Study Site for Home, School and Community Collaboration
Culturally Responsive Family Involvement
Kathy Grant and Julie A. Ray


Journal Articles

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Chapter 1: Family Involvement and the Beginning Educator

» Journal Articles

Garcia, D. (2004). Exploring connections between the construct of teacher efficacy and family involvement practices. Urban Education, 39(3), 290-315.
http://uex.sagepub.com/

Abstract

The current study explores the relationship between perceived teacher efficacy and specific practices of family involvement exhibited by 110 elementary schoolteachers from a large urban school district. Bandura’s construct of self-efficacy provided the theoretical framework for examining teacher efficacy. The study investigated the predictive value of self-efficacy beliefs for determining specific family involvement practices exhibited by teachers. Self-efficacy was measured with the Teacher Efficacy Scale and the Family Involvement Teacher Efficacy Scale. Results from this investigation revealed that teacher efficacy was significantly correlated to and was a predictor of five different types of family involvement practices, as reflected in Epstein’s typology of home-school and community partnerships. The study raised questions related to the effective preparation of teachers in this area and the types of experiences that facilitate the development of teacher efficacy beliefs in the area of home-school and community partnerships.

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Lawson, M. (2003). School-family relations in context. Urban Education, 38(1), 77-133.
http://uex.sagepub.com/

Abstract

This study addressed teachers’ and parents’ perceptions of the meanings and functions of parent involvement. Twelve teachers and 13 parents participated in semi structured ethnographic interviews. All actors were either employed by or involved in an ethnically concentrated elementary school in a low-income, culturally diverse, urban community. Analyses revealed that teachers and parents have different perceptions of parent involvement. These different perceptions implicate diverse epistemologies, differential power, and some competing purposes. On the other hand, teachers and parents both claim that firm, mutually beneficial partnerships (or collaboration) between them are essential to children’s learning, healthy development, and success in school. Perceived barriers need to be addressed for these partnerships to eventuate.

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Starrels, M. E., Bould, S., & Nicholas, L. J. (1994). The feminization of poverty in the United States. Journal of Family Issues, 15 (4), 590-607.
http://jfi.sagepub.com/

Abstract

This article delineates the contribution of gender, race, ethnicity, marital, and parental status to the feminization of poverty. Its analysis of recent published and unpublished census data suggests that gender, race, and ethnicity strongly affect poverty rates. However, parenthood interacts with gender in such a way as to affect only women and to affect White women more than Blacks and Hispanics. By examining these sources of poverty separately, the authors articulate more clearly the forces that have generated rapid feminization of poverty. They also specify trends across White, Black, Puerto Rican, Mexican American, and other Hispanic populations as well as preschool and school-age children in female-householder families. The analysis takes into account a range of factors that have contributed significantly to women's poverty. It also evaluates competing arguments regarding public policies that best alleviate the problem.

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Chapter 2: Theories and Models for Family Involvement in Schools

» Journal Articles

Cook, T. D, Murphy, R. F., & Hunt, H. D. (2000). Comer’s school development program: A theory-based evaluation. American Educational Research Journal, 37(2), 535-597.
http://aerj.aera.net

Abstract

Using fifth through eighth-grade students, the Comer School Development Program was evaluated in 10 inner city Chicago schools over 4 years, contrasting them with nine randomly selected no-treatment comparison schools. Comer schools implemented more program details than the controls but were not faithful to all program particulars. Students' ratings of the school's social climate improved soon after the program began. By the last 2 study years, both the students' and teachers' perceptions of the school's academic climate had also improved relative to the control schools. By these last years, Comer schools had gained about 3 percentile points more than the controls in both reading and math and students reported less acting out on a scale whose items are correlated with more serious offending in later life. Students in Comer schools also endorsed more conventional norms about misbehaving and reported greater ability to control their anger. However, the Comer program did not benefit either students' mental health or their participation in activities that adults consider wholesome. Explanations for the achievement and acting out results are offered based on student and staff data about school climate, on insights from an ethnography conducted in the program schools, and on contrast with the evaluation results from Prince George's County MD, where a different variant of the program failed to achieve any positive outcomes.
 
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Gonzalez, N. & Moll, L.C. (2002). Cruzando el Puente: Building bridges to funds of knowledge. Educational Policy, 16(4), 623-641.
http://epx.sagepub.com

Abstract

What can be learned from the Puente experience about identifying and incorporating local funds of knowledge of Latino communities into precollege preparation? This article focuses on how Puente teachers and students can enhance their practice and mutual learning through ethnographic fieldwork in the students’ home community. Through investigating the many local funds of knowledge that can be utilized to validate students’ identities as knowledgeable individuals who can use such knowledge as a foundation for future learning, both teachers and students can engage in a critical pedagogy predicated on resources and not deficits.

