Parents' assistance of their children's scientific reasoning. Cognition and
Instruction, 17(4), 343–78 ... In J. Luke & D. McCreedy (Eds.), Special issue: Rethinking parent engagement in children's learning. Museums & Social Issues:
A Journal of ...
Author: John H. Falk
Publisher: Rowman & Littlefield
Category: Business & Economics
In the second edition of their 2000 book, John H. Falk and Lynn D. Dierking offer an updated version of the Contextual Model of Learning, as well as present the latest advances in museum research, theory, and practice in order to provide readers an inside view of how and why people learn from their museum experiences.
An interesting example of the use of documentation in terms of parents' engagement is given in the work of Jeanette ... parents by personally inviting
them to contribute comments on their children's learning at home (through the
strategy of ...
Author: Sophie Alcock
The conceptualisation and practice of play is considered core to early childhood pedagogy. In this essential text, contributors from a range of countries and cultures explore how play might be defined, encouraged and interpreted in early childhood settings and practice. Rethinking Play as Pedagogy provides a fresh perspective of play as a purposeful pedagogy offering multi-layered opportunities for learning and development. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection and editorial provocations, this volume will help students engage critically with a variety of understandings of play, and diverse approaches to harnessing children’s natural propensity to play. Considering the role of the learning environment, the practitioner, the wider community, and policy, chapters are divided into four key sections which reflect major influences on practice and pedagogy: Being alongside children Those who educate Embedding families and communities Working with systems Offering in-depth discussion of diverse perceptions, potentials and practicalities of early childhood play, this text will enhance understanding, support self-directed learning, and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care, for students, educators, integrated service providers and policy makers.
Parental involvement in children's education: Why does it make a difference?
Teachers College Record, 97 ... Rethinking parent involvement: African American
mothers construct their roles in the mathematics education of their children.
Author: Richard R. Valencia
Students of Color and the Achievement Gap is a comprehensive, landmark analysis of an incontrovertible racialized reality in U.S. K-12 public education---the relentless achievement gap between low-socioeconomic students of color and their economically advantaged White counterparts. Award winning author and scholar Richard Valencia provides an authoritative and systemic treatment of the achievement gap, focusing on Black and Latino/Latina students. He examines the societal and educational factors that help to create and maintain the achievement gap by drawing from critical race theory, an asset-based perspective and a systemic inequality approach. By showing how racialized opportunity structures in society and schools ultimately result in racialized patterns of academic achievement in schools, Valencia shows how the various indicators of the achievement gap are actually symptoms of the societal and school quality gaps. Following each of these concerns, Valencia provides a number of reform suggestions that can lead to systemic transformations of K-12 education. Students of Color and the Achievement Gap makes a persuasive and well documented case that school success for students of color, and the empowerment of their parents, can only be fully understood and realized when contextualized within broader political, economic, and cultural frameworks.
The children had a large selection of both indoor and outdoor toys and educational play equipment. Amy and Emily and a number of their friends
frequently utilized this equipment. Amy's participation in weekly gymnastics
lessons reflected ...
Author: Susan Grieshaber
Publisher: Psychology Press
"Shows how conflict arising in such seemingly basic and mundane tasks as getting ready for school, bedtime rituals and preparing meals, are not just about children negotiating family rules but involve complex relations of power through which children are regulated." --Cover.
'Telling their stories' and 'Learning from their stories': School case studies in parental engagement: Executive ... Facilitating children's transition to school from
families with complex support needs. ... Rethinking parent involvement: African
American mothers construct their roles in the mathematics education of their children.
Author: Sue Dockett
This collection addresses issues related to families and transition, and pays special attention to the transition to school, the effect of this on the family, as well as the effect of the family on that transition. It celebrates the roles of families, locating them as integral partners in time of transition and identifying a variety of ways in which families and educators can work together with children to promote positive transitions. The book draws on a range of theoretical frameworks and research projects to provide multiple perspectives of family involvement in education, family-educator partnerships, the nature of collaboration, issues for families in marginalised or complex circumstances, as well as the multiple intersections of families and transition processes. The research projects reported range from in-depth case studies to the analysis of large-scale data sets and all have multiple messages for practitioners, policy makers and researchers as they seek ways to engage with families as their children start school.
PARENTS. AND. FAMILIES. We hope that easing past the bicycle to make your
way through the doorway into Section 3, brings to mind lives of ... wonder, and
connect – as learning lenses through which to consider the engagement of parents in their children's education and schooling. ... In Chapter 11, Rethinking
Curriculum, Rethinking Practice, Karen challenges takenfor-granted assumptions
about the ...
