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Eugenia Hepworth Berger became interested in parent involvement when she and her husband, Glen, became the parents of three children who attended public schools. A professional in early childhood education, sociology, family-life education, and parent education for 30 years, she has two master's degrees and a Ph.D. in sociological foundations of education. Eugenia is active in many professional organizations, including the Association for Childhood Education International, the National Council on Family Relations, the National Association for the Education of Young Children (life member), the National Council for Social Studies, and the American Sociological Association. In 1994-1995 she served on the board of the National Association of Early Childhood Teacher Educators. She has been a board member of the Colorado Association for Childhood Education, served as president of the Rocky Mountain Council on Family Relations for three years, and served on the board of the Colorado Association for the Education of Young Children, 1998-2001. She has coordinated many conferences, ranging from the Colorado Year of the Child in 1979 to ACEI and RMCF state conferences in the 1980s and 1990s. Prior to becoming a college professor, she was a public school teacher and director of a parent education program. A faculty member at Metropolitan State College of Denver since 1968, she wrote the early childhood education certification program and the minor in early childhood, and coordinated the early childhood education program for eight years. She retired in December 1997 and is now professor emerita of education.
Dr. Berger has been elected to a variety of honorary associations, including Pi Kappa Lambda, Mortar Board, Mu Phi Epsilon, Pi Lambda Theta, and Kappa Delta Pi. She received the Distinguished Service Award from Metropolitan State College of Denver. She is included in Who's Who in the West and Who's Who of American Women.
Table of Contents
1: Family: Essential for a Child’s Development
2: Diversity of Families
3: Working with Culturally and Linguistically Diverse Groups
4: Parent Involvement: A Historical Overview
5: Effective Home-School-Community Relationships
6: Effective Teacher-Family Communication: Types, Barriers, Conferences, and Programs
7: Dual Collaborative Leadership–Parents and Teachers
8: School-Based Programs
9: Home-Based Programs
10: Exceptional Families: Responsibilities and Support
11: The Abused Child
12: Assisting Parents with Child Advocacy