Access:Connect to the full text of this electronic book
Table of Contents:
  • Intro
  • Title Page
  • Copyright Page
  • Contents
  • Contributor Biographies
  • Introduction
  • Families and Advocates
  • Curriculum and Practice
  • Policies and Sociopolitical Concerns
  • Engagement and Leadership
  • Important Trends and Emerging Research
  • References
  • Section I Families and Advocates
  • Chapter 1 Community and School Collaborations: Tapping into Community Organizing Initiatives and Resources
  • Filling in the Gaps in Parental Involvement
  • Why Community-Organizing?
  • Re-Conceptualizing Parental Involvement
  • Tapping into Community Organizations
  • Relationships, Social Capital, and Power
  • Discussion
  • References
  • Chapter 2 Asian Immigrant Family School Relationships and Literacy Learning: Patterns and Explanations
  • Home and School Relationships: The Asian Style
  • Asian Families' Cultural Beliefs in Child-Rearing
  • Asian Immigrant Parents' Expectations and Aspiration for Their Children's Education
  • Encountering Western Schooling: Asian Parents' Perceived Educational Differences and Asian Children in Conflict
  • Interacting with Western Schooling: Barriers to School-Home Partnerships
  • Negotiating Participation in Children's Education
  • Conclusion
  • Note
  • References
  • Chapter 3 Critical Approaches to Educational Partnerships with African American Families: The Relevancy of Race in Ideology and Practice
  • Introduction
  • Education and Contemporary Racial Realities
  • Recognizing Families' Love, Critical Care and Racial Protection
  • Bridging Notions of Educational Involvement, Engagement and Partnership
  • Embracing Critical Race Ideologies and Seeing Color
  • Conclusion: Moving Toward an Afro-Affirmative Approach to Educational Partnerships
  • Notes
  • References
  • Chapter 4 Critical and Culturally Sustaining Indigenous Family and Community Engagement in Education
  • Prologue.
  • Indigenous Education: Separation of Families
  • Critical Indigenous Education
  • Sustaining Indigenous Understandings of Family and Community Engagement
  • Culturally Sustaining Indigenous Family Engagement (CSIFE)
  • Concluding Thoughts: Family Engagement in Education Contexts
  • Notes
  • References
  • Chapter 5 Mapping Social Capital for Autism: Using Social Network Analytics to Measure Access to Autism Knowledge and Resources for Parents and School Providers in Special Education
  • Introduction
  • Methods
  • Findings
  • Discussion
  • Conclusion
  • Acknowledgments
  • References
  • Chapter 6 School-Community Partnerships for Inclusion(s) of LGBTQI Youth and Families
  • Introduction
  • Beyond Gender Binaries (Shifting Terminologies)
  • Ethical and Legal Responsibilities of Schools
  • School Culture/Classroom Culture
  • References
  • Section II Curriculum and Practice
  • Chapter 7 Student Learning: The Essence of Family, School, and Community Partnerships
  • Introduction
  • Theoretical Explanations for Impact of Parents and Families on Student Learning
  • Types of Family Involvement
  • Family and Child Characteristics, Family Involvement, and Student Learning
  • Methodological Considerations
  • Academic Learning and Family Involvement by Subject Area
  • References
  • Chapter 8 Examining the Effect of Family Engagement on Middle and High School Students' Academic Achievement and Adjustment
  • Structural/Organizational Conditions
  • Research Focus
  • Discussion
  • Conclusion
  • Notes
  • References
  • Chapter 9 Family-School Partnerships in Early Childhood: Exemplars of Evidence-Based Interventions
  • Family-School Partnerships in Early Childhood
  • Examples of Effective Early Childhood Family-School Partnership Programs
  • Summary and Conclusions
  • Acknowledgments
  • Note
  • References.
  • Chapter 10 Family Engagement, Partnerships, and School Support Personnel: Connections for Enhancing Student Outcomes
  • Family Involvement and Achievement
  • Family Engagement and Support Personnel
  • Concluding Remarks
  • References
  • Chapter 11 Through the Eyes of Preschoolers: Utilizing Photography to Support Curriculum Development
  • Introduction
  • Methodology
  • Findings
  • Conclusion
  • References
  • Chapter 12 Using Parent Knowledge to Enhance Teaching and Learning Experiences in Schools for Children and Youth
  • Who Is a Parent?
  • What Is Parent Knowledge?
  • How Is Parent Knowledge Held and Used?