Author: Debbie Pushor
Publisher: Springer Science & Business Media
Working with parents is a significant aspect of educators’ roles, yet it is rare to find curriculum in teacher education programs designed to prepare individuals to consider, in philosophical, theoretical, and pedagogical ways, who they will be in relationship with parents and why. Schools, therefore, remain hierarchical structures in which parents are marginalized in relation to decisions affecting teaching and learning. This book begins with Pushor’s conceptualization of a “curriculum of parents,” a curriculum which explores beliefs and assumptions about parents, a vision for education in which educators work alongside parents and family members in the learning and care of children, and a desire for reform. She describes a curriculum of parents, in the form of three graduate teacher education courses, which she lived out in relationship with students. Graduate students then capture their experiences immersed in this curriculum – what they each took up, how it shaped their knowledge, attitudes, and practices, and how they lived it out as they returned to their classrooms, schools, and early learning centres. This book is a storied account of their intense immersion in a curriculum of parents and the resulting impact living that curriculum has had on who they are in relation to parents and families. It is an honest and vulnerable account of their shared and individual journeys. They puzzle over the complexities and the successes of their work and the resulting impact. This is not a book of best practice, but an invitation to other educators to consider, as they did, what they do and how it could be different.
Author: Maria Eulina de CarvalhoPublish On: 2000-10-01
This book addresses the complications and implications of parental involvement as a policy, through an exploratory theoretical approach, including historical and sociological accounts and personal reflection.
Author: Maria Eulina de Carvalho
This book addresses the complications and implications of parental involvement as a policy, through an exploratory theoretical approach, including historical and sociological accounts and personal reflection. This approach represents the author's effort to understand the origins, meanings, and effects of parental involvement as a prerequisite of schooling and particularly as a policy 'solution' for low achievement and even inequity in the American educational system. Most of the policy and research discourse on school-family relations exalts the partnership ideal, taking for granted its desirability and viability, the perspective of parents on specific involvement in instruction, and the conditions of diverse families in fulfilling their appointed role in the partnership. De Carvalho takes a distinct stance. She argues that the partnership-parental ideal neglects several major factors: It proclaims parental involvement as a means to enhance (and perhaps equalize) school outcomes, but disregards how family material and cultural conditions, and feelings about schooling, differ according to social class; thus, the partnership-parental involvement ideal is more likely to be a projection of the model of upper-middle class, suburban community schooling than an open invitation for diverse families to recreate schooling. Although it appeals to the image of the traditional community school, the pressure for more family educational accountability really overlooks history as well as present social conditions. Finally, family-school relations are relations of power, but most families are powerless. De Carvalho makes the case that two linked effects of this policy are the gravest: the imposition of a particular parenting style and intrusion into family life, and the escalation of educational inequality. Rethinking Family-School Relations: A Critique of Parental Involvement in Schooling--a carefully researched and persuasively argued work--is essential reading for all school professionals, parents, and individuals concerned with public schooling and educational equality.
Family educationis another SEA used at LaPaz;as children and their family
members learn and develop together,they ... Dialogic Literary Gatherings (DLG),
is a family education program which engages people with littleformal educationin
Author: M. Shuayb
Category: Social Science
This book addresses current debates in the field of social cohesion. It examines the ethics and policy making of social cohesion and explores various means for promoting social cohesion including history education, citizenship education, language, human rights based teacher training and school partnerships.
NYC department of education - standard operating procedures manual: The
referral, evaluation and placement of school-age students With d/Lsab/lities.
Retrieved ... Parental involvement in public education: A literature review
Philadelphia: Research for Action. This highly ... P. (1999). Rethinking parental participation in 92.
expansion of welfare state policy to supporting parents (and specifically mothers)
into employment has meant that the state has an earlier involvement in the lives
of children. Most mothers of childrenunder three yearsof ageare nowin ...
Author: T. Cockburn
Category: Political Science
This book explores the relationship between children and citizenship, analyzing international perspectives on citizenship and human rights and developing new methods for facilitating the recognition of children as participating agents within society.
This study took place in rural Vietnam during two separate periods. ... (Kane,
2006), I conducted interviews with 42 parents (about half mothers and half fathers
) of 3- to 5-year-old children. ... Baptiste and colleagues (2009) conducted a
randomized experiment to test the effects of an intervention on parental involvement in ...
