Family-school partnerships during the early school years : advancing science to influence practice / Karen L. Bierman, Susan M. Sheridan, editors.
Bierman, Karen L., editor.; Sheridan, Susan M., editor.
2022
LB1139.35.P37 F36 2022
Available Online

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Title Family-school partnerships during the early school years : advancing science to influence practice / Karen L. Bierman, Susan M. Sheridan, editors.
ISBN 9783030746179 (electronic bk.)
3030746178 (electronic bk.)
9783030746162
303074616X
DOI https://doi.org/10.1007/978-3-030-74617-9
Published Cham, Switzerland : Springer, [2022]
Copyright ©2022
Language English
Description 1 online resource : illustrations (some color)
Other Standard Identifiers 10.1007/978-3-030-74617-9 doi
Call Number LB1139.35.P37 F36 2022
Dewey Decimal Classification 371.19/2
Summary This book presents research-based family-school intervention programs that target the specific developmental period of preschool through the early elementary years, focusing on promoting positive child transitions into school. It explores critical intervention issues, including the need to understand mechanisms of efficacy, issues with real-world implementation, and methods for scaling family-school interventions. The volume references developmental research to highlight the importance of family-school partnerships at this critical transition period. Several chapters briefly describe research on proven intervention models that are effective in promoting family-school partnerships as children enter kindergarten and foster positive school outcomes. Each chapter concludes with a review of the most critical next steps in family-school intervention research within the context of the early school years. At the end of the book, several commentary chapters address overall implications for future research and methods for advancing the field, including perspectives on research-informed family-school practices and policies. Not only does the volume highlight interventions that work effectively to engage families with schools, it focuses on identifying critical components and processes that may underlie effective intervention outcomes and offers agendas for future research and intervention diffusion efforts. Key topics of coverage include: Presenting the logic model of the intervention program. Exploring questions concerning critical elements of family-school partnerships that may account for children's positive outcomes. Discussing the challenges and strategies for scalability and broad diffusion. Family-School Partnerships During the Early School Years is a valuable resource for researchers, professionals and graduate students in child and school psychology, educational policy and politics, family studies, developmental psychology, sociology of education, sociology, and anthropology.
Bibliography, etc. Note Includes bibliographical references and index.
Access Note Access limited to authorized users.
Digital File Characteristics text file
PDF
Source of Description Online resource; title from PDF title page (SpringerLink, viewed December 6, 2021).
Added Author Bierman, Karen L., editor.
Sheridan, Susan M., editor.
Series Research on family-school partnerships. 2662-723X
Available in Other Form Family-school partnerships during the early school years.
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Chapter 1: Family-School Partnerships at School Entry: Developmental and Conceptual Frameworks for Action
Chapter 2: The Getting Ready (GR) Intervention
Chapter 3: The REDI-Parent Program: Enhancing the School Success of Children from Low-Income Families
Chapter 4: ParentCorps: Promoting Culturally Relevant Family-School Partnerships at School Entry
Chapter 5: Using the Family Check-Up to Support Social and Behavioral Adjustment in Early Elementary School
Chapter 6: Child-Parent Centers
Chapter7: Future Directions for Research
Chapter 8: Future Directions for Practice and Policy.

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