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Building Culturally Responsive Family-School Relationships
Ellen S. Amatea, University of Florida

ISBN-10: 0205523641
ISBN-13: 9780205523641

Publisher: Merrill
Copyright: 2009
Format: Paper; 432 pp
Published: 03/11/2008

Suggested retail price: $65.33
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This text promotes a collaborative approach to working with all students’ families to promote student learning and resolve student problems throughout the early childhood and elementary school years.

 

Taking into account economic and cultural diversity as well as exceptionality, Building Culturally Responsive Family-School