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

ISBN-10: 1452241074

ISBN-13: 9781452241074

Edition: 3rd 2014

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Description: Constant changes in education are creating new and uncertain roles for parents and teachers that must be explored, identified, and negotiated. Preparing Educators to Engage Families: Case Studies Using an Ecological Systems Framework, Third Edition encourages readers to hone their analytic and problem-solving skills for use in real-world situations with students and their families.Organized according to Ecological Systems Theory (of the micro, meso, exo, macro, and chrono systems), this completely updated Third Edition presents research-based teaching cases that reflect critical dilemmas in family-school-community relations, especially among families for whom poverty and cultural differences are daily realities. The text looks at family engagement issues across the full continuum, from the early years through pre-adolescence.

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Book details

List price: $48.99
Edition: 3rd
Copyright year: 2014
Publisher: SAGE Publications, Incorporated
Publication date: 12/11/2013
Binding: Paperback
Pages: 232
Size: 7.25" wide x 9.00" long x 0.75" tall
Weight: 1.100

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.

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.

#60;b#62;Celina Chatman-Nelson#60;/b#62; is an independent consultant in child and youth development and social policy research. She was associate director for the Herr Research Center for Children and Social Policy at Erikson Institute until 2009, where she directed the center's efforts to translate findings from its research on early childhood policies in ways that can directly impact policy decisions and actions. Dr. Chatman-Nelson previously was associate director for the Center for Human Potential and Public Policy at the University of Chicago's Harris Graduate School of Public Policy Studies, and prior to that was a research associate at the University of Michigan. Her research focused on adolescent identity and achievement motivation in the context of race and ethnicity. Other recent publications include Developmental Pathways Through Middle Childhood and Navigating the Future: Social Identity, Coping, and Life Tasks. Dr. Chatman-Nelson completed her undergraduate studies at the Ohio State University and received a Ph.D. in psychology from Rutgers University.#60;br#62;#60;b#62;Oksana Malanchuk#60;/b#62; is Senior Research Associate in the Achievement Research Lab at the Institute for Social Research, University of Michigan. She serves as Project Manager on the Maryland Adolescent Development In Context Study (MADICS). She received her B.A. (Psychology) and Ph.D. (Social Psychology) degrees from The University of Michigan. Her research focuses on the study of social identity development, specifically gender, racial/ethnic, political and occupational identity.#60;br#62;#60;b#62;Jacquelynne Eccles#60;/b#62; is the McKeachie and Pintrich Distinguished University Professor of Psychology and Education, as well as a research scientist at the Institute for Social Research at the University of Michigan. Over the last 30 years, she has conducted research on a wide variety of topics including gender-role socialization, teacher expectancies, classroom influences on student motivation and social development in the family and school context and racial/ethnic identity development. Much of her research is based on her Expectancy-Value Model and examines adolescence as a critical period of development of multiple social and personal identities. Dr. Eccles has served as the past chair of the Advisory Committee for the Social, Behavioral and Economic Directorate at the National Science Foundation. She is a member of the MacArthur Foundation Network on Successful Adolescent Development and Chair of the MacArthur Foundation on Successful Pathways through Middle Childhood. Dr. Eccles has been the associate editor of Child Development and is co-author of Women and Sex-Roles and Managing to Succeed. She received her Ph.D. in developmental psychology from the University of California, Los Angeles in 1974. Dr. Eccles has served on the faculty at Smith College, the University of Colorado, and the University of Michigan.

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