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Mattingly, D.J., Prislin, R., Mckenzie, T.L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating evaluations: The case of parent involvement programs. Review of Educational Research, 72(4), 549-576.
http://rer.aera.net

Abstract

This article analyzes 41 studies that evaluated K–12 parent involvement programs in order to assess claims that such programs are an effective means of improving student learning. It examines the characteristics of the parent involvement programs, as well as the research design, data, and analytical techniques used in program evaluation. Our examination of evaluations found little empirical support for the widespread claim that parent involvement programs are an effective means of improving student achievement or changing parent, teacher, and student behavior. We do not conclude that programs are ineffective. Rather, serious design, methodological, and analytical flaws inherent in studies evaluating the effectiveness of parent involvement programs must be addressed before definite conclusions about program effectiveness can be reached. The findings of this study are particularly significant given the substantial federal support for parent involvement.
 
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Chapter 3: Family Support Strategies and Standards Promoting Collaborative Practices

» Journal Articles

Dunst, C. J. (2002). Family-centered practices. The Journal of Special Education, 36(3), 141-149.
http://sed.sagepub.com

Abstract
Quantitative and qualitative research evidence is reviewed and synthesized with regard to the family-centeredness of early intervention, preschool, and elementary and secondary school practices. Early intervention and school practices are not as family-centered as is generally claimed, and one finds less presumption of being family-centered at each level from early intervention to preschool to elementary school to secondary school programs. The need for better research is noted, and research that would advance our understanding of family-centered practices is suggested.

Focus Questions:

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Rosas, S.R. (2005). Concept mapping as a technique for program theory development. American Journal of Evaluation, 26(3), 389-401.
http://aje.sagepub.com

Abstract

The emergence of theory-driven evaluation has drawn attention to the need for practical ways for evaluators to construct program theory to achieve the benefits of the approach. This article illustrates the use of concept mapping as a technique to explicate underlying program theory in the context of family support programs. In this example, 29 professional staff members from a statewide family support program brainstormed 96 specific benefits for participant families. Fourteen direct service staff members sorted and rated the items and interpreted the map produced by multidimensional scaling analysis and hierarchical cluster analysis. Some of the benefits of the technique for evaluators conducting theory-driven evaluations are highlighted. These include helping evaluators decide what to measure, capturing the complexity of programs in the context of implementation, and managing good stakeholder-evaluator relations. The general limitations and issues of concept mapping as it applies to theory development are also discussed.

Focus Questions:

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Tenenbaum, H.R. & Callahan, M.A. (2008). Parents’ science talk to their children in Mexican-descent families residing in the USA. International Journal of Behavioral Development, 32(1), 1-12.
http://jbd.sagepub.com

Abstract

Everyday parent—child conversations may support children's scientific understanding. The types and frequency of parent—child science talk may vary with the cultural and schooling background of the participants, and yet most research in the USA focuses on highly schooled European-American families. This study investigated 40 Mexican-descent parents' science talk with their children (mean age = 5 years 7 months, range = 2 years 10 months to 8 years 6 months). Parents were divided between a higher schooling group who had completed secondary school, and a basic schooling group who had fewer than 12 years of formal schooling. Parents and children were videotaped engaging with science exhibits at a children's museum and at home. Conversations were coded in terms of parents' explanatory talk. In both contexts, Mexican-descent parents engaged children in explanatory science talk. At the museum, parents in the higher schooling group used more causal explanations, scientific principles explanations, and encouraging predictions types of explanations than did parents in the basic schooling group. By contrast, the only difference at home was that parents in the higher schooling group used more encouraging predictions talk than parents in the basic schooling group. Parents who had been to museums used more explanations than parents who had never visited a museum. The results suggest that while explanatory speech differed somewhat in two groups of Mexican-descent parents varying in formal schooling, all of these children from Mexican-descent families experienced some conversations that were relevant for their developing science literacy.

Focus Questions:

Chapter 4: Parenting Today’s Children

» Journal Articles

Barry, C.T., Frick, P.J., Grafeman, S.J. (2008). Child versus parent reports of parenting practices: Implications for the conceptualization of child behavioral and emotional problems. Assessment, 15(3), 294-303.
http://asm.sagepub.com

Abstract

This study examined parent and child reports of parenting practices separately to predict child and parent reports of child externalizing and internalizing features, as well as delinquent activity. Participants included 98 children (51 male, 47 female) from a community sample, aged 9-15 at the beginning of the study. Results revealed that child reports of parenting practices were significantly correlated with a greater number of indices of delinquency and conduct problems than were parent reports. Child reports of parenting also showed some association with delinquency at three yearly follow-ups, whereas parent reports did not. Finally, reports of negative parenting from both informants were concurrently related to internalizing characteristics. Implications for child assessment and planning interventions for children and parents are discussed.

