New & Noteworthy (Web-Only Expanded Version*)
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme.
Allen, J. (2007). Creating welcoming schools: A practical guide to home–school
partnerships with diverse families. New York: Teachers College Press.
JoBeth Allen's new book, which features a foreword by Concha Delgado-Gaitan,
is designed to help parents, teachers, and administrators create meaningful
partnerships between schools and diverse families. The author describes the
attitudes and everyday practices necessary to create an inviting school environment
for diverse families-from recognizing families' funds of knowledge to engaging
in genuine dialogue. store.tcpress.com/0807747890.shtml
Barton, P. E., & Coley, R. J. (2007). The family: America's smallest
school. Princeton, NJ: Educational Testing Service. This report reviews
literature on the role of family in student achievement both in the U.S. and
internationally and looks at how factors such as single parenting, reading to
children at home, family finances and home-school partnerships predict student
outcomes. The report suggests that, in addition to school improvement, attention
be paid to home and family factors in order to improve student achievement.
www.ets.org/Media/Education_Topics/pdf/5678_PERCReport_School.pdf
Coleman, A. L., Starzynski, A. L., Winnick, S. Y., Palmer, S. R., & Furr,
J. E. (2006). It takes a parent: Transforming education in the wake of
the No Child Left Behind Act. Washington, DC: Appleseed. This report
from Appleseed looks at how family involvement occurs in elementary and secondary
schools and makes recommendations for future policy and practice, including
increased funding of parent involvement initiatives. The report finds a strong
link between parent involvement and children's academic achievement and posits
that link as key to closing the achievement gap. www.gaappleseed.org/docs/it_takes_a_parent.pdf
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Cosby, W. H., Jr., & Poussaint, A. F. (2007). Come on, people:
On the path from victims to victors. Nashville, TN: Thomas Nelson.
Comedian Bill Cosby and psychiatrist Alvin Poussaint offer their advice
and suggestions to African American families and communities for overcoming
the challenges of poverty. Among their messages, meant to empower their
readers to take action, is a focus on strengthening African American families
and education. www.thomasnelson.com/consumer/product_detail.asp?sku=1595550925
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Enyeart, C., Diehl, J., Hampden-Thompson, G., & Scotchmer, M. (2006). School
and parent interaction by household language and poverty status: 2002–03.
Washington, DC: National Center for Education Statistics, Institute of Education
Sciences, U.S. Dept. of Education. This issue brief draws on data from the Parent
and Family Involvement in Education Survey of the 2003 National Household Education
Surveys Program to compare communication practices and parent involvement opportunities
at schools, as reported by parents of school-age students from primarily English-
and primarily Spanish-speaking households. The report finds statistically significant
differences in the school communication and involvement opportunities reported
by English- and Spanish-speaking families, even after controlling for poverty.
nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006086
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Family Strengthening Policy Center. (2007). Youth service-learning:
A family-strengthening strategy. Washington, DC: National Human
Services Assembly. This policy brief from the Family Strengthening Policy
Center of the National Assembly frames service learning as a strategy
that promotes healthy families and communities. The brief synthesizes
research on the benefits of service learning for a broad range of stakeholders,
including children, youth, families, and communities. Benefits for families
include connecting parents and siblings to community resources, helping
youth become competent and effective contributors to the family, and helping
family members learn new skills. www.nassembly.org/fspc/documents/Brief21.pdf
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Hiatt-Michael, D. B. (Ed.). (2007). Promising practices for teachers
to engage families of English Language Learners. Charlotte, NC: Information
Age. This monograph provides a set of tools, resources, and activities that
teachers and other practitioners can use to effectively engage families of English
Language Learners. The monograph, which is part of the Family–School–Community
Partnership Issues series, includes contributions from a diverse group of
experts on family engagement. www.infoagepub.com/products/content/p46bbca6b5eb46.php
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Hoffman, E., & Ewen, D. (2007). Supporting families, nurturing
young children: Early Head Start programs in 2006. Washington,
DC: Center for Law and Social Policy. This policy brief from the Center
for Law and Social Policy looks at 2006 for the Early Head Start program,
which serves pregnant women and children under age 3. The brief describes
how, in 2006, Early Head Start offered families a broad range of services,
including medical, dental, and mental health services, and finds that,
since 2004, more Early Head Start children and pregnant women received
dental exams; more pregnant women had health insurance; and more pregnant
women received mental health services. www.clasp.org/publications/ehs_brief9.pdf
Horowitz, A., & Bronte-Tinkew, J. (2007). Building, engaging,
and supporting family and parental involvement in out-of-school time programs.
