Family-School Partnerships During the Early School Years / Research on Family-School Partnerships (PDF)
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This book presents research-based family-school intervention programs that target the specific developmental period of preschool through the early elementary years, focusing on promoting positive child transitions into school. It explores critical intervention issues, including the need to understand mechanisms of efficacy, issues with real-world implementation, and methods for scaling family-school interventions. The volume references developmental research to highlight the importance of family-school partnerships at this critical transition period. Several chapters briefly describe research on proven intervention models that are effective in promoting family-school partnerships as children enter kindergarten and foster positive school outcomes.
Each chapter concludes with a review of the most critical next steps in family-school intervention research within the context of the early school years. At the end of the book, several commentary chapters address overall implications for future research and methods for advancing the field, including perspectives on research-informed family-school practices and policies. Not only does the volume highlight interventions that work effectively to engage families with schools, it focuses on identifying critical components and processes that may underlie effective intervention outcomes and offers agendas for future research and intervention diffusion efforts.
Key topics of coverage include:
- Presenting the logic model of the intervention program.
- Exploring questions concerning critical elements of family-school partnerships that may account for children's positive outcomes. Discussing the challenges and strategies for scalability and broad diffusion.
Family-School Partnerships During the Early School Years is a valuable resource for researchers, professionals and graduate students in child and school psychology, educational policy and politics, family studies, developmental psychology, sociology of education, sociology, and anthropology.
Susan M. Sheridan, Ph.D., is a George Holmes University Professor of Educational Psychology at the University of Nebraska-Lincoln whose research focuses on family-school partnerships and family engagement. For more than 30 years, she has been researching the efficacy of two relationally oriented, strengths-based interventions aimed at supporting parent-teacher collaboration across the early childhood (birth to age 5) and school age years (kindergarten to grade 3). The Getting Ready intervention promotes parents' competence in supporting children's early development through strategies that enhance engagement and goal-directed partnerships. Teachers and Parents as Partners (also known as conjoint behavioral consultation) supports shared responsibilities and joint problem solving among parents and teachers of elementary aged children to address challengingbehaviors and promote
- 2021, 1st ed. 2022, 150 Seiten, Englisch
- Herausgegeben: Karen L. Bierman, Susan M. Sheridan
- Verlag: Springer International Publishing
- ISBN-10: 3030746178
- ISBN-13: 9783030746179
- Erscheinungsdatum: 25.11.2021
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