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School, Family, and Community Partnerships

How can teachers and administrators be prepared to create partnerships with families and communities? Nationwide, rhetoric in favor of parent involvement is high, but the quality of most programs still is low. Part of the problem is that most teacher education, administrative training, and other education of school professionals omit topics of school, family, and community partnerships. Instead, educators are prepared in limited ways to deal with parents when problems occur. Well-known and respected author Joyce Epstein updates her acclaimed School, Family, and Community Partnerships to reflect the past ten years of study and advancements. New readings address this growing field and offer expanded consideration of district leadership and its impact on school programs. Epstein contends it is now possible to prepare teachers and administrators with a solid base of knowledge on partnerships. Theoretical perspectives and results from research and development can and should be shared with educators. As partners, parents and teachers share responsibility for the education and development of their children. Common messages and collaborative activities of home and school help to promote student success, prevent problems, and solve those that arise. Epstein provides the material needed to help current educators and educators in training think about, talk about, and then act to develop comprehensive programs of school, family, and community partnerships. This collection is designed for use in courses of teacher education, preparation of school administrators, and other courses that prepare professionals to understand and to work in schools and with families and students. It is a definitive resource both in and out of the classroom with comments, discussion questions, activities, and field experiences in each of the chapters.
Product Details

Table of Contents

List of Tables and Figures Preface and Acknowledgments Part One - Understanding School, Family, and Community Partnerships 1 Introduction Matching Rhetoric with Practice The Need The Gap Evidence of Change Policies Encourage Preparation on Partnerships More Is Needed The Goals Achieving the Goals Using This Volume Setting a Course Featured Topics for Discussion Activities and Exercises Summary References 2 Theory and Overview Reading 2.1: Toward a Theory of Family-School Connections: Teacher Practices and Parent Involvement, Joyce L. Epstein Reading 2.2: Moving Forward: Ideas for Research on School, Family, and Community Partnerships, Joyce L. Epstein and Steven B. Sheldon Discussion and Activities 3 Research Reading 3.1: Parent Involvement: A Survey of Teacher Practices, Henry Jay Becker and Joyce L. Epstein Reading 3.2: Teachers' Reported Practices of Parent Involvement: Problems and Possibilities, Joyce L. Epstein and Henry Jay Becker Reading 3.3: School Programs and Teacher Practices of Parent Involvement in Inner-City Elementary and Middle Schools, Joyce L. Epstein and Susan L. Dauber Reading 3.4: Parents' Reactions to Teacher Practices of Parent Involvement, Joyce L. Epstein Reading 3.5: Single Parents and the Schools: Effects of Marital Status on Parent and Teacher Interactions, Joyce L. Epstein Reading 3.6: Parents' Attitudes and Practices of Involvement in Inner-City Elementary and Middle Schools, Susan L. Dauber and Joyce L. Epstein Reading 3.7: Effects on Student Achievement of Teachers' Practices of Parent Involvement, Joyce L. Epstein Reading 3.8: Homework Practices, Achievements, and Behaviors of Elementary School Students, Joyce L. Epstein Reading 3.9: Student Reactions to Teachers' Practices of Parent Involvement, Joyce L. Epstein Discussion and Activities Part Two - Applying Research on School, Family, and Community Partnerships 4 Policy Implications Reading 4.1: Parent Involvement: State Education Agencies Should Lead the Way, Joyce L. Epstein Reading 4.2: Sample State and District Policies on School, Family, and Community Partnerships Reading 4.3: Research Meets Policy and Practice: How Are School Districts Addressing NCLB Requirements for Parental Involvement?, Joyce L. Epstein Discussion and Activities 5 A Practical Framework for Developing Comprehensive Partnership Programs Reading 5.1: School, Family, and Community Partnerships--Caring for the Children We Share, Joyce L. Epstein Discussion and Activities 6 Practical Applications: Linking Family and Community Involvement to Student Learning Reading 6.1: More Than Minutes: Teachers' Roles in Designing Homework, Joyce L. Epstein and Frances L. Van Voorhis Reading 6.2: Teachers Involve Parents in Schoolwork (TIPS): Interactive Homework in Math, Science, and Language Arts, Joyce L. Epstein Reading 6.3: Organizing Productive Volunteers in the Middle Grades, Joyce L. Epstein Discussion and Activities 7 Strategies for Action in Practice, Policy, and Research Discussion and Activities Index

About the Author

Joyce L. Epstein is director of the centre on School, Family, and Community Partnerships and National Network of Partnership Schools, principal research scientist at the centre for Research on the Education of Students Placed at Risk, and research professor of sociology at Johns Hopkins University. She is the author of more than 100 publications on the nature and effects of family involvement.


"This book should be required reading in any course on school improvement or school leadership, and for anyone seeking to look beyond quick fixes towards more durable supports for student learning." -Carolyn Riehl, Ph.D., Teachers College, Columbia University "Provides a firm foundation for the challenge inherent in implementing the complex process of school, family, and community interaction." -Journal of Education for Students Placed at Risk "Offers educators a framework for thinking about, talking about, and actually building comprehensive programs for school and family partnerships." -Hispanic Outlook "The strengths of this book are: 1) its extensive research on parents and their perceptions of school involvement; teacher perception and understanding of parent involvement; and students' thinking about family involvement, 2) its combination of research and application, and policy initiatives in one text, 3) the clear, matter-of-fact writing style, which draws the reader into the work, and 4) the detailed history of the theories and practices of the family-school relationship in children's learning." -Teachers College Record"Well-organized and contains activities based on theory and research that all school leaders can really put into practice." --NASSP Bulletin

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