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Porter, C.L., Hart, C.H., Yang, C., Robinson, C.C., Olsen, S.F., Zeng, Q., Olsen, J.A., & Jin, S. (2005). A comparative study of child temperament and parenting in Beijing, China and the western United States. International Journal of Behavioral Development, 29(6), 541-551.
http://jbd.sagepub.com

Abstract

The purpose of this investigation was to examine comparable dimensions and linkages between child temperament and parenting styles with samples from Beijing, China and the western United States. Participants included 404 mothers and fathers from Beijing, China and 325 mothers and fathers from the western United States. Both mothers and fathers completed Buss and Plomin's (1984) EAS Temperament Scale as well as a spousal-report measure of parenting styles. Structural equation modeling was used to identify invariant (statistically comparable) factors for child temperament and parenting styles. Within-culture gender comparisons showed that Chinese fathers (relative to mothers) viewed their sons as being more active and sociable than daughters while US mothers (relative to fathers) rated their sons as being more active. Across-culture differences revealed that US parents (relative to Chinese parents) viewed children as more emotional while Chinese fathers (relative to US fathers) rated their children as more active. Similar and differential cultural patterns of linkages were also found between parenting styles and child temperament. Child emotionality was positively associated with authoritarian parenting in both cultures while child activity level was linked to more authoritative and less authoritarian parenting styles, but only in the Chinese sample. Finally, child sociability was found to be negatively linked to cross-gender patterns of authoritarian parenting in the US while mothers’ and fathers’ authoritarian parenting in China was linked to lower sociability in daughters only.

Focus Questions:

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Rane, T.R. & McBride, B. (2000). Identity theory as a guide to understanding fathers’ involvement with their children. Journal of Family Issues, 21(3), 347-366.
http://jfi.sagepub.com

Abstract

Identity theory was used to explore fathers' involvement with their children. Eighty-nine married couples with preschool children completed questionnaires and interviews providing information on how involved they were in child-rearing activities. Participants rated the centrality of their parent versus worker status and of the nurturing role. Results indicated that fathers did not differ on any involvement measures regardless of whether they rated the parent or worker status most central. However, fathers who considered the nurturing role highly central to their sense of self engaged in significantly more interaction and responsibility behaviors with their children and were significantly more involved overall than fathers low on nurturing role centrality. Specific behaviors and attitudes of mothers were significantly related to fathers' assessments of nurturing role centrality. Results hold important implications for the refinement of identity theory and for the development of parenting programs and public policy initiatives designed to increase father involvement.

Focus Questions:

Chapter 5: Structurally Diverse Families

» Journal Articles

Hampton, F.M., Mumford, D.A., & Bond, L. (1998). Parent involvement in inner-city schools. Urban Education, 33(3), 410-427.
http://uex.sagepub.com

Abstract

This article examines the parent involvement practices and philosophies of an urban education model that has been integral in developing collaborative relationships between parents and schools. This model sought to enhance student performance by redefining school as the extended family for urban students and parents. A 4-year study concluded that when parents were involved with this process, student achievement and parental commitment to education far surpassed that of students and parents who remained in the more traditional school setting.

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Heywood, E.M. (1999). Custodial grandparents and their children. The Family Journal, 7(4), 367-372.
http://tfj.sagepub.com

Abstract

Grandparents raising grandchildren in the absence of the grand-children’s biological parents are responsible for the emotional, social, and financial wellbeing of 1.35 million children in the United States (Woodworth, 1996). These custodial grandparents, while providing their grandchildren with a sense of continuity, stability, and security (O’Reilly & Morrison, 1993), often do so at serious emotional, physical, and financial cost to themselves (Pinson-Millburn, Fabian, Schlossberg, & Pyle, 1996). The prevalence and population of grandparents raising grandchildren and identified problem- and treatment-focus areas for them are described through a review of the literature. Research into specific treatment modalities for these family constellations is significantly lacking. Narrative family therapy is suggested as a viable clinical intervention for this group.

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James, S.E. (2002). Clinical themes in gay-and-lesbian parented adoptive families. Clinical Child Psychology and Psychiatry, 7(3), 475-486.
http://ccp.sagepub.com

Abstract

When gay and lesbian people choose to create families by adoption, there is a complex intersection of issues relevant to the work of clinicians treating such families, especially their children. This article identifies identity and responsibility as two clinical themes emergent in the confluence of these issues and gives special attention to those themes’ importance to clinical work with children and adolescents in families, as they form and continue through their post-adoption years. The changing face of gay and lesbian parenting demands that researchers, educators, clinicians, and policy makers explore the issues of gay and lesbian adoptive parents and their children in their own right, not assuming that they are necessarily the same as those faced by other lesbian and gay families.

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Chapter 6: Culturally Diverse Families

» Journal Articles

Campos, R. (2008). Considerations for studying father involvement in early childhood among Latino families. Hispanic Journal of Behavioral Sciences, 30(2), 133-160.
http://hjb.sagepub.com

Abstract

Over the last three decades there has been a notable increase in interest about fathers and their role in the socioemotional, academic, and cognitive development of young children. Concurrently, there has been a shift in this nation's ethnic minority demography, where Latinos are now the nation's largest minority group. The father-involvement literature in early childhood is scarce, particularly the scholarship focused on Latino fathers. Furthermore, several conceptual and methodological shortcomings in the exploration of Latino fathers exist. This review explores the following questions: To what extent has the literature explored father involvement in early childhood among Latino fathers? What is the quality of the conceptual and methodological rigor of these studies? What are the salient themes of the literature? Finally, the review will present considerations for studying fathers of young children within Latino communities.

