{"title":"The Wiley Handbook of Family, School, and Community Relationships in Education","authors":"N. Chavkin","doi":"10.1002/9781119083054","DOIUrl":"https://doi.org/10.1002/9781119083054","url":null,"abstract":"","PeriodicalId":53241,"journal":{"name":"School Community Journal","volume":"29 1","pages":"371"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/9781119083054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47965722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gazi Azad, Courtney Benjamin Wolk, David S Mandell
We conducted a qualitative study using key informant interviews with 18 teachers and 39 parents of children with autism spectrum disorder (ASD) about how they would envision their ideal interactions with each other. Four main themes emerged from our content analysis. Parents and teachers were concerned about different aspects of communication with each other. Neither party wanted to ask the other for more involvement, and both attributed resistance to a lack of confidence in their expertise. Parents and teachers valued parental presence, but teachers wanted parents to be active partners in the education of their children. The results suggest possible reasons why parents and teachers of children with ASD are often dissatisfied with their interactions. Discussion centers on similarities and differences with general education, as well as on practical solutions to promote more positive exchanges between parents and teachers of children with ASD in school-based contexts.
{"title":"Ideal Interactions: Perspectives of Parents and Teachers of Children With Autism Spectrum Disorder.","authors":"Gazi Azad, Courtney Benjamin Wolk, David S Mandell","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>We conducted a qualitative study using key informant interviews with 18 teachers and 39 parents of children with autism spectrum disorder (ASD) about how they would envision their ideal interactions with each other. Four main themes emerged from our content analysis. Parents and teachers were concerned about different aspects of communication with each other. Neither party wanted to ask the other for more involvement, and both attributed resistance to a lack of confidence in their expertise. Parents and teachers valued parental presence, but teachers wanted parents to be active partners in the education of their children. The results suggest possible reasons why parents and teachers of children with ASD are often dissatisfied with their interactions. Discussion centers on similarities and differences with general education, as well as on practical solutions to promote more positive exchanges between parents and teachers of children with ASD in school-based contexts.</p>","PeriodicalId":53241,"journal":{"name":"School Community Journal","volume":"28 2","pages":"63-84"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7958697/pdf/nihms-1676393.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25495302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A Cord of Three Strands: A New Approach to Parent Engagement in SchoolsA Cord of Three Strands by Soo Hong (2011) describes the efforts of one community-based organization in downtown Chicago, Logan Square Neighborhood Association (LSNA) , to replace the "distance, tension, and antagonisms between schools and families" (p. 13) with relationships based upon collaboration. The title of this book, attributed to a parent participant, references a biblical passage to highlight that together schools, families, and communities are much stronger than when separate. This book serves as a testament to the benefits possible when schools and communities build connections that support the learning of all students, especially culturally and linguistically diverse (CLD) students whose parents historically have been excluded from schools (Valdes, 1996). Given that nationwide student populations are becoming increasingly diverse, this book offers a useful model for school leaders, educators (including preservice teachers), researchers, and community organizers who hope to address the common disconnect between schools and CLD families by establishing a new form of parent and community engagement in schools.Using ethnographic data, Hong describes the work of LSNA and its success in dismantling barriers between the community and its schools to promote the academic achievement of all its students. The involvement of LSNA in public schools in Chicago began in the 1990s when it extended its community revitalization efforts to include partnering with public schools. In 2011, LSNA worked with eight schools, and since 1995, it has led a highly successful parent mentor program that has trained and funded over 1,300 parents, predominately immigrant mothers, to spend 100 hours each volunteering in a teacher's classroom. The LSNA also offers afterschool classes for adults and programs for children in its school-based community learning centers.Because of its success in connecting schools and the community and the overwhelming positive effects on student achievement, LSNA has intrigued researchers and community organizers for several years and is the topic of other books, including A Match on Dry Grass by Mark Warren and Karen Mapp, who began this project. Hong joined the ongoing "Community Organizing and School Reform Project," led by Warren and Mapp, to study its efforts. Through monthly visits from 2006 to 2010, Hong arrived at an understanding, albeit somewhat limited, of the experience of teachers, parents, and neighborhood members.In order to show the complexity of the programs and the impacts on their participants, Hong described her research methodology as layered ethnography-combining "traditional ethnography" to describe the organization of LSNA and the parent mentor program across schools with "portraiture" (citing the work of Sara Lawrence-Lightfoot and Jessica Hoffman Davis) to document her personal interactions with two parent mentors, Graciela and Isabel. Hong's
