Building Parent Engagement in Schools

Overview

Building Parent Engagement in Schools is an introduction to educators, particularly in lower-income and urban schools, who want to promote increased parental engagement in both the classroom and at home—an effort required by provisions of the No Child Left Behind Act of 2001. It is both an authoritative review of research that confirms the positive impact of parental involvement on student achievement and a guide for implementing proven strategies for increasing that ...

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Overview

Building Parent Engagement in Schools is an introduction to educators, particularly in lower-income and urban schools, who want to promote increased parental engagement in both the classroom and at home—an effort required by provisions of the No Child Left Behind Act of 2001. It is both an authoritative review of research that confirms the positive impact of parental involvement on student achievement and a guide for implementing proven strategies for increasing that involvement.

With Building Parent Engagement in Schools, educators can start to develop a hybrid culture between home and school, so that school can serve as a cultural bridge for the students. Filled with the voices of real educators, students, and parents, the book documents a number of parent-involved efforts to improve low-income communities, gain greater resources for schools, and improve academic achievement. Coverage includes details of real initiatives in action, including programs for home visits, innovative uses of technology, joint enterprises like school/community gardens, and community organization efforts.

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Editorial Reviews

From the Publisher

"As usual, Larry doesn't disappoint! His text—designed to introduce schools to the kinds of strategies and actions necessary for moving parent participation in schools from involvement to engagement—details a series of key principles that define effective community engagement efforts AND a series of practical projects that communities could tackle tomorrow. Drawn largely from his 20 years of experience as a community organizer and his second career as an educator at a high-needs school in Sacramento, California, Larry's thoughts and ideas have a measure of credibility that you just can't find anywhere else. . . . What made Larry's book so powerful to me is that it directly challenges the traditional efforts made by schools to reach out to parents—chaperoning field trips, making photocopies, organizing bake sales. . . . What will make Larry's book powerful to you is that it provides tangible examples of what meaningful parent engagement efforts can look like in action—and in a world where closing the achievement gap depends on strengthening the capacity of parents, those examples are nothing short of invaluable."

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The Tempered Radical weblog

"Sacramento, California-based educator Ferlazzo teaches high school-level English language learners; Hammond has been in education for 35 years, working as a teacher from preschool to college, a curriculum coordinator, a researcher, and a teacher educator. Together they have created a concise introduction for educators on engaging parents as active players in the school community — particularly in lower-income and urban schools — by basing parents' involvement in issues that motivate them in authentic ways, and by helping them develop the power to act. After explaining the concept of parent engagement, the authors present four chapters describing successful parent-involved school projects from around the US."

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Reference & Research Book News

". . . parents and schools must work together for the improvement of instruction, and for the betterment of their students' academic and person lives. The authors write of this importance, while giving down-to-earth examples of how it can work. . . . Recommended."

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Library Media Connection

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Product Details

  • ISBN-13: 9781586833428
  • Publisher: ABC-CLIO, Incorporated
  • Publication date: 9/23/2009
  • Pages: 87
  • Sales rank: 1,439,340
  • Product dimensions: 5.90 (w) x 8.80 (h) x 0.40 (d)

Table of Contents

Table of Figures iv

About the Authors v

Acknowledgments vi

Introduction vii

The Purpose of This Book vii

How This Book Is Organized viii

Parent Engagement and Standards viii

How to Use This Book viii

Who Will Benefit from This Book? ix

Chapter 1 What Is Parent Engagement? 1

What Does Research Show About the Effect of Engaging/Involving Parents on Student Achievement? 3

What Is the Difference Between Parent Involvement and Parent Engagement and How Can They Be Assessed 4

Parent/Teacher Relationships 5

Parent Invitations and Roles 5

Decision-Making Power 5

What Is Social Capital and What Does It Have to Do with Schools? 11

How Can Community Improvement Directly Impact Student Achievement? 12

Chapter 2 Home Visits 15

What Is the Background of the Parent/Teacher Home Visit Project? 16

How Did the Parent/Teacher Home Visit Project Begin? 17

Training Workshop 18

Schedule of Visits 20

Coordination 20

Whose Energy Drives This Project and Who Initiated It? 22

What Are the Roles of the Parents and School Staff in This Project? 23

What Is the Purpose, Who Has the Decision-Making Power, and What Kinds of Partnerships Are Developed in This Project? 24

What Are Some Potential Challenges in Starting a Project Like This? 25

Money 25

Teacher Concerns 25

Logistical Issues 26

Working with Partners 26

Chapter 3 Technology and Family Literacy 29

What Is the Background to the Family Literacy Project? 30

How Did the Family Literacy Project Begin? 32

Whose Energy Drives This Project and Who Initiated It? 34

What Are the Roles of the Parents and School Staff in This Project? 35

What Is the Purpose, Who Has the Decision-Making Power, and WhatKinds of Partnerships Are Developed in This Project? 36

What Are Some Potential Challenges in Starting a Project Like This? 38

Chapter 4 Parent Engagement through School-Community Gardens 41

Who Are the Mien People? 43

Story #1 Creating the Evergreen School Community Garden 45

Story #2 Community-Based Science and Nutrition: The Mustard Greens Festival 48

Story #3 Building a Mien-American House 50

Story #4 Project Cultures: Ethno-botany as Family Literacy and Science in a Mexican School Garden 51

What Do We Learn from These Stories from the Field? 52

Who Initiates and Drives the Project? 52

What Is the Role of Parents in the Project? 54

What Is the Role of the Teacher, the Outreach Worker, or the Librarian? 56

What Is the Role of the Administrator(s)? 57

What Is the Purpose and Who Has the Decision-Making Power? 58

What Challenges Do School-Community Gardens Face? 59

What Kinds of Partnerships Are Developed? 60

Chapter 5 Schools and Community Organizing 63

What Is the Background of the IAF's Work with Schools? 65

How Did the IAF's Community Organizing Work with Schools Begin? 66

The Alliance Schools 67

Achievement Academies for Success 70

Pre-K to College Career Pipelines 71

Whose Energy Drives This Work and Who Initiates It? 72

What Are the Roles of the Parents and School Staff in This Organizing Work? 73

What Is the Purpose, Who Has Decision-Making Power, and What Kinds of Partnerships Are Developed in This Organizing Work? 74

Purpose 74

Decision-Making 74

Partnerships 75

What Are Some Potential Challenges in Starting and Doing Work Like This? 75

Teacher Time Constraints 75

Parent Time and Academic Constraints 76

Parent Mobility 77

Finding an IAF Organization 77

Afterword 79

Works Cited 80

Resources 83

Index 87

Table of Figures

Figure 1.1 Beginning the Process 6

Figure 1.2 Roles of Parents and School Staff 8

Figure 1.3 Purpose, Decision-Making, and Partnerships 10

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