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Civettini, N. H. W. & Glass, J. (2008). The impact of religious conservatism on men’s work and family involvement. Gender and Society, 22(2), 172-193.
http://gas.sagepub.com

Abstract

The social conservatism of evangelical and fundamentalist groups includes their support for premarital sexual restraint, husband leadership, and father involvement. The authors explore whether religious conservatism affects work–family outcomes of men using the National Survey of Families and Households, 1988 and 1993 waves. The authors hypothesize that men from conservative households will make earlier transitions to adulthood, work fewer hours, and earn less money. Moreover, the belief in strong paternal involvement should lead religiously conservative men to spend more time in housework and child care. Results show that conservative religious affiliation does not hasten the transition to adulthood among men. Current religious conservatism results in lower wages but not reduced work hours, and religious affiliation does not affect housework or child care.

Focus Questions:

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Samaras, A.P. & Wilson, J.C. (1999). Am I invited: Perspectives of family involvement with technology in inner-city schools. Urban Education, 34(4), 499-530.
http://uex.sagepub.com

Abstract

This article reports on an investigation of African American families’ perceptions and experiences in an after-school family-school involvement program at two inner-city schools. Centered in the sphere of sociocultural theory and situated cognition, this study focuses on family-child relationships to improve children’s literacy using oral histories and technology. It also explores a model for preparing preservice teachers to work with families. Families indicated that prior to program implementation; they had received bureaucratic invitations of school involvement and empathized with other families’ lack of involvement. After program implementation, families reported positive academic outcomes for children, a sense of efficacy, and a community atmosphere of adults dedicated to supporting children’s learning. They noted that computer usage was a major motivational factor in their participation. Preservice teachers reported on broadened notions of family involvement and a need for family-school partnerships. Theoretical and practical implications for implementing a family-school involvement program are offered.

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Chapter 7: Students of Families in Transition

» Journal Articles

Lasser, J. & Adams, K. (2007). The effects of war on children: School psychologists’ role and function. School Psychology International, 28(1), 5-10.
http://spi.sagepub.com

Abstract

War may be the most profound psychosocial stressor on child and adolescent development, for it has the potential to inflict loss, disruption of stability, deleterious health effects and family/community system disorganization. This article reviews the literature regarding the effects of war on children and explores the role and function of the school psychologist with respect to the profession’s responsibilities regarding war and peace. Recommendations are made for local, national and international efforts.

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Pingree, S., Hawkins, R. P. & Botta, R. A. (2000). The effect of family communication patterns on young people’s science literacy. Science Communication, 22(2), 115-132.
http://scx.sagepub.com

Abstract

Given the rapid pace and complexity of science today, science literacy cannot mean understanding all of science. Rather, science literacy more appropriately means the critical evaluation of sources of information and basic standards of scientific performance as a guide to accepting and applying scientific knowledge to one's own life. The development of science literacy in children is probably shaped by other norms and experiences. This study examined the impact of family communication patterns on children's evaluations of a science story that contained a number of weaknesses. A family orientation toward concepts led to children's self-reported thinking about science issues when they considered the science information in the story. However, this led to actual critiques of the science in the story only when the concept-orientation was not accompanied by a simultaneous socio-orientation, the family orientation toward harmony and hierarchy.

Focus Questions:

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Pope, V. (1987). “We all went to prison:” The distress of prisoners’ children. Probation Journal, 34(3), 92-96.
http://prb.sagepub.com

Abstract

The pain and problems of children with a parent in prison is conveniently avoided and forgotten, unless they become particularly disturbed. Using two children's experience as indicative of widespread need, the author challenges the penal system to take their need seriously and provide humane and sensitive resources to minimize damage.

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Chapter 8: Families Overcoming Obstacles

» Journal Articles

Gersti-Pepin, C.I. (2006). The paradox of poverty narratives: Educators struggling with children left behind. Educational Policy, 20(1), 143-162.
http://epx.sagepub.com

Abstract

This article utilizes narrative policy analysis to examine social justice narratives embedded within No Child Left Behind with respect to economic inequities. It juxtaposes national educational policy dialogues against the stories of educators working within an elementary school that serves a high-poverty community. The qualitative research findings suggest that it is vitally important for policymakers to acknowledge and value the challenges faced by teachers and staff who serve children whose families lack proper healthcare, affordable and quality early childhood education, nutrition, literacy, safety, and livable wages.

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Holm, K.E., Patterson, J.M., & Gurney, J.G. (2003). Parental involvement and family-centered care in the diagnostic and treatment phases in childhood cancer: Results from a qualitative study. Journal of Pediatric Nursing, 20(6), 301-313.
http://jpo.sagepub.com

Abstract

Few research studies have addressed the ways parents participate in their child’s medical care, particularly in relation to the cancer experience. The purpose of this study was to explore parents’ descriptions of their participation in medical care for their children with cancer. For this study, seven focus groups were conducted with 45 parents of 26 children who had completed cancer treatment at least one year prior, and who were still alive. Data were coded using thematic analysis procedures. It was found that parents emphasized their role as advocates during the diagnosis and treatment phases, by informing themselves about their children’s medical conditions, making medical care decisions, limiting the actions of medical professionals, and affirming and supporting medical professionals. These results emphasize the need to employ a family-centered approach in cancer care medical settings, by fostering and supporting the active inclusion of parents in their child’s treatment and management.