Washington, DC: Child Trends. This brief from Child Trends summarizes
the research on outcomes and best practices for family engagement in after
school. It also offers suggestions for programs to plan for and sustain
family involvement, and spotlights how the National Organization of Concerned
Black Men has involved families in out-of-school time. www.childtrends.org/Files/Child_Trends-2007_06_19_RB_ParentEngage.pdf
Lyons, S., & Winje, C. (2007). Helping families shine: Evaluation
of the Family and Community Partnership, Palm Beach County, Florida.
Chicago: Chapin Hall Center for Children at the University of Chicago.
This 3-year study by Chapin Hall Center for Children examines the Family
and Community Partnership (FCP) in Palm Beach County, Florida-an initiative
that sought to strengthen and increase collaboration among programs providing
prevention and early intervention services high-need geographic areas.
The report describes how the intervention increased service providers'
knowledge about formal and informal resources for families, fostered better
collaboration among service providers, and built service providers' capacity.
The study finds that FCP facilitated service provider relationships by
creating a communication structure and by fostering the use of common
tools and approaches. www.chapinhall.org/article_abstract.aspx?ar=1460&L2=62&L3=107
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Mediratta, K., Shah, S., McAlister, S., Fruchter, N., Mokhtar, C., & Lockwood,
D. (2008). Organized communities, stronger schools: A preview of research
findings. Providence: Annenberg Institute for School Reform at Brown
University. This research brief from the Community Involvement Program at the
Annenberg Institute for School Reform describes findings from a 6-year study
of the benefits of community organizing for school reform. Using quantitative
and qualitative data across 7 community organizing programs, the researchers
found positive results for outcomes including family engagement and involvement,
school climate and policies, and student achievement, engagement, and behavior.
www.annenberginstitute.org/pdf/OrganizedCommunities.pdf
Project Appleseed. (2007). Parental involvement toolbox. St.
Louis, MO: Author. This tool kit contains a set of easy-to-implement ideas for
improving parental involvement in public schools, as well as tips for building
and sustaining a parent organizing database. The Toolbox can be accessed for
a fee, which includes resources for schools for creating a parent involvement
pledge website, parent involvement report cards and certificates, recruitment
tools, and a parent organizer database. www.projectappleseed.org/chklst.html
Public Education Network. (2007). Open to the public: How communities,
parents and students assess the impact of the No Child Left Behind Act: 2004–2007:
The realities left behind. Washington, DC: Author. Through a series
of consultations, surveys, public forums, and focus groups across the nation
over a 3-year period, Public Education Network (PEN) engaged stakeholders in
conversations about the No Child Left Behind (NCLB) Act. They found that while
stakeholders support the NCLB goals, they call for greater involvement of families
and communities in the reform and systemic changes in “resources, capacities,
and will” in order for the goals to be achieved. www.publiceducation.org/nclb_main/2007_NCLB_National_Report.pdf
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RAND Education. (2007). Do Title I school choice and supplemental
educational services affect student achievement? Santa Monica,
CA: Author. This RAND research brief summarizes the results of a research
study on how school choice and supplemental education services (SES)-core
ingredients of NCLB's parent involvement provisions-impact student achievement.
