Author : Bethany Anson-Wesson
Publisher :
Page : 226 pages
File Size : 46,61 MB
Release : 2019
Category : Dissertations, Academic
ISBN :
"The purpose of this study was to compare teachers' and parents' perceptions of kindergarten readiness, literacy scores, and preschool experiences. Parent and teacher perceptions were examined and used to measure the differences and determine if there is significance in readiness and outcomes." -- Abstract
Author : Susan B. Neuman
Publisher : Brookes Publishing Company
Page : 388 pages
File Size : 30,14 MB
Release : 2008
Category : Education
ISBN :
"Breaking the cycle of poverty by improving education and literacy: that's the ultimate goal of this trailblazing book from top experts. Educating the Other America brings together more than 30 of the biggest names in education to tackle the challenges faced by children who live below the poverty line - and offer fresh, cutting-edge ideas for closing the achievement gap." "Representing the most creative thinking from the best minds in education, this groundbreaking resource illuminates the challenges of poverty and gives professionals the knowledge they need to help students succeed - both in school and for the rest of their lives."--BOOK JACKET.
Author : Joyce L. Epstein
Publisher : Corwin Press
Page : 508 pages
File Size : 33,61 MB
Release : 2018-07-19
Category : Education
ISBN : 1483320014
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author : Michel Boivin
Publisher : Guilford Publications
Page : 382 pages
File Size : 48,32 MB
Release : 2013-09-26
Category : Psychology
ISBN : 1462511570
Grounded in cutting-edge developmental research, this book examines what school readiness entails and how it can be improved. Compelling longitudinal findings are presented on the benefits of early intervention for preschoolers at risk due to poverty and other factors. The volume identifies the cognitive, language, behavioral, motor, and socioemotional skills that enable young children to function successfully in school contexts. It explores specific ways in which school- and family-based interventions--including programs that target reading and language, math, self-regulation, and social-emotional development--can contribute to school readiness. The book also addresses challenges in the large-scale dissemination of evidence-based practices.
Author : Michelle Beth Jackson
Publisher :
Page : 42 pages
File Size : 48,28 MB
Release : 2011
Category :
ISBN :
Research shows that children who are frequently read to by their caregivers have both more complex narratives and higher school-readiness scores. Research also shows that these effects are stronger when parents use dialogic and interactive reading styles. Of interest in the present study was the impact of the home literacy environment and parent-child reading styles on both narrative production and school-readiness as children approach preschool. This study also examines the concurrent relationship between narrative production and school-readiness. Data were collected on parent-child dyads and compared with data from children's previous laboratory visits at 18 months and 24 months of age. The Home Literacy Environment (HLE) was assessed through parent report on the HLEQ. Parent-child reading style and narrative complexity were assessed through laboratory observation of parent-child reading and child narrative production. Child language measures were transcribed from 10 minutes of shared reading and 10 minutes of narrative elicitation. Finally, school readiness was assessed by The Lollipop Test: Diagnostic Screening Test of School Readiness. It was predicted that the HLEQ and parent-child reading styles would differentially predict narrative production and school readiness scores and that parent-child reading styles would be the stronger predictor. It was also predicted that more complex narratives would be associated with higher school readiness scores. As anticipated, parent-child reading styles were a significant predictor of narrative production. However, parent-child reading styles did not significantly predict school readiness whereas narrative production was associated with school readiness scores. Surprisingly, the HLEQ did not predict either narrative production or school readiness. Directions for future research include exploring the apparent indirect relation between reading styles and school readiness as well as confirming the current results in larger samples.
Author : Catherine E. Snow
Publisher :
Page : 272 pages
File Size : 41,29 MB
Release : 1991
Category : Education
ISBN :
Unfulfilled Expectations examines the home and family characteristics, school teaching practices, and family-school relationships that affect the literacy development of low-income children. Eschewing comparisons across social class, the authors focus exclusively on an ethnically diverse group of low-income children in grades two, four, and six, the thirty-two subjects of an intensive two-year study and a follow-up study five years later. The authors pinpoint the diverse home factors that can explain differential achievement by youngsters from the same socioeconomic background. These include the familys own uses of literacy, their attitudes toward and communication with the schools, their social networks, their rules and schedules, and their susceptibility to economic and psychological stress. The book challenges assumptions about low-income families commitment to and interest in their childrens schooling and offers valuable recommendations for parents, teachers, and administrators to ensure that low-income children fulfill their early promise.
Author : Christine Winquist Nord
Publisher :
Page : 16 pages
File Size : 50,29 MB
Release : 2000
Category : Education
ISBN :
Author :
Publisher :
Page : 748 pages
File Size : 20,92 MB
Release : 2001
Category : Education
ISBN :
Author : Joyce L Epstein
Publisher : Routledge
Page : 656 pages
File Size : 24,17 MB
Release : 2018-04-17
Category : Education
ISBN : 042996322X
School, Family, and Community Partnerships: Preparing Educators and Improving Schools addresses a fundamental question in education today: How will colleges and universities prepare future teachers, administrators, counselors, and other education professionals to conduct effective programs of family and community involvement that contribute to students' success in school? The work of Joyce L. Epstein has advanced theories, research, policies, and practices of family and community involvement in elementary, middle, and high schools, districts, and states nationwide. In this second edition, she shows that there are new and better ways to organize programs of family and community involvement as essential components of district leadership and school improvement. THE SECOND EDITION OFFERS EDUCATORS AND RESEARCHERS: A framework for helping rising educators to develop comprehensive, goal-linked programs of school, family, andcommunity partnerships. A clear discussion of the theory of overlapping spheres of influence, which asserts that schools, families, and communitiesshare responsibility for student success in school. A historic overview and exploration of research on the nature and effects of parent involvement. Methods for applying the theory, framework, and research on partnerships in college course assignments, classdiscussions, projects and activities, and fi eld experiences. Examples that show how research-based approaches improve policies on partnerships, district leadership, andschool programs of family and community involvement. Definitive and engaging, School, Family, and Community Partnerships can be used as a main or supplementary text in courses on foundations of education methods of teaching, educational administration, family and community relations, contemporary issues in education, sociology of education, sociology of the family, school psychology, social work, education policy, and other courses that prepare professionals to work in schools and with families and students.
Author : National Research Council
Publisher : National Academies Press
Page : 587 pages
File Size : 36,9 MB
Release : 2015-07-23
Category : Social Science
ISBN : 0309324882
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