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Varney, D. & van Vliet, W., (2008). Homelessness, children, and Youth: Research in the United States and Canada. American Behavioral Scientist, 51(6), 715-720.
http://abs.sagepub.com

Abstract

This issue of American Behavioral Scientist makes available some of the most recent research on the growing social, economic, and human development impacts of homelessness on families—specifically, on the lives of children and youth. The seven studies from the United States and Canada compiled here provide important evidence-based insights to inform efforts aimed at combating homelessness among children and youth. They represent a variety of methodologies, including rigorous, person-centered approaches that reveal the complexity of the homeless experience for young people and the heterogeneity of the young homeless population. As a body, the studies highlight the importance of understanding the diverse contexts in which homeless children and youth live and tailoring supportive services accordingly. Thousands of homeless young people remain unrecognized and underserved. The work in this issue illustrates the urgency of bringing researchers, policy makers, and practitioners together to work toward adequate and affordable shelter for all.

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Chapter 9: Families in Abusive Situations

» Journal Articles

Geeraert, L., Van den Noortgate, Grietens, H., & Onghena, P. (2004). The effects of early prevention programs for families with young children at risk for physical child abuse and neglect: A meta-analysis. Child Maltreatment, 9(3), 277-291.
http://cmx.sagepub.com

Abstract

In this article, a meta-analysis is presented on 40 evaluation studies of early prevention programs for families with young children at risk for physical child abuse and neglect with mostly nonrandomized designs. The main aim of all programs was to prevent physical child abuse and neglect by providing early family support. For the meta-analysis, a multilevel approach was used. A significant overall positive effect was found, pointing to the potential usefulness of these programs. The study demonstrated a significant decrease in the manifestation of abusive and neglectful acts and a significant risk reduction in factors such as child functioning, parent-child interaction, parent functioning, family functioning, and context characteristics.

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Rockhill, A., Green, B.L., & Furrer, C. (2007). Is the adoption and safe families act influencing child welfare outcomes for families with substance abuse issues? Child Maltreatment, 12(1), 7-19.
http://cmx.sagepub.com

Abstract

The Adoption and Safe Families Act (ASFA) was designed to promote more timely permanent placements for children in the child welfare system. To date, however, available data have said little about whether ASFA is meeting its intended goals. This study looks at the impact of ASFA on parents struggling with substance abuse issues. The authors compared child welfare outcomes, pre- and post-ASFA, for children of more than 1,900 substance-abusing women with some treatment involvement. After the implementation of ASFA, children in this study spent less time in foster care, were placed in permanent settings more quickly, and were more likely to be adopted than remain in long-term foster care. The proportion of children who were reunified with their parent or parents stayed the same. These outcomes were apparent even controlling for case and family characteristics. Results are discussed in terms of the influence of ASFA on service delivery systems.

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Walton, E. (2001). Combining abuse and neglect investigation with intensive family preservation services: An innovative approach to protecting children. Research on Social Work Practice, 11(6), 627-644.
http://rsw.sagepub.com

Abstract

Objective: Evaluate an experimental model for enhancing child protective service (CPS) investigations by teaming CPS investigators with family preservation services (FPS) caseworkers. Method: Using a posttest-only experimental design, high priority cases referred to a state child welfare agency for abuse or neglect were randomly assigned to an experimental or control group. During the interval between referral and case determination, families in the experimental group were served by a pair of caseworkers—CPS and FPS—who investigated the allegation and prepared a joint recommendation. Results: When compared 7 months later, families in the experimental group (a) had their children home for a greater percentage of time, (b) used a broader array of services, and (c) were more satisfied. Both CPS and FPS caseworkers felt that (a) better decisions were made, (b) families were strengthened, and (c) job satisfaction was greater. Conclusions: The model was effective and should be implemented on a broader scale.

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Chapter 10: Teacher as Classroom Family Involvement Practitioner

» Journal Articles

Sheldon, S.B. & Epstein, J, L. (2002). Improving student behavior and school discipline with family and community involvement. Education and Urban Society, 35(1), 4-26.
http://eus.sagepub.com

Abstract

This study reports the results of efforts of school officials to implement family and community involvement activities to reduce the number of disciplinary actions and to ensure a school climate focused on learning. Using longitudinal data from elementary and secondary schools, analyses indicate that regardless of schools’ prior rates of discipline, the more family and community involvement activities were implemented, the fewer students were disciplined by being sent to principals’ offices or given detention or in-school suspension. Activities for two types of involvement, parenting and volunteering, were most predictive of reducing the percentages of students who were subject to discipline. Also, schools that improved the quality of their partnership programs reported fewer students in need of discipline. The results suggest that creating more connections and greater cooperation among the school, family, and community contexts may be one way for schools to improve student behavior and school discipline.

