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The Wiley handbook of family, school, and community relationships in education

The Wiley handbook of family, school, and community relationships in education (2회 대출)

자료유형
단행본
개인저자
Sheldon, Steven B. Turner-Vorbeck, Tammy.
서명 / 저자사항
The Wiley handbook of family, school, and community relationships in education / edited by Steven B. Sheldon and Tammy A. Turner-Vorbeck.
발행사항
Hoboken, NJ :   John Wiley & Sons,   c2019.  
형태사항
xxii, 692 p. : ill. ; 26 cm.
총서사항
Wiley handbooks in education
ISBN
9781119082552 (hardcover)
서지주기
Includes bibliographical references and index.
일반주제명
Community and school. Communication in education. Teacher-student relationships. Parent-teacher relationships.
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020 ▼a 9781119082552 (hardcover)
035 ▼a (KERIS)REF000018867020
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050 0 0 ▼a LB215 ▼b .W55 2019
082 0 0 ▼a 371.19 ▼2 23
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090 ▼a 371.19 ▼b W676
245 0 4 ▼a The Wiley handbook of family, school, and community relationships in education / ▼c edited by Steven B. Sheldon and Tammy A. Turner-Vorbeck.
260 ▼a Hoboken, NJ : ▼b John Wiley & Sons, ▼c c2019.
300 ▼a xxii, 692 p. : ▼b ill. ; ▼c 26 cm.
490 1 ▼a Wiley handbooks in education
504 ▼a Includes bibliographical references and index.
650 0 ▼a Community and school.
650 0 ▼a Communication in education.
650 0 ▼a Teacher-student relationships.
650 0 ▼a Parent-teacher relationships.
700 1 ▼a Sheldon, Steven B.
700 1 ▼a Turner-Vorbeck, Tammy.
830 0 ▼a Wiley handbooks in education.
945 ▼a KLPA

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/서고6층/ 청구기호 371.19 W676 등록번호 111812478 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

