Building Culturally Responsive Family-School Relationships / Edition 2

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Overview

A unique text with a fresh perspective: a successful collaborative approach.

Amatea’s collaborative paradigm, first-person accounts, case studies, and self-reflection exercises set it apart from the competition.


Culturally Responsive Family-School Relationships, Second Edition, offers education professionals a collaborative approach for working with all students’ families—those from economic or culturally diverse backgrounds, and exceptional needs students as well—to promote learning and resolve problems throughout the early childhood and elementary school years. Beginning with a complete look at the shifting demographic context of schooling in the United States, this stellar text examines how families, schools, and communities interact to influence children’s school success. The text not only instructs but proves that educators and practitioners who embrace and adapt to shifting realities can work toward true partnerships between culturally diverse communities and the schools that serve them.

The second edition contains updated research and resources, as well as a deepened coverage of timely topics important to teachers today, including: crisis intervention strategies, the effects of poverty on families and schools, child maltreatment and family violence, and collaborating with families.

Hallmarks of the text include:

  • Offers culturally-responsive instructional and non-instructional practices characterized by trust, cooperation and motivation for building stronger family-school relationships to help all children succeed in school demystify the often daunting process for educators.
  • Research-based, it balances theory and application by linking key concepts with practical methods.
  • Considers not only economic and cultural diversity, but exceptionalities as well.
  • Reflective exercises in every chapter encourage future educators to examine their personal beliefs and assumptions about involvement with families and gain increased awareness of changes necessary to promote collaboration with families.
  • First-person stories in every chapter present families and their influence on childhood learning through a strength-based framework.
  • Case Studies, appearing in Parts 3 and 4, provide insights into common scenarios in which educators interact with families, along with effective responses to these situations.
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Product Details

  • ISBN-13: 9780132657051
  • Publisher: Pearson
  • Publication date: 8/8/2012
  • Edition number: 2
  • Pages: 432
  • Sales rank: 192,626
  • Product dimensions: 7.90 (w) x 9.90 (h) x 0.60 (d)

Meet the Author

Ellen S. Amatea is a professor of Counselor Education at the University of Florida. She is a psychologist and a marriage and family therapist, and maintains a private practice specializing in counseling children and adolescents and their families. She has authored two books, Brief Strategic Intervention for School Behavior Problems and The Yellow Brick Road: A Career Guidance Program for Elementary School Counselors and Teachers, and co-authored a third book, Love and Intimate Relationships, written chapters for other books, and written over fifty articles. Dr. Amatea’s research interests include: the process and outcomes of family involvement for the development of children and youth, particularly culturally and economically marginalized children and families; interventions for child and adolescent behaviors problems; and the preparation of educators to collaborate with families in the education of their children. Prior to arriving at the University of Florida, she was a school counselor and a vocational rehabilitation counselor specializing in working with low-income youth with special needs. Dr. Amatea teaches graduate courses in school counseling and marriage and family counseling. In addition, she teaches an undergraduate course in teacher education on family and community involvement in education.

Contributing authors to the second edition include: Linda Behar-Horenstein, Professor of Educational Administration & Policy at the University of Florida; Mary Ann Clark, Professor of Counselor Education at the University of Florida; Maria R. Coady, Associate Professor in the School of Teaching and Learning at the University of Florida; Kelly L. Dolan, university-school assistant professor at the P. K. Yonge Developmental Research School at the University of Florida; Silvia Echevarria-Doan is an associate professor of Counselor Education at the University of Florida; Heather L. Hanney, private practice of family therapy; Crystal Ladwig, assistant professor, St.Leo University; Teresa Leibforth; Sondra Smith-Adcock, associate professor of Counselor Education at the University of Florida; Catherine Tucker, assistant professor of Counseling at Indiana State University; Franes Vandiver, Director of P.K. Yonge Developmental Research School at the University of Florida; Cirecie West-Olatunji, Associate Professor of Counselor Education at the P,K. Yonge Developmental Research School at the University of Florida.

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Table of Contents

PART I Changing Family–School Roles and Relationships

Chapter 1 Connecting with Families: A Nice or a Necessary Practice?

Chapter 2 From Separation to Collaboration: The Changing Paradigms of Family–School Relations

Chapter 3 Building Culturally Responsive Family–School Partnerships: Essential Beliefs, Strategies, and Skills

PART II Understanding Families in Their Sociocultural Context

Chapter 4 From Family Deficit to Family Strength: Examining How Families Influence Children’s Development and School Success

Chapter 5 Understanding Family Stress and Change

Chapter 6 Equal Access, Unequal Resources: Appreciating Cultural, Social, and Economic Diversity in Families

Chapter 7 Understanding the Impact Communities Have on Children’s Learning

PART III Building Family–School Relationships to Maximize Student Learning

Chapter 8 Getting Acquainted with Students’ Families

Chapter 9 Using Families’ Ways of Knowing to Enhance Teaching and Student Learning

Chapter 10 Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences

PART IV Building Relationships Through Joint Decision Making and Problem Solving

Chapter 11 Engaging in Collaborative Problem Solving with Families

Chapter 12 Family-Centered Parent Involvement and Shared Decision Making in Special Education Classrooms

Chapter 13 Creating a Support Network for Families in Crisis

Chapter 14 Seeing the Big Picture: Creating a School Climate That

Strengthens Family–School Connections

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