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Van Voorhis, F.L. (2001). Interactive science homework: An experiment in home and school connections. NASSP Bulletin, 85(627), 20-32.
http://bul.sagepub.com

Abstract

A quasi-experimental study was conducted on whether family involvement in homework in the middle grades benefits students. Results suggest that well-designed interactive homework assignments positively engage parents and promote student achievement. Findings should be useful to middle school administrators and teachers for improving curriculum decisions and homework designs in science.

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von Saliisch, M. (2001). Children’s emotional development: challenges in their relationships to parents, peers, and friends. International Journal of Behavioral Development, 25(4), 310-319.
http://jbd.sagepub.com

Abstract

This literature review outlines the challenges and constraints which relationships to parents, peers, and friends offer for children’s emotional development, including the development of appraisal, experience, expression, and regulation of emotion. Parents are important for their children’s emotional development not only because they are attachment figures but also because of their cognitive and emotional expertise who instruct their offspring on the use of emotion labels, appraisals, expressions, and regulation strategies. In addition, parents introduce their children to cultural and subcultural rules on emotions. Yet parents’ understanding of their children’s emotions may be constrained by their social role as parents. Converging evidence suggests that display rules among peers promote the dampening of many emotions in many situations, especially those of vulnerability and anger. School-age children’s increasing use of distancing strategies may help them achieve this "cool" public self-presentation. Intimate friendship’s which permit (and may even require) the disclosure of private emotional experiences challenge preadolescents to learn how to be supportive to the friend in need and how to manage anger and contempt in these close relationships. Handling issues of trust and exposure, jealousy, and envy are related challenges for friendships.

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Chapter 11: Teacher as Family Communication Facilitator

» Journal Articles

Carreon, G.P., Drake, C., & Barton, A.C. (2005). The importance of presence: Immigrant parents’ school engagement experiences. American Educational Research Journal, 42(3), 465-498.
http://aerj.aera.net

Abstract

The authors have been engaged in research focused on how parents in high-poverty urban communities negotiate understandings and build sustaining relationships with others in school settings. In this article, the authors draw upon ethnographic methodology to report on the stories of three working-class immigrant parents and their efforts to participate in their children’s formal education. Their stories are used as exemplars to illuminate the challenges immigrant parents face as they work to participate in their children’s schooling. In contrasting the three stories, the authors argue that parental engagement needs to be understood through parents’ presence in schooling, regardless of whether that presence is in a formal school space or in more personal, informal spaces, including those created by parents themselves.

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Hughes, R. & Hans J.D. (2001). Computers, the internet, and families: A review of the role new technology plays in family life. Journal of Family Issues, 22(6), 776-790.
http://jfi.sagepub.com

Abstract

During the past 30 years, new communication technology devices have become common in American homes—among them are personal computers and the Internet. Social critics and other polemicists have argued whether these devices result in either positive or negative change in the lives of families. The authors examine the literature about family use of computers and the Internet and also look at how these technologies affect families' social networks, work, and interventions with families. Finally, the authors suggest directions for future research on communication technology within the context of families.

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Metcalf, L. (2002). The parent conference: An opportunity for requesting parental collaboration. Canadian Journal of School Psychology, 17(1), 17-25.
http://cjs.sagepub.com

Abstract

This article represents an example of how a solution-focused conversation can assist everyone involved with a school problem in the creation of an atmosphere where everyone is involved in stopping "the problem." For example, identifying the role of the teacher during times when the problem is occurring less gives the teacher clues as to which lesson plans are more effective. Discovering the times when the parent observes more successful academic production at home gives the teachers clues as to how to help the student in class. Together with the student, all three parties are more likely to come up with a solution that fits the child rather than prescribing a tried and true remedy that worked for other students but not the concerned student. The result is a conversation that leaves both parent and teacher consciously working on the same issue with an understanding of what their roles are with the student and helps the student to be more successful.

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Chapter 12: Working With Families of Children with Special Needs

» Journal Articles

Harry, B., Klingner, J.K., & Hart, J. (2005). African American families under fire: Ethnographic views of family strengths. Remedial and Special Education, 26(2), 101-112.
http://rse.sagepub.com

Abstract

This article focuses on the discrepancy between school personnel's negative stereotyping of African American families and the family information gleaned by ethnographic research. Using findings from a 3-year ethnographic study of the special education placement process in a culturally diverse urban school district, we describe the general atmosphere of negativity that prevailed among school personnel with regard to African American families living in poverty. The article focuses on the families of three case study students who were referred to special education. Home visits and ethnographic interviews with caregivers revealed family strengths that were neither known nor tapped by school personnel. We interpret the findings in terms of the power of cultural capital and the discrepancy between the schools' perceptions of such capital and the capital actually possessed by families.