Author: Emily W. Kane
Publisher: A&C Black
Rethinking Gender and Sexuality in Childhood explores gender and sexuality in children's lives, from early childhood through adolescence, bringing together key inter-disciplinary perspectives. Kane explores how childhood gender and sexuality are constructed, resisted, and refined within children's peer cultures, within social institutions like the family, education, and media and the role the state holds in structuring children's lives - defining their rights and opportunities through gender and sexuality-related policies and programs. Examples of research, interviews, activities, key points and guidance on further reading encourage the reader to actively engage with the material and to develop a critical relationship with the content. Rethinking Gender and Sexuality in Childhood is essential for those studying childhood at undergraduate and graduate level and of great interest to those working with children in any field.
They reluctantly left behind their close , extended family so that their children
might have a better life in the United States . ... Because they worry about the
neighborhood , Antonio's parents have encouraged his involvement in organized
Author: Carol Korn
Publisher: Greenwood Publishing Group
Korn and Bursztyn and their contributors examine the cultural transitions that children make as they move between home and school. Case studies present instances of how diversity engages us in renegotiating the personal and social. In illuminating the complicated nature of cultural transitions, they highlight how multiculturalism can play a transformative role in the lives of children and schools.
Adult and Vocational Education for Social Sustainability Peter Willis, Stephen
Mckenzie, Roger Harris ... through informal learning, individual transformation,
and cultural change arising from the collective involvement of like-minded people
in a process, association, ... It is a fact that a Waldorf School provides a learning
and growing situation not only for the children but for the parents and teachers as
Author: Peter Willis
Publisher: Springer Science & Business Media
Rethinking a Sustainable Society Alan Mayne The world has already passed the midway point for achieving by 2015 the eight Millennium Development Goals for a “more peaceful, prosperous and just world” that were set by the United Nations in the wake of its inspirational Millennium Dec- 1 laration in 2000. These goals range from combating poverty, hunger, and disease, to empowering women, and ensuring environmental sustainability. However Ban Ki-Moon, the United Nations Secretary-General, conceded in 2007 that progress to date has been mixed. During 2008 the head of the United Nations World Food P- gramme cautioned that because of the surge in world commodity prices the program had insuf?cient money to stave off global malnutrition, and the World Health Or- nization warned of a global crisis in water and sanitation. Depressing news accounts accumulate about opportunities missed to achieve a fairer world order and ecolo- calsustainability:themanipulationofelectionresultsinAfrica,humanrightsabuses in China, 4000 Americans dead and another nation torn apart by a senseless and protracted war in Iraq, and weasel words by the world’s political leadership in the lead-up to negotiations for a climate change deal in 2009 that is supposed to stabilize global carbon dioxide emissions. It is clear that the parameters of the debates that drive progressive policy change urgently require repositioning and energizing. As is shown by the contributors to Rethinking work and learning, experts in the humanities and social sciences (HASS) couldhaveanimportantroletoplayinthisprocess.
This comprehensive volume features substantial material from the nation's most renowned research projects on parent involvement--Stanford University's Center for the Study of Families, Children and Youth, the Johns Hopkins University's ...
Author: Nancy Feyl Chavkin
Publisher: SUNY Press
Recent research identifies increased parent involvement in education as a promising method to bolster student achievement. Statistics show that while many traditional white, middle class families have found ways to be involved with their children's schooling, our nation now needs to find ways to include more minority parents in their children's education. Most educators and parents would agree that minority parent involvement in education is essential; the mechanics of developing sensitive, realistic, and workable home-school relationships are more elusive. It requires a concerted effort by all involved to understand more about the complex parent-school relationship and to develop specific plans to help families. This comprehensive volume features substantial material from the nation's most renowned research projects on parent involvement--Stanford University's Center for the Study of Families, Children and Youth, the Johns Hopkins University's Center for Research on Elementary and Middle Schools, the Southwest Educational Development Laboratory, and the National Catholic Education Association. In addition to a section on research, the book includes a section on practice that presents research-tested strategies on working with minority parents (Asian, American Indian, Hispanic, African American, and other minority groups). The book concludes with a section on future challenges that educators must confront and appendices on promising national programs and helpful resource materials.
A longitudinal assessment of teacher perceptions of parent involvement in children's education and school performance . American Journal of Community
Psychology , 27 ( 6 ) , 817-839 . Jackson , K. , & Remillard , J. T. ( 2005 ) . Rethinking ...
Using values-based education to promote positive learning Gill Ellis, Nicola S.
