This volume focuses on how family-school partnerships are conceptualized, defined, and operationalized as well as the research that is needed to advance these foundational issues. Each chapter integrates prevailing approaches into a research-based framework for supporting learning from pre-K through high school. The book incorporates structural and relational methods into the larger context of educational processes to promote research about collaboration and to improve the academic and behavioral development of students. Diverse theories and models of family-school alliances demonstrate approaches and interventions that are goal-directed and strengths-based, respectful and responsive. In addition, the book analyzes cognitive, behavioral, and interpersonal aspects of partnership and discusses different methods of assessing parental involvement and student outcomes.

Included in the coverage are innovative, agenda-setting discussions on:

• Definitions and conceptual frameworks of family-school partnerships.
• Need-satisfying partnerships.
• Diverse parent perspectives and participation.

• Measurement of family-school partnership constructs over time.
  Foundational Aspects of Family-School Partnership Research is an essential 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.

  Synthesizes foundational school-family partnership studies by seminal researchers Offers perspectives across such related disciplines as psychology, sociology, education, and methodology Dismantles the typical silo approach used in most research investigations Encourages cross-fertilization of research methods and findings on how families and schools can collaborate more effectively to improve student outcomes Includes supplementary material: sn.pub/extras

  Autorentext

Susan M. Sheridan, Ph.D., is a George Holmes University Professor of Educational Psychology and Director of the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska-Lincoln, well known for her research on family-school partnerships and family engagement. She has managed numerous significant federal grants investigating the efficacy of a consultation-based partnership model, which have resulted in several publications and professional presentations. She has received several professional awards and has served in many leadership positions in the fields of school and educational psychology.

Elizabeth Moorman Kim, Ph.D., received her doctorate in Developmental Psychology from the University of Illinois at Urbana-Champaign. She is currently co-principal investigator of a federally funded research project examining the effects of interventions targeting parental involvement in children's learning and family-school partnerships housed at the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska-Lincoln. Her research interests include family-school partnerships, parenting, and children's motivation and achievement in school.

Inhalt

Chapter 1. Foundational Aspects of Family-School Connections: Definitions, Conceptual Frameworks, and Research Needs; Elizabeth Moorman Kim, Susan M. Sheridan .- Chapter 2. Core Components of Family-School Connections: Toward a Model of Need Satisfying Partnerships; Wendy S. Grolnick, Jacquelyn N. Raftery-Helmer .- Chapter 3. Diverse Perspectives of Parents, Diverse Concepts of Parent Involvement and Participation: What Can They Suggest to Researchers?; Carolyn Pope Edwards, Traci Shizu Kutaka .- Chapter 4. Capturing Family-School Partnership Constructs Over Time: Creating Developmental Measurement Models; Deborah L. Bandalos, Katherine A. Raczynski .- Chapter 5. Measuring Parents' Involvement in Children's Education; Eva M. Pomerantz, Jennifer D. Monti .- Chapter 6. Family-School Partnerships in a Context of Urgent Engagement: Rethinking Models, Measurement, and Meaningfulness; Christine M. McWayne .