Focus Questions:

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Spann, S.J., Kohler, F.W., & Soenksen, D. (2003). Examining parents’ involvement in and perceptions of special education services: An interview with families in a support group. Focus on Autism and Other Developmental Disabilities, 18(4), 228-237.
http://foa.sagepub.com

Abstract

The purpose of this investigation was to examine families' involvement in and perceptions of children's special education services. A telephone survey was conducted with 45 families of children with autism who were part of a parent support group. The survey consisted of a total of 15 questions that pertained to the following areas: (a) the child's educational placement and type of special education services received, (b) the frequency and nature of parents' communication with school personnel, (c) parents' knowledge about and involvement in their child's Individualized Education Program (IEP) process, and (d) parents' priorities for their child and overall satisfaction with school services. Results indicated that the majority of children spent part of their day in the general education classroom and received 1 to 2 special education services.

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Stoner, J.B., Angell, M. (2006). Parent perspectives on role engagement: An investigation of parents with children with ASD and their self-reported roles with education professionals. Focus on Autism and Other Developmental Disabilities, 21(3), 177-189.
http://foa.sagepub.com

Abstract

This exploratory study employed qualitative methodology to analyze interview data that emerged from face-to-face interviews with eight parents of four children with autism spectrum disorder. The study focused on the roles these parents played as they monitored their children's educational programs and interacted with school professionals. The findings revealed that parent participants, especially mothers, consistently engaged in four roles: (a) negotiator, (b) monitor, (c) supporter, and (d) advocate. In addition, the degree of perceived parental trust in education professionals affected the extent of their engagement in the roles of negotiator, monitor, and supporter. The data also indicated that parents' education monitoring was mediated by the trust the parents placed on the education professionals. The authors discuss the implications of the findings for the improvement of parent—professional interactions and offer recommendations for future research.

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Chapter 13: Teacher as a Family Resource and Advocate

» Journal Articles

de la Rosa, I. A., Perry, J., Dalton, L.E. (2005). Strengthening families with first-born children: Exploratory story of the outcomes of a home visiting intervention. Research on Social Work Practice, 15(5), 323-338.
http://rsw.sagepub.com

Abstract

Objective: Using a theory of change framework, this study examines outcome measures of a home visitation program that provided services to first-born children and their parents living in southwestern New Mexico. Method: Home visitation workers conducted pretest and posttest assessments for prenatal and postpartum periods for 109 families receiving services in the First-Born Program. Families were assessed using the Revised North Carolina Family Assessment Scale. Paired sample t tests were used to assess effect. Results: Clients participating in the First-Born Program displayed significantly higher posttest scores on measures of family resiliency. Specifically, clients demonstrated improved scores in operationalized measures of resilience: social support, caregiver characteristics, family interaction measures, and a reduction in personal problems affecting parenting. Conclusion: The results are promising as participants were observed to make positive improvements in specific areas related to family resiliency.

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Kaczmarek, L.A., Goldstein, H., Florey, J.D., Carter, A., & Cannon, S. (2004). Supporting families: a preschool model. Topics in Early Childhood Education, 24(4), 213-226.
http://tec.sagepub.com

Abstract

The Family-Centered Preschool Model is a family support model for center-based preschool programs. The model utilizes family consultants—parents of children with disabilities—to augment the support provided by classroom professionals. Family consultants coordinate and facilitate formal and informal family supports, maintain a close liaison with classroom program staff, and represent parents on district/ agency and community boards, councils, task forces, and advisory committees. Family supports include linking families to community resources, providing requested information through a variety of formats, assisting families in various aspects of the special education process (e.g., Individualized Education Program meetings), and helping families in the transition to school-age programs. The model includes a curriculum for the initial training of family consultants, staff training, and materials to support the functions of the family consultants. The model was implemented for 5 years in an urban school district, and evaluation data from family and staff interviews identified some of the benefits. The authors also provide recommendations for adoption of the model.

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Peterson, C.A., Luze, G.J., Eshbaugh, E.M., Jeon, H., & Kantz, K.R. (2007). Enhancing parent-child interactions through home visiting: Promising practice or unfulfilled promise? Journal of Early Intervention, 29(2), 119-140.
http://jei.sagepub.com

Abstract

Many intervention programs use home visiting to target enhanced parent-child interactions; however, few studies have examined specific intervention strategies, limiting the potential utility of evaluation results to guide practice, research, or policy effectively. In this paper, we recommend that researchers and program evaluators open the "black box" of home visiting intervention strategies. We initiate this effort by exploring the overall intervention processes in two home visiting programs and describing specific strategies (e.g., coaching and modeling) interventionists used during triadic interactions with the parent and child together. One study included 28 families parenting a child with a disability and receiving Part C services, and the second study included 92 families receiving Early Head Start services. Interventions were not homogeneous across programs or families. Minimal time was focused on facilitating parent-child interactions; when these strategies were used, however, mothers were more likely to be engaged in the intervention activities.