The brief concludes that SES positively affects student achievement, that
school choice has no effect on student achievement, and that differences
exist among those who use various services. www.rand.org/pubs/research_briefs/RB9273/index1.html
Rothman, R. (2007). City schools: How districts and communities
can create smart education systems. Cambridge, MA: Harvard Education
Press. The book, a compilation by Annenberg Institute for School Reform
scholar Robert Rothman and his colleagues, envisions the formation of
“smarter” school districts through the creation of a comprehensive
network of nonschool supports. Based on research from a number of districts,
the authors provide examples and offer suggestions for how schools can
build partnerships with families, community agencies, businesses, and
nonprofits to best support children and youth. www.hepg.org/hep/Book/68
Russ, S., Perez, V., Garro, N., Klass, P., Kuo, A. A., Gershun, M., et
al. (2007). Reading across the nation: A chartbook. Boston:
Reach Out and Read National Center. This report tracks parental practices
in reading aloud to young children (under 5 years old) state-by-state
and provides a set of resources for practitioners and policymakers regarding
early language and literacy experiences of children. It finds that, nationally,
less than half of the children in the birth to age 5 cohort are read to
every day by parents or other family members. The report also points to
significant variations across states. www.reachoutandread.org/downloads/RORChartbook.pdf
Schumacher, R., Hamms, K., & Ewen, D. (2007). Making pre-kindergarten
work for low-income working families. Washington, DC: Center for
Law and Social Policy. This policy paper published by the Center for Law
and Social Policy synthesizes research conducted on 29 state prekindergarten
policies that include provisions for community-based care. The authors
describe examples of models and strategies states are using to provide
prekindergarten to their low-income working families, and offer recommendations
for all state policymakers to improve access to and the quality of prekindergarten
programs. www.plan4preschool.org/documents/pk-work-fam.pdf
Sikes, M. E. (2007). Building parent involvement through the arts:
Activities and projects that enrich classrooms and schools. Thousand
Oaks, CA: Corwin Press; and Sikes, M. E. (2007, August/September). The
creative bridge: How the arts connect parents and schools. Our
Children Magazine. In this book and complementary article, Michael
Sikes argues that parent involvement increases with arts education and
that this can be used as a leverage point in advocacy for arts programming
in schools. He synthesizes results from evaluations of arts education
and suggests that arts can provide an opportunity for parents to feel
welcomed in schools, connected to their children's education, and overcome
common barriers to family involvement. www.pta.org/pr_magazine_article_details_1187038350421.html
U.S. Department of Education, Office of Communications and Outreach.
(2007). Empowering parents school box: Taking a closer look.
Washington, DC: Author.
This tool kit consists of a parent's guide to NCLB and additional tools
that parents can use to help their children achieve academic success.
Three publications in the tool kit provide parents with information about
NCLB, school choice, supplementary education services, and financial aid.
The tool kit also contains brochures, a bookmark, a door hanger, and a
poster. Free copies, including in Braille, are available from the Department
of Education at 1-877-4ED-PUBS. www.ed.gov/parents/academic/involve/schoolbox/index.html
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WestEd. (2007). Engaging parents in education: Lessons from five Parental
Information and Resource Centers. Washington, DC: U.S. Department of
Education. This report, part of the Innovation in Education series, highlights
Parental Information and Resource Centers' best practices for building parents'
understanding of No Child Left Behind and for preparing educators and parents
to collaborate in support of student learning. www.ed.gov/admins/comm/parents/parentinvolve/engagingparents.pdf
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Recent Journal Articles
Abd-El-Fattah, S. M. (2006). The relationship among Egyptian adolescents'
perception of parental involvement, academic achievement, and achievement
goals: A mediational analysis. International Education Journal,
7(4), 499–509.
Aremu, O. A., Tella, A., & Tella, A. (2006). Relationship among
emotional intelligence, parental involvement and academic achievement
of secondary school students in Ibadan, Nigeria. Essays in Education,
18, 1–14.
Barnett, R. C., & Gareis, K. C. (2006). Antecedents and correlates
of parental after-school concern: Exploring a newly identified work-family
stressor. The American Behavioral Scientist, 49(10),
1382–1399.
Barrera, J. M., & Warner, L. (2006). Involving families in school
events. Kappa Delta Pi Records, 42(2), 72–75.
Chandler, G. R. (2006). Outstanding educators and citizens: Improving
the connection between our public schools and our communities. National
Civic Review, 95(2), 34–40.
Crozier, G., & Davies, J. (2006). Family matters: A discussion
of the Bangladeshi and Pakistani extended family and community in supporting
the children's education. Sociological Review, 54(4),
678–695.
Deplanty, J., Coulter-Kern, R., & Duchane, K. A. (2007). Perceptions
of parent involvement in academic achievement. The Journal of Educational
Research, 100(6), 361–368.
Doherty, W. J., Erickson, M. F., & LaRossa, R. (2006). An intervention
to increase father involvement and skills with infants during the transition
to parenthood. Journal of Family Psychology, 20(3),
438–447.