  • A Pedagogy of Walking Alongside: Engaging Parents in Teaching and Learning
  • Closing Thoughts
  • References
  • Chapter 13 School Counselor Leadership in School-Family-Community Partnerships: An Equity-Focused Partnership Process Model for Moving the Field Forward
  • School Counselors' Roles in School-Family-Community Partnerships
  • Applying Partnership Approaches to School Counseling
  • Sociocultural Considerations in School Counselors' Partnerships with Marginalized Children and Families
  • Moving the Field Forward: A School-Family-Community Partnership Process Model
  • Conclusion
  • References
  • Section III Policies and Sociopolitical Concerns
  • Chapter 14 Home and School Relationships in Switzerland and Hong Kong
  • Introduction
  • Two Contexts of Home-School Relationships
  • Home and School Relationship in Policy and Practice in Switzerland
  • Policy and Practice of Parental Involvement in Hong Kong
  • Switzerland and Hong Kong-Two Different Worlds?
  • Note
  • References
  • Chapter 15 Interrogating Parent1-School Practices in a Market-Based System. The Professionalization of Parenting and Intensification of Parental Involvement: Is this What Schools Want?
  • Introduction.
  • Intensification of Parenting and Heightened Competitiveness: Constructing Good Parents?
  • Intensification of Parenting: Blurring the Boundaries
  • Overshadowed and Positioned as Bad
  • Unintended Consequences of Intensified Parental Involvement
  • Conclusion
  • Notes
  • References
  • Chapter 16 Father Involvement in East Asia: Beyond the Breadwinner Role?
  • Introduction
  • Political and Socioeconomic Developments
  • Gender Ideologies and Representations
  • The State of East Asian Families
  • Research on Father Involvement
  • Policy, School, Community, and Mass Media Support for Father Involvement
  • Conclusion
  • Note
  • References
  • Chapter 17 Media Discourse on the California Parent Trigger Law: Shaping a New Common Sense of Parent Empowerment and Reform
  • The California Parent Trigger Law and Education Reform
  • The Policy Context and Parent Trigger Petition Campaigns 2010-2013
  • Conceptual Framework
  • Methods and Data Sources
  • Trigger News Foregrounds Parent Supporters and Campaign Battles
  • Setting the Stage with False Binaries and Extreme Cases
  • Valiant Victims Rising Up: The Representation of Parents as Policy Targets
  • Framing the Problem with Reformist Narratives
  • Defending the Democratic Process: Trigger vs Community Organizing
  • From Neoliberal Common Sense to a New Critical Common Sense of Reform
  • References
  • Chapter 18 Power and Authenticity in Education Focused Community-Based Organizations
  • Introduction
  • Engaging Diverse Communities in Public Education
  • Public Engagement and the Impact of Community-Based Organizations on Education
  • The Rise of Astroturf Organizations and Implications for Education Stakeholders
  • Exploring Power and Authenticity in Community-Based Organizations
  • Implications for Communities and Education Policymakers
  • References.
  • Chapter 19 Student Learning and Development in Economically Disadvantaged Family and Neighborhood Contexts
  • Family Economic Context on Student Learning and Development
  • Neighborhood Economic Context and Student Learning and Development
  • Improving the Achievement and Functioning of Children Living in Economically Disadvantaged Homes and Neighborhoods
  • Conclusion
  • Notes
  • References
  • Section IV Engagement and Leadership
  • Chapter 20 The Hoover-Dempsey and Sandler Model of the Parent Involvement Process
  • Level 1: Motivators of Parent Involvement
  • Level 2: Parent Involvement Behaviors
  • Levels 3 and 4: Mechanisms for Involvement
  • Student Perceptions of Involvement
  • Level 5: Student Learning Attributes
  • Level 6: Student Achievement
  • Limitations of the Model
  • Concluding Thoughts
  • Note
  • References
  • Chapter 21 Family Motivation for Involvement: Understanding Engagement Practices Through Self-Determination Theory
  • Introduction
  • Possible Hindrances to Successful Family Engagement Initiatives
  • Family Involvement: Role Construction and Self-Efficacy as Motivational Factors
  • The Influence of Social Forces on Role Construction and Efficacy
  • Self-Determination Theory and Family Motivation for Engagement
  • Discussion/Conclusions
  • References
  • Chapter 22 Reading the Map and Charting the Course: Educational Leaders' Roles in Interpreting School-Community Policy and Influencing Practice
  • The Development of Policies for Community Involvement in Education
  • Methodology
  • Findings and Discussion: Working With Policy at the District Level
  • Educational Leaders as Policy Mediators
  • Educational Leaders as Policy Critics and Constructors
  • Implications for Policy, Practice, and Research
  • Conclusions
  • References.