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Chapter 14: Preparing for Family Events

» Journal Articles

Lee, J-S & Bowen, N.K. (2006). Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children. American Educational Research Journal, 43 (2), 193-218.
http://aer.sagepub.com

Abstract

This study examined the level and impact of five types of parent involvement on elementary school children’s academic achievement by race/ethnicity, poverty, and parent educational attainment. The sample comprised 415 third through fifth graders who completed the Elementary School Success Profile. Hypotheses from Bourdieu’s theory of cultural capital were assessed with t tests, chi-square statistics, and hierarchical regressions. Consistent with the theory, parents with different demographic characteristics exhibited different types of involvement, and the types of involvement exhibited by parents from dominant groups had the strongest association with achievement. However, contrary to theoretical expectations, members of dominant and nondominant groups benefited similarly from certain types of involvement and differently from others. Implications for research and practice are discussed.

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Saracho, O.N. (2007). Hispanic families as facilitators of their children’s literacy development. Journal of Hispanic Higher Education, 6(2), 103-117.
http://jhh.sagepub.com

Abstract

Hispanic families provide children with literacy-rich environments, experiences, and interactions. Studies were reviewed to identify the Hispanic families' literacy practices, which were influenced by the families' educational levels, language, beliefs, and cultural practices. Family members can reinforce the children's literacy learning when they are presented with literacy experiences in a myriad of settings and contexts. The Hispanic family's support, school environments, school challenges, literacy intervention programs, and educational implications are discussed.

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Wollman-Bonilla, J.E. (2001). Family involvement in early writing instruction. Journal of Early Childhood Literacy, 1(2), 167-192.
http://ecl.sagepub.com

Abstract

This article focuses on the daily written replies of four case study families to their five to seven year-olds’ messages, about school activities, in Family Message Journals. Analysis of the instructional functions realized through text structure and lexico-grammatical features of families’ replies reveals how family members may have played a role in providing writing instruction. Results demonstrate that all families, regardless of sociocultural background, had the ability to skillfully scaffold learning to write through instructional feedback on children’s messages and modeling of genre conventions. In particular, the one immigrant family of English Language Learners modeled powerful writing that sometimes pushed the boundaries of mainstream genre expectations. Results demonstrate that even families typically considered less capable of participating, have much to contribute to children’s school literacy learning that may both extend classroom instruction and introduce alternative, hybrid text models. These alternative texts complicate issues of genre modeling and family involvement and suggest the need for educators to recognize the value of multiple forms of social communication beyond mainstream expectations.

Article activity:

 

Chapter 15: Schoolwide Family Involvement Activities

» Journal Articles

Ariza, E.N. (2003). Tesol tutor time homework center: a collaboration of volunteer preservice teachers in the public elementary schools. Urban Education, 38(6), 708-724.
http://uex.sagepub.com

Abstract

Bilingual parents who struggle with language acquisition themselves cannot assist their children with homework and need academic support. This report describes the inception and progress of a university/public school collaboration where preservice teachers, who are working toward endorsement in teaching English to speakers of other languages (TESOL), volunteer to teach English as a second language (ESL) students. The preservice teachers provide academic support, homework help, language practice, and comprehensive explanations for children who are struggling to either learn English or to keep up with academic assignments. The TESOL Tutor Time Homework Center provides Florida Atlantic University's students the opportunity to apply current TESOL methodologies and approaches, thus enhancing the ESL student's ability to master the English language and achieve curriculum competencies.

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Detert, J.R. & Detert, N.R. (2001). The family learning center charter school: Leadership and accountability at a crossroads. Journal of Cases in Educational Leadership, 4(2), 1-28.
http://jel.sagepub.com 

Abstract

The Family Learning Center Charter School case details the start-up and first year of operations of an elementary charter school in a diverse and relatively low-income area of St. Paul, Minnesota. The school's founder, Dr. Wayne Jennings, established the school to test his model for Community Learning Centers, designed around nineteen research-based principles. Jennings struggles to implement the model faithfully, dealing with all the other challenges of starting a new charter school, including funding problems, an inexperienced staff, and the lack of an established curriculum.

The case is useful for administrators-in-training, administrators already in leadership positions in traditional public schools, and individuals interested in exploring the establishment of a charter school. In particular, it addresses three significant questions. First, what are charter schools? Fundamentally, the case serves to clear up general misconceptions about charter schools and offer a concrete illustration. Second, how should new and innovative programs be evaluated? The case provides a format to discuss the standards, means, and length of evaluation of a program's performance. Finally, how should leadership respond as it strives to meet its goals with limited resources? Charter schools provide an exceptional level of autonomy while also demanding an unparallel demonstration of accountability.

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Lopez. M.E., Kreider, H., & Coffman, J. (2005). Intermediary organizations as capacity builders in family educational involvement. Urban Education, 40(1), 78-105.
http://uex.sagepub.com

Abstract

Although a substantial literature examines the outcomes of family involvement in education, and the family and school characteristics that support or deter such involvement, we know little about the role of national nonprofit intermediary organizations in family educational involvement. This article argues that intermediary organizations play a crucial role in capacity building for family involvement by providing alternatives to school-centered approaches to family involvement and engaging families with intensive support that schools seldom offer. It examines the functions of intermediary organizations by using a framework of capacity building at the individual, organizational, and relational levels.

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