Parents And Schools Together

This study demonstrates how narratives by Frederick Douglass and Herman Melville argue that subjugation is an unnatural condition and that left on their own, all men will join together into communities to fully realize theit potential as men.

For courses in Parents/Home-School Relations in Early Childhood Education and Elementary Education. Parents as Partners in Education: Families and Schools Working Together, seventh edition, is the most comprehensive book on the market covering the history of parenting and parent/school collaboration, current issues and population trends affecting American schools and communities, diverse family structures, and techniques for establishing a connection with parents and encouraging involvement with their child's learning. Many chapters also feature sample case studies of children. Throughout, students will find useful illustrations, summaries, review questions, and Web links. Following the introductory chapter that provides a rationale for strong family involvement, Chapter 2 provides an overview of population and immigration trends, diverse family structures. Chapter 3 discusses ways to understand the community with which professionals work, cultural diversity, and the diverse ethnic groups that compose American communities. An historical overview of family life and parent involvement follows in Ch. 4. Methods of working with diverse families are covered in Chapters 5-7: effective home-school-community relationships, communication and parent programs, and developing collaborative relationships with parents. Presentation on school-based parent involement programs and home-based parent involvement programs follow in Chapters 8 and 9. The text ends with three chapters on working with parents of a child with disabilities (to understand processes in schools, parents' rights, and laws in special education), child abuse (including bullying and ways to spot and intervene in abuse situations), and children's and parents' rights and advocacy.

Parents as Partners in Education, Eighth Edition, is uniquely the most comprehensive book on the market covering the history of family/school collaboration, current issues and population trends affecting American schools and communities, diverse family structures, and techniques for establishing connections with parents and encouraging involvement with their childês learning. Based on the notion of funds of knowledge, the knowledge that children acquire from their families, this best-selling textbook helps the reader differentiate between culture and diversity as they relate to culturally and linguistically diverse families. This edition, with a new co-author, emphasizes on understanding families' funds of knowledge, discusses culturally relevant pedagogy to work with families and children, particularly those who are English language learners and/or immigrants, and provides an expanded section on working with families who have children with autism. A special focus on culturally and linguistically diverse children with special needs is a remarkable aspect of the book. Key additions and changes to this edition include: more practical ideas and tips for teachers on how to work with culturally and linguistically diverse children and their families in a classroom setting; applicable information on how to build parent involvement programs; strategies for working with culturally diverse students who have Autism Spectrum Disorder and their families; emphasis on the value of pre-school and pre-K programs methods for working with English Language Learners and their families, including a section on second language acquisition. Rooted in the premise that once educators understand the value of families for healthy development they can begin to create strong partnerships to assist children in successful experiences in school. Parents as Partners in Education: Families and Schools Working Together, Eighth Edition will be a key component to teachers gaining this knowledge and using it in the classroom for the betterment of all children and their families.

Provides advice for elementary teachers on collaborating with parents to enhance a child's educational experience.

Parents and Schools Together shows administrators, teachers, and parents how to work together to produce high achieving students in urban school districts. We all know that in this fast-paced world of standards and commitments, it’s easy to forget what schools and parents are all about. There are things that schools can do to show parents the way to raise successful students. Parents have to help in order for schools to be high performing. Schools, especially schools of poverty and low achievement, have to have parent help if they are going to make it. Parents can’t use the excuse that they don’t know what to do or I’m not going to do that anymore. When schools enlist the help of parents, schools can begin to harness the full effect of all adults tag teaming together to raise students up to the levels they are capable of. Parents and School Together shows that it’s not just the school’s job to raise kids and it’s not just the parent’s job to raise kids. It takes both working together to raise successful students and kids.

Previous edition (9th) entitled Parents as partners in education and entered under: Eugenia Hepworth.

This volume will address major frameworks for understanding family involvement and government support of family involvement projects in the initial chapters. The following six chapters present a theoretical base for understanding school, family, and commu-nity partnerships and research supporting promising practices. Included within each chapter are examples of research in action, focusing on spe-cific interactive activities or programs designed to bring families and schools together. Such promising practices are organized into chapters dealing with two-way home-school communication, family literacy projects, school-site parent centers, parent- school collaborative governance, and family-school education programs spanning infancy through young adult-hood. The monograph concludes with a chapter on teacher preparation for work with family, school, and community partnership issues. Besides their research expertise, each author brings a unique back-ground as classroom teacher, parent, and community social advocate to their writing. Individually, most of us have spent our early professional years within the classroom, acquiring the value of connecting home with school for the benefit of the children. As parents and grandparents, we have advocated for parental interests within the school. As community advocates, we strive for collaborative communication across groups who serve children and their families. We invite you to share our passion for working with families and community groups within our schools.