Preparing Educators to Engage Families Case Studies Using an Ecological Systems Framework

ISBN-10: 1412974372
ISBN-13: 9781412974370
Edition: 2nd 2010
List price: $40.99 Buy it from $0.01
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Book details

List price: $40.99
Edition: 2nd
Copyright year: 2010
Publisher: SAGE Publications, Incorporated
Publication date: 1/19/2010
Binding: Paperback
Pages: 200
Size: 7.25" wide x 8.75" long x 0.50" tall
Weight: 0.748
Language: English

Holly Kreider is a Project Manager and Research Associate at Harvard Family Research Project. Dr. Kreider leads family involvement research on the School Transition Study, a longitudinal, mixed-method study of low-income childrens successful development through middle childhood. She also co-founded the Family Involvement Network of Educators (FINE), which makes research findings on family-school-community partnerships accessible and applicable to education professionals nationwide. Dr. Kreiders research interests include the processes and outcomes of family involvement for the development of children and youth, particularly underserved low-income children; qualitative and mixed methodologies in social science research; and innovative pedagogy in higher education, including the case method. She also serves as an instructor at the Harvard Graduate School of Education, co-teaching a module on Family-School Partnerships. Prior to joining HFRP, she worked as an evaluation consultant to public schools and residential treatment facilities and as a counselor with children, youth and families. Publications include New Skills for New Schools: Preparing teachers in family involvement ; Child Care Resource and Referral Agencies: Training child care providers to support families , and Making it work: Low-income working mothers involvement in their childrens education . Dr. Kreider received her Ed.D. from Harvard University.

Heather B. Weiss is founder and director of the Harvard Family Research Project (HFRP; www.hfrp.org) and senior research associate/instructor at the Harvard Graduate School of Education. Founded in 1983, HFRP's mission is to improve practice, intervention, and policy to support children's successful development from birth to adulthood. Dr. Weiss and her HFRP colleagues conduct, synthesize, and disseminate research and evaluation information and develop professional and organizational learning tools that support evaluation, continuous improvement, and accountability and that spark innovation. A cornerstone of HFRP's work is the promotion, documentation, and assessment of complementary learning: strategies that support children's learning and development in family and community settings as well as school contexts. Under Dr. Weiss's leadership, HFRP created the national Family Involvement Network of Educators (FINE); informed policy development in the areas of children, youth and families; and significantly expanded its complementary learning resources to include early childhood education, afterschool and expanded learning time opportunities, and digital media and learning. Dr. Weiss writes, speaks, and advises on programs and policies for children and families and is a consultant and advisor to numerous foundations on strategic grant making and evaluation. Her recent publications focus on reframing research and evaluation to support continuous improvement and results-based decision making, examining the case for complementary learning from a research and policy perspective, and assessing new ways of providing and evaluating professional development. Dr. Weiss received her EdD in education and social policy from Harvard University.

Preface
Acknowledgments
Introduction: Preparing Educators in Family Engagement
About Family Engagement in Education
How to Use the Casebook
The Microsystem
Theoretical Perspectives on the Microsystem
Motivation to Learn
A Developmental-Contextual Perspective
The Microsystem Cases
A Special Education Plan for Anabela: Does Supporting Her Needs Mean Holding Her Back?
My Favorite Subject Is Lunch: Motivating a Disengaged Student
The Mesosystem
Theoretical Perspectives on the Mesosystem
Social Executive Functioning
Community Support for Family Engagement in Children's Learning
The Mesosystem Cases
Lunchtime at Sunnydale Elementary School: What Do First Graders Need?
Defining "Fine": Communicating Academic Progress to Parents
Bilingual Voices and Parent Classroom Choices: Family Engagement in Language and Literacy
The Exosystem
Theoretical Perspectives on the Exosystem
School-Based Family Support
The Exosystem Cases
Afterschool for Cindy: Family, School, and Community Roles in Out-of-School Time
Piecing It Together: Linking Systems to Support a Student and Family
The Macrosystem
Theoretical Perspectives on the Macrosystem
Ecocultural Understanding
Ethnic and Racial Diversity
The Macrosystem Cases
What Words Don't Say: Talking About Racism
Raising Children Alone: Poverty, Welfare Reform, and Family Involvement
Learning in the Shadow of Violence: Community, Culture, and Family Engagement
The Chronosystem
Theoretical Perspectives on the Chronosystem
Families, Time, and Learning
The Chronosystem Cases
Tomasito Is Too Big to Hold Hands: The Developing Child and the Home-School Relationship
Staying on the Path Toward College: One Boy at the Crossroads
Glossary
References
Index
About the Authors
About the Contributors

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