More New and Used
from Private Sellers
Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Questions About This Book?
Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the 2nd edition with a publication date of 11/2/2010.
What is included with this book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
- The eBook copy of this book is not guaranteed to include any supplemental materials. Typically only the book itself is included.
How can teachers and administrators be prepared to create partnerships with families and communities? Nationwide, rhetoric in favor of parent involvement is high, but the quality of most programs still is low. Part of the problem is that most teacher education, administrative training, and other education of school professionals omit topics of school, family, and community partnerships. Instead, educators are prepared in limited ways to "deal with parents" when problems occur. Well-known and respected author Joyce Epstein updates her acclaimedSchool, Family, and Community Partnershipsto reflect the past ten years of study and advancements. New readings address this growing field and offer expanded consideration of district leadership and its impact on school programs. Epstein contends it is now possible to prepare teachers and administrators with a solid base of knowledge on partnerships. Theoretical perspectives and results from research and development can and should be shared with educators. As partners, parents and teachers share responsibility for the education and development of their children. Common messages and collaborative activities of home and school help to promote student success, prevent problems, and solve those that arise. Epstein provides the material needed to help current educators and educators in training think about, talk about, and then act to develop comprehensive programs of school, family, and community partnerships. This collection is designed for use in courses of teacher education, preparation of school administrators, and other courses that prepare professionals to understand and to work in schools and with families and students. It is a definitive resource both in and out of the classroom with comments, discussion questions, activities, and field experiences in each of the chapters.
Joyce L. Epstein is director of the Center on School, Family, and Community Partnerships and National Network of Partnership Schools, principal research scientist at the Center for Research on the Education of Students Placed at Risk, and research professor of sociology at Johns Hopkins University. She is the author of more than 100 publications on the nature and effects of family involvement.
Table of Contents
|List of Tables and Figures||p. xi|
|Preface and Acknowledgments||p. xv|
|Understanding School, Family, and Community Partnerships|
|Matching Rhetoric with Practice||p. 3|
|The Need||p. 4|
|The Gap||p. 5|
|Evidence of Change||p. 7|
|Policies Encourage Preparation on Partnerships||p. 9|
|More Is Needed||p. 10|
|The Goals||p. 11|
|Achieving the Goals||p. 12|
|Using This Volume||p. 12|
|Setting a Course||p. 16|
|Featured Topics for Discussion||p. 18|
|Activities and Exercises||p. 19|
|Theory and Overview||p. 25|
|Toward a Theory of Family-School Connections: Teacher Practices and Parent Involvement||p. 26|
|Moving Forward: Ideas for Research on School, Family, and Community Partnerships||p. 42|
|Discussion and Activities||p. 67|
|Parent Involvement: A Survey of Teacher Practices||p. 95|
|Teachers' Reported Practices of Parent Involvement: Problems and Possibilities||p. 115|
|School Programs and Teacher Practices of Parent Involvement in Inner-City Elementary and Middle School||p. 129|
|Parents' Reactions to Teacher Practices of Parent Involvement||p. 150|
|Single Parents and the Schools: Effects of Marital Status of Parent and Teacher Interactions||p. 171|
|Parents' Attitudes and Practices of Involvement in Inner-City Elementary and Middle Schools||p. 200|
|Effects on Student Achievement of Teachers' Practices of Parent Involvement||p. 216|
|Homework Practices, Achievements, and Behaviors of Elementary School Students||p. 231|
|Student Reactions to Teachers' Practices of Parent Involvement||p. 247|
|Discussion and Activities||p. 257|
|Applying Research on School, Family, and Community Partnerships|
|Policy Implications||p. 299|
|Parent Involvement: State Education Agencies Should Lead the Way||p. 304|
|Sample State and District Policies on School, Family, and Community Partnerships||p. 312|
|Research Meets Policy and Practice: How Are School Districts Addressing NCLB Requirements for Parental Involvement?||p. 331|
|Discussion and Activities||p. 347|
|A Practical Framework for Developing Comprehensive Partnership Programs||p. 387|
|School, Family, and Community Partnerships-Caring for the Children We Share||p. 389|
|Discussion and Activities||p. 415|
|Practical Applications: Linking Family and Community Involvement to Student Learning||p. 493|
|More Than Minutes: Teachers' Roles in Designing Homework||p. 496|
|Teachers Involve Parents in Schoolwork (TIPS): Interactive Homework in Math, Science, and Language Arts||p. 521|
|Organizing Productive Volunteers in the Middle Grades||p. 555|
|Discussion and Activities||p. 562|
|Strategies for Action in Practice, Policy, and Research||p. 573|
|Discussion and Activities||p. 576|
|Table of Contents provided by Ingram. All Rights Reserved.|