목차

Intro -- Title Page -- Copyright Page -- Contents -- Contributor Biographies -- Introduction -- Families and Advocates -- Curriculum and Practice -- Policies and Sociopolitical Concerns -- Engagement and Leadership -- Important Trends and Emerging Research -- References -- Section I Families and Advocates -- Chapter 1 Community and School Collaborations: Tapping into Community Organizing Initiatives and Resources -- Filling in the Gaps in Parental Involvement -- Why Community‐Organizing? -- Re‐Conceptualizing Parental Involvement -- Tapping into Community Organizations -- Relationships, Social Capital, and Power -- Discussion -- References -- Chapter 2 Asian Immigrant Family School Relationships and Literacy Learning: Patterns and Explanations -- Home and School Relationships: The Asian Style -- Asian Families’ Cultural Beliefs in Child‐Rearing -- Asian Immigrant Parents’ Expectations and Aspiration for Their Children’s Education -- Encountering Western Schooling: Asian Parents’ Perceived Educational Differences and Asian Children in Conflict -- Interacting with Western Schooling: Barriers to School‐Home Partnerships -- Negotiating Participation in Children’s Education -- Conclusion -- Note -- References -- Chapter 3 Critical Approaches to Educational Partnerships with African American Families: The Relevancy of Race in Ideology and Practice -- Introduction -- Education and Contemporary Racial Realities -- Recognizing Families’ Love, Critical Care and Racial Protection -- Bridging Notions of Educational Involvement, Engagement and Partnership -- Embracing Critical Race Ideologies and “Seeing Color” -- Conclusion: Moving Toward an Afro‐Affirmative Approach to Educational Partnerships -- Notes -- References -- Chapter 4 Critical and Culturally Sustaining Indigenous Family and Community Engagement in Education -- Prologue -- Indigenous Education: “Separation of Families” -- Critical Indigenous Education -- Sustaining Indigenous Understandings of Family and Community Engagement -- Culturally Sustaining Indigenous Family Engagement (CSIFE) -- Concluding Thoughts: Family Engagement in Education Contexts -- Notes -- References -- Chapter 5 Mapping Social Capital for Autism: Using Social Network Analytics to Measure Access to Autism Knowledge and Resources for Parents and School Providers in Special Education -- Introduction -- Methods -- Findings -- Discussion -- Conclusion -- Acknowledgments -- References -- Chapter 6 School‐Community Partnerships for Inclusion(s) of LGBTQI Youth and Families -- Introduction -- Beyond Gender Binaries (Shifting Terminologies) -- Ethical and Legal Responsibilities of Schools -- School Culture/Classroom Culture -- References -- Section II Curriculum and Practice -- Chapter 7 Student Learning: The Essence of Family, School, and Community Partnerships -- Introduction -- Theoretical Explanations for Impact of Parents and Families on Student Learning -- Types of Family Involvement -- Family and Child Characteristics, Family I.
nvolvement, and Student Learning -- Methodological Considerations -- Academic Learning and Family Involvement by Subject Area -- References -- Chapter 8 Examining the Effect of Family Engagement on Middle and High School Students’ Academic Achievement and Adjustment -- Structural/Organizational Conditions -- Research Focus -- Discussion -- Conclusion -- Notes -- References -- Chapter 9 Family‐School Partnerships in Early Childhood: Exemplars of Evidence‐Based Interventions -- Family‐School Partnerships in Early Childhood -- Examples of Effective Early Childhood Family‐School Partnership Programs -- Summary and Conclusions -- Acknowledgments -- Note -- References -- Chapter 10 Family Engagement, Partnerships, and School Support Personnel: Connections for Enhancing Student Outcomes -- Family Involvement and Achievement -- Family Engagement and Support Personnel -- Concluding Remarks -- References -- Chapter 11 Through the Eyes of Preschoolers: Utilizing Photography to Support Curriculum Development -- Introduction -- Methodology -- Findings -- Conclusion -- References -- Chapter 12 Using Parent Knowledge to Enhance Teaching and Learning Experiences in Schools for Children and Youth -- Who Is a Parent? -- What Is Parent Knowledge? -- How Is Parent Knowledge Held and Used? -- A Pedagogy of Walking Alongside: Engaging Parents in Teaching and Learning -- Closing Thoughts -- References -- Chapter 13 School Counselor Leadership in School‐Family‐Community Partnerships: An Equity‐Focused Partnership Process Model for Moving the Field Forward -- School Counselors’ Roles in School‐Family‐Community Partnerships -- Applying Partnership Approaches to School Counseling -- Sociocultural Considerations in School Counselors’ Partnerships with Marginalized Children and Families -- Moving the Field Forward: A School‐Family‐Community Partnership Process Model -- Conclusion -- References -- Section III Policies and Sociopolitical Concerns -- Chapter 14 Home and School Relationships in Switzerland and Hong Kong -- Introduction -- Two Contexts of Home‐School Relationships -- Home and School Relationship in Policy and Practice in Switzerland -- Policy and Practice of Parental Involvement in Hong Kong -- Switzerland and Hong Kong—Two Different Worlds? -- Note -- References -- Chapter 15 Interrogating Parent1‐School Practices in a Market‐Based System. The Professionalization of Parenting and Intensification of Parental Involvement: Is this What Schools Want? -- Introduction -- Intensification of Parenting and Heightened Competitiveness: Constructing “Good” Parents? -- Intensification of Parenting: Blurring the Boundaries -- Overshadowed and Positioned as “Bad” -- Unintended Consequences of Intensified Parental Involvement -- Conclusion -- Notes -- References -- Chapter 16 Father Involvement in East Asia: Beyond the Breadwinner Role? -- Introduction -- Political and Socioeconomic Developments -- Gender Ideologies and Representations -- The State of East Asian Families -- Res.
earch on Father Involvement -- Policy, School, Community, and Mass Media Support for Father Involvement -- Conclusion -- Note -- References -- Chapter 17 Media Discourse on the California “Parent Trigger” Law: Shaping a New Common Sense of Parent Empowerment and Reform -- The California Parent Trigger Law and Education Reform -- The Policy Context and Parent Trigger Petition Campaigns 2010–2013 -- Conceptual Framework -- Methods and Data Sources -- Trigger News Foregrounds Parent Supporters and Campaign Battles -- Setting the Stage with False Binaries and Extreme Cases -- Valiant Victims Rising Up: The Representation of Parents as Policy Targets -- Framing the Problem with Reformist Narratives -- Defending the Democratic Process: Trigger vs Community Organizing -- From Neoliberal Common Sense to a New Critical Common Sense of Reform -- References -- Chapter 18 Power and Authenticity in Education Focused Community‐Based Organizations -- Introduction -- Engaging Diverse Communities in Public Education -- Public Engagement and the Impact of Community‐Based Organizations on Education -- The Rise of Astroturf Organizations and Implications for Education Stakeholders -- Exploring Power and Authenticity in Community‐Based Organizations -- Implications for Communities and Education Policymakers -- References -- Chapter 19 Student Learning and Development in Economically Disadvantaged Family and Neighborhood Contexts -- Family Economic Context on Student Learning and Development -- Neighborhood Economic Context and Student Learning and Development -- Improving the Achievement and Functioning of Children Living in Economically Disadvantaged Homes and Neighborhoods -- Conclusion -- Notes -- References -- Section IV Engagement and Leadership -- Chapter 20 The Hoover‐Dempsey and Sandler Model of the Parent Involvement Process -- Level 1: Motivators of Parent Involvement -- Level 2: Parent Involvement Behaviors -- Levels 3 and 4: Mechanisms for Involvement -- Student Perceptions of Involvement -- Level 5: Student Learning Attributes -- Level 6: Student Achievement -- Limitations of the Model -- Concluding Thoughts -- Note -- References -- Chapter 21 Family Motivation for Involvement: Understanding Engagement Practices Through Self‐Determination Theory -- Introduction -- Possible Hindrances to Successful Family Engagement Initiatives -- Family Involvement: Role Construction and Self‐Efficacy as Motivational Factors -- The Influence of Social Forces on Role Construction and Efficacy -- Self‐Determination Theory and Family Motivation for Engagement -- Discussion/Conclusions -- References -- Chapter 22 Reading the Map and Charting the Course: Educational Leaders’ Roles in Interpreting School‐Community Policy and Influencing Practice -- The Development of Policies for Community Involvement in Education -- Methodology -- Findings and Discussion: Working With Policy at the District Level -- Educational Leaders as Policy Mediators -- Educational Leaders as Policy Crit.

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