Epstein, J. L., & Sanders, M. G. (2006). Prospects for change:
Preparing educators for school, family, and community partnerships.
Peabody Journal of Education, 81(2), 81–120.
Fege, A. F. (2006) Getting Ruby a quality public education: Forty-two
years of building the demand for quality public schools through parental
and public involvement. Harvard Educational Review, 76(4),
570–586.
Green, C. L., Walker, J. M., Hoover-Dempsey, K. V., & Sandler, H.
M. (2007). Parents' motivations for involvement in children's education:
An empirical test of a theoretical model of parental involvement.
Journal of Educational Psychology, 99(3), 532–544
Hayes, D., & Chodkiewicz, A. (2006). School–community links:
Supporting learning in the middle years. Research Papers in Education,
21(1), 3.
Jeynes, W. H. (2007). The relationship between parental involvement
and urban secondary school student academic achievement: A meta-analysis.
Urban Education, 42(1), 82–110.
Lee, J., & Bowen, N. K. (2006). Parent involvement, cultural capital,
and the achievement gap among elementary school children. American
Educational Research Journal, 43(2), 193–218.
McIntyre, L. L., Eckert, T. L., Fiese, B. H., DiGennaro, F. D., &
Wildenger, L. K. (2007). Transition to kindergarten: Family experiences
and involvement. Early Childhood Education Journal, 35(1),
83–88.
Mitchell, A. D., & Bossert, T. J. (2007). Measuring dimensions
of social capital: Evidence from surveys in poor communities in Nicaragua.
Social Science & Medicine, 64(1), 50–63.
Mozumder, P., & Halim, N. (2006). Social capital fostering human
capital: The role of community participation in primary school management
in Bangladesh. Journal of International Development, 18(2),
151–162.
O'Connor, E., & McCartney, K. (2006).Testing associations between
young children's relationships with mothers and teachers. Journal
of Educational Psychology, 98(1), 87–98.
Ogoye-Ndegwa, C. Mengich, W. S., & Abidha, O. (2007). Parental
participation in pupils' homework in Kenya: In search of an inclusive
policy. International Education Journal, 8(1), 118–126.
Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The
how, whom, and why of parents' involvement in children's academic lives:
More is not always better. Review of Educational Research,
77(3), 373–410.
Quiocho, A. M. L., & Daoud, A. M. (2006). Dispelling myths about
Latino parent participation in schools. The Educational Forum,
70(3), 255.
Seda, C. (2007). Parental involvement unlocks children's educational
potential. Essays in Education, 19, 150-59.
Sheehey, P. H. (2006). Parent involvement in educational decision-making:
A Hawaiian perspective. Rural Special Education Quarterly,
25(4), 3–15.
Sohn, S., & Wang, X. C. ( 2006). Immigrant parents' involvement
in American schools: Perspectives from Korean mothers. Early Childhood
Education Journal, 34(2), 125–132.
Souto-Manning, M., & Swick, K. J. (2006). Teachers' beliefs about
parent and family involvement: Rethinking our family involvement paradigm.
Early Childhood Education Journal, 34(2), 187–193.
Terrion, J. L. (2006). Building social capital in vulnerable families
success markers of a school-based intervention program. Youth &
Society, 38(2), 155–76.
Thomson, P. (2006). Miners, diggers, ferals and show-men: School–community
projects that affirm and unsettle identities and place. British
Journal of Sociology of Education, 27(1), 81–96.
Thompson, D, R., Iachan, R., Overpeck, M., Ross, J. G., & Gross,
L. A. (2006). School connectedness in the health behavior in school-aged
children study: The role of student, school, and school neighborhood characteristics.
Journal of School Health, 76(7), 379–386.
Tobolka, D. (2006). Connecting teachers and parents through the Internet.
Tech Directions, 66(5), 24–26.
Vieno, A., Nation, M., Perkins, D. D., & Santinello, M. (2007). Civic
participation and the development of adolescent behavior problems.
Journal of Community Psychology, 35(6), 761–777.
Wong, S. W., & Hughes, J. N. (2006). Ethnicity and language contributions
to dimensions of parent involvement. School Psychology Review,
35(4), 645–662.
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