Morgan, Ken Reid ... Flouri, E. and Buchanan, A. (2004) 'Early father's and
mother's involvement and child's later educational outcomes', British ... Hopkins,
D. and Reid, K. (2012) Rethinking Teacher Education, 2nd edn, London: Route
Author: Gill Ellis
How can we create effective partnerships between home, school and the community? How can the relationships and communication between families and school be strengthened? How can families help schools to improve behaviour in their children, both at home and at school? Using a tried and tested framework that has been successfully implemented throughout a wide variety of very different schools and settings, ‘Family Values’ is a Scheme which engages and empowers families to work in close collaboration with schools and organisations, and which results in long-term improvements in behaviour, communication, pupil achievement and relationships. The ‘Family Values’ Scheme has been proven to: Help pupils to be more academically diligent Help schools to assume a calmer, more peaceful ambience Forge better pupil-teacher relationships Improve Pupil and teacher wellbeing Help parents to be more engaged with the school Improve children’s literacy, behaviour and attendance Provide head teachers and their staff with an effective whole-school strategy. The authors’ award-winning ‘Family Values’ Scheme is underpinned by sound theoretical principles, and they show here how it has been successfully put into practice through case studies in real school settings. The book explores how the Scheme promotes social, emotional and family system theories, and, in linking effectively to SEAL (social and emotional aspects of learning), the Scheme compliments existing personal and social education programmes in all schools. Showing schools and organisations how to create effective partnerships with families and the community in a fun, exciting and sustainable way, Better Behaviour through Home-School Relations will be of huge benefit to all school staff, as well as local authorities, support groups, parents, charities and services.
With the practical suggestions in this book, you’ll be able to rekindle more engagement and excitement into students' learning at school and at home.
Author: Robert Dillon
It is essential that we work together to craft powerful parent-teacher partnerships that meet the needs of today’s students and schools. In this important new book, authors Robert Dillon and Melissa Nixon explain how schools and families can work together so that the needs of children are always met. Whether you’re a parent hoping to work more effectively with your child’s teacher, or a principal or teacher looking for ways to understand families’ needs, you’ll be able to use the strategies in this resource to improve your communication and build deeper connections. Loaded with practical takeaways and sample stories, this book will help you: Clearly communicate a child’s educational goals; Make connections with other schools and school districts to build community and broaden your range of resources; Hold educators accountable without alienating them; Develop communication strategies to address difficult topics like underperformance and misbehavior; Show compassion and gratitude; And more! With the practical suggestions in this book, you’ll be able to rekindle more engagement and excitement into students' learning at school and at home.
family involvement in her or his education , specifically the extent to which a child
' s family is able to create a home ... RETHINKING PARENT INVOLVEMENT In
1994 , the U . S . Congress amended the national education goals and issued a ...
Author: Kenneth George Tobin
"Teaching and Learning Science consists of 66 chapters written by more than 90 leading educators and scientists. The contributions are informed by cutting-edge theory and research and address numerous issues that are central to K-12 education." " The book is arranged according to themes that are central to science education: language and scientific literacy, home and school relationships, equity, new roles for teachers and students, connecting science to other areas of the curriculum, resources for teachers and learners, and science in the news. The authors address controversial topics such as evolution, and present alternative ways to think about teaching, learning, the outcomes of science education, and issues associated with high stakes testing. In addition, relationships between science and literacy are explored in terms of art and science, making sense of visuals in textbooks, reading, writing, children's literature, and uses of comics to represent science."--Publisher's website.
Toronto: Department of Sociology in Education, Ontario Institute for Studies in Education. Dei, G. (1996). ... Literacy for empowerment: The role of parents in children's education. ... Rethinking ESL parent involvement in K-12 education.
Author: Shibao Guo
Economic globalization, modern transportation, and advanced communication technologies have greatly enhanced the mobility of people across national boundaries. The resulting demographic, social, and cultural changes create new opportunities for development as well as new challenges for lifelong learning. Transnational Migration and Lifelong Learning examines the changing nature of lifelong learning in the current age of transnational migration. The book brings together international scholars from a range of countries in a dialogue about the relationship between work, learning, mobility, knowledge, and citizenship in the context of globalization and migration. It covers a wide range of topics, including: global perspectives and analyses of migration; the impact of migration on lifelong learning; processes of exclusion and inclusion in lifelong learning; the tension between mobility, knowledge, and recognition; and transnationalism, learning communities, and citizenship. This book was originally published as a special issue of the International Journal of Lifelong Education.