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.