{"title":"A Cord of Three Strands: A New Approach to Parent Engagement in Schools","authors":"Alison Turner","doi":"10.5860/choice.49-2207","DOIUrl":"https://doi.org/10.5860/choice.49-2207","url":null,"abstract":"A Cord of Three Strands: A New Approach to Parent Engagement in SchoolsA Cord of Three Strands by Soo Hong (2011) describes the efforts of one community-based organization in downtown Chicago, Logan Square Neighborhood Association (LSNA) , to replace the \"distance, tension, and antagonisms between schools and families\" (p. 13) with relationships based upon collaboration. The title of this book, attributed to a parent participant, references a biblical passage to highlight that together schools, families, and communities are much stronger than when separate. This book serves as a testament to the benefits possible when schools and communities build connections that support the learning of all students, especially culturally and linguistically diverse (CLD) students whose parents historically have been excluded from schools (Valdes, 1996). Given that nationwide student populations are becoming increasingly diverse, this book offers a useful model for school leaders, educators (including preservice teachers), researchers, and community organizers who hope to address the common disconnect between schools and CLD families by establishing a new form of parent and community engagement in schools.Using ethnographic data, Hong describes the work of LSNA and its success in dismantling barriers between the community and its schools to promote the academic achievement of all its students. The involvement of LSNA in public schools in Chicago began in the 1990s when it extended its community revitalization efforts to include partnering with public schools. In 2011, LSNA worked with eight schools, and since 1995, it has led a highly successful parent mentor program that has trained and funded over 1,300 parents, predominately immigrant mothers, to spend 100 hours each volunteering in a teacher's classroom. The LSNA also offers afterschool classes for adults and programs for children in its school-based community learning centers.Because of its success in connecting schools and the community and the overwhelming positive effects on student achievement, LSNA has intrigued researchers and community organizers for several years and is the topic of other books, including A Match on Dry Grass by Mark Warren and Karen Mapp, who began this project. Hong joined the ongoing \"Community Organizing and School Reform Project,\" led by Warren and Mapp, to study its efforts. Through monthly visits from 2006 to 2010, Hong arrived at an understanding, albeit somewhat limited, of the experience of teachers, parents, and neighborhood members.In order to show the complexity of the programs and the impacts on their participants, Hong described her research methodology as layered ethnography-combining \"traditional ethnography\" to describe the organization of LSNA and the parent mentor program across schools with \"portraiture\" (citing the work of Sara Lawrence-Lightfoot and Jessica Hoffman Davis) to document her personal interactions with two parent mentors, Graciela and Isabel. Hong's","PeriodicalId":53241,"journal":{"name":"School Community Journal","volume":"25 1","pages":"243"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71135670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Book Review of When Middle-Class Parents Choose Urban Schools: Class, Race, and the Challenge of Equity in Public EducationIn the midst of reports that American schools are becoming more segregated by race and socioeconomic group, there is a smaller converse trend. An increasing number of middle-class parents are choosing to send their children to diverse public schools, particularly in urban areas. These parents often become active volunteer leaders of the school.Linn Posey-Maddox describes such a situation in When Middle-Class Parents Choose Urban Schools (2014). Her book, based on her doctoral dissertation, focuses on her extensive research at one elementary school in an urban district in Northern California. Parents from a predominantly White middle-class area within the school's enrollment zone consciously chose to send their children to this Title I school, which had a predominantly African American population, instead of private schools or other public schools permitted under the district's open choice policy. Posey-Maddox notes that the small school, which she calls Morningside Elementary, was respected for its strong leadership and low teacher turnover, as well as its success with students enrolled at the time. Yet White middle-class parents for years had simply driven by the school and determined it wasn't for them.The newcomer parents, seeking the experience of a diverse public school, became avid supporters of the school, volunteering many hours and bringing in extraordinary resources which included funding teaching positions and a mental health coordinator. Posey-Maddox focuses her research on the impact of this parental involvement on the school in the short- and long-term.The greatest strength of Posey-Maddox's book is its detailed effort to carefully examine the impact on a school of changing patterns of race and class, not just among students and faculty, but among parents. Many view the role of parent volunteers within a school as a minor element in the education of children. Posey-Maddox illustrates how it can be a major factor in the very heart of a school, not only today but in years to come.Posey-Maddox spent extensive time in the school as an observer, including volunteering in the fifth grade for several months. She conducted numerous interviews and two targeted surveys to gather further data. She analyzed school demographic data over several years, not just in broad strokes, but broken down by grade level and neighborhood.After in-depth research and analysis, Posey-Maddox tells a cautionary tale. Middle- and upper-middle-class parents did indeed add volunteer hours and resources to the school. However, according to Posey-Maddox, they changed the very fabric of the school over a span of some five years:Middle-class parents helped to garner or sustain many academic and extracurricular programs and resources at Morningside, and many of these resources benefited the collective student body. Yet these parents' fundraising, vol
{"title":"Book Review of When Middle-Class Parents Choose Urban Schools: Class, Race, and the Challenge of Equity in Public Education","authors":"E. Kugler","doi":"10.5860/choice.185220","DOIUrl":"https://doi.org/10.5860/choice.185220","url":null,"abstract":"Book Review of When Middle-Class Parents Choose Urban Schools: Class, Race, and the Challenge of Equity in Public EducationIn the midst of reports that American schools are becoming more segregated by race and socioeconomic group, there is a smaller converse trend. An increasing number of middle-class parents are choosing to send their children to diverse public schools, particularly in urban areas. These parents often become active volunteer leaders of the school.Linn Posey-Maddox describes such a situation in When Middle-Class Parents Choose Urban Schools (2014). Her book, based on her doctoral dissertation, focuses on her extensive research at one elementary school in an urban district in Northern California. Parents from a predominantly White middle-class area within the school's enrollment zone consciously chose to send their children to this Title I school, which had a predominantly African American population, instead of private schools or other public schools permitted under the district's open choice policy. Posey-Maddox notes that the small school, which she calls Morningside Elementary, was respected for its strong leadership and low teacher turnover, as well as its success with students enrolled at the time. Yet White middle-class parents for years had simply driven by the school and determined it wasn't for them.The newcomer parents, seeking the experience of a diverse public school, became avid supporters of the school, volunteering many hours and bringing in extraordinary resources which included funding teaching positions and a mental health coordinator. Posey-Maddox focuses her research on the impact of this parental involvement on the school in the short- and long-term.The greatest strength of Posey-Maddox's book is its detailed effort to carefully examine the impact on a school of changing patterns of race and class, not just among students and faculty, but among parents. Many view the role of parent volunteers within a school as a minor element in the education of children. Posey-Maddox illustrates how it can be a major factor in the very heart of a school, not only today but in years to come.Posey-Maddox spent extensive time in the school as an observer, including volunteering in the fifth grade for several months. She conducted numerous interviews and two targeted surveys to gather further data. She analyzed school demographic data over several years, not just in broad strokes, but broken down by grade level and neighborhood.After in-depth research and analysis, Posey-Maddox tells a cautionary tale. Middle- and upper-middle-class parents did indeed add volunteer hours and resources to the school. However, according to Posey-Maddox, they changed the very fabric of the school over a span of some five years:Middle-class parents helped to garner or sustain many academic and extracurricular programs and resources at Morningside, and many of these resources benefited the collective student body. Yet these parents' fundraising, vol","PeriodicalId":53241,"journal":{"name":"School Community Journal","volume":"24 1","pages":"225"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71024604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nadine M Finigan-Carr, Nikeea Copeland-Linder, Denise L Haynie, Tina L Cheng
Interventions targeting parents of young children have shown effectiveness, but research is lacking about best practices for engaging parents of early adolescents. Low levels of enrollment and attendance in parenting interventions present major problems for researchers and clinicians. Effective and efficient ways to engage and collaborate with parents to strengthen parenting practices and to promote healthy development of early adolescents are needed. This exploratory mixed methods study examined the feasibility of three methods of engaging parents in positive parenting activities. Participants were parents of youth ages 11-13 enrolled in three urban, public middle schools in neighborhoods characterized by high rates of community violence. Families (N = 144) were randomized into one of three interventions: six home sessions, two home sessions followed by four group sessions, or six group sessions. The majority of parents were single, non-Hispanic, African American mothers. Urban parents of middle school students were more likely to participate in home visits than in group sessions; offering a combination did not increase participation in the group sessions. As only 34% of those who consented participated in the intervention, qualitative data were examined to explain the reasons for non-participation.
{"title":"Engaging Urban Parents of Early Adolescents in Parenting Interventions: Home Visits vs. Group Sessions.","authors":"Nadine M Finigan-Carr, Nikeea Copeland-Linder, Denise L Haynie, Tina L Cheng","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Interventions targeting parents of young children have shown effectiveness, but research is lacking about best practices for engaging parents of early adolescents. Low levels of enrollment and attendance in parenting interventions present major problems for researchers and clinicians. Effective and efficient ways to engage and collaborate with parents to strengthen parenting practices and to promote healthy development of early adolescents are needed. This exploratory mixed methods study examined the feasibility of three methods of engaging parents in positive parenting activities. Participants were parents of youth ages 11-13 enrolled in three urban, public middle schools in neighborhoods characterized by high rates of community violence. Families (<i>N</i> = 144) were randomized into one of three interventions: six home sessions, two home sessions followed by four group sessions, or six group sessions. The majority of parents were single, non-Hispanic, African American mothers. Urban parents of middle school students were more likely to participate in home visits than in group sessions; offering a combination did not increase participation in the group sessions. As only 34% of those who consented participated in the intervention, qualitative data were examined to explain the reasons for non-participation.</p>","PeriodicalId":53241,"journal":{"name":"School Community Journal","volume":"24 2","pages":"63-82"},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4844490/pdf/nihms-751720.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34498217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Parents are the primary managers of children’s development during their early years and greatly influence how children are primed for school. There fore, understanding children’s school preparation should involve appreciation for the unique developmental histories and perspectives that parents bring to the relationship with the child, with the teacher, and with the school. The purpose of this qualitative study was to explore mothers’ memories of their own schooling and how those memories currently influence their behaviors in preparing their children for school. Forty mothers with preschool-aged children participated in a semistructured interview on their school-related histories. Analyses of the interviews revealed four themes related to mothers’ own memories as the most meaningful in guiding their behaviors in preparing their own children for school: (1) intergenerational influences, reflecting how they, themselves, were primed for and supported through school, (2) transitions between school settings or grade levels as sensitive periods, (3) school settings, including characteristics of schools they attended and goodness of fit, and (4) diversity, particularly lack of diversity or an appreciation of diversity in their own schooling. Findings underscore the importance of understanding parents’ educational histories in order to better understand children and highlights the types of memories that may be most lasting and influential for mothers as they prepare their children for school. We discuss implications for educators to strengthen family connections, as well as implications for future research.
{"title":"Maternal Recollections of Schooling and Children's School Preparation","authors":"Kyle E. Miller, J. Dilworth-Bart, Amanda R. Hane","doi":"10.1037/e619182009-001","DOIUrl":"https://doi.org/10.1037/e619182009-001","url":null,"abstract":"Parents are the primary managers of children’s development during their early years and greatly influence how children are primed for school. There fore, understanding children’s school preparation should involve appreciation for the unique developmental histories and perspectives that parents bring to the relationship with the child, with the teacher, and with the school. The purpose of this qualitative study was to explore mothers’ memories of their own schooling and how those memories currently influence their behaviors in preparing their children for school. Forty mothers with preschool-aged children participated in a semistructured interview on their school-related histories. Analyses of the interviews revealed four themes related to mothers’ own memories as the most meaningful in guiding their behaviors in preparing their own children for school: (1) intergenerational influences, reflecting how they, themselves, were primed for and supported through school, (2) transitions between school settings or grade levels as sensitive periods, (3) school settings, including characteristics of schools they attended and goodness of fit, and (4) diversity, particularly lack of diversity or an appreciation of diversity in their own schooling. Findings underscore the importance of understanding parents’ educational histories in order to better understand children and highlights the types of memories that may be most lasting and influential for mothers as they prepare their children for school. We discuss implications for educators to strengthen family connections, as well as implications for future research.","PeriodicalId":53241,"journal":{"name":"School Community Journal","volume":"68 1","pages":"161-184"},"PeriodicalIF":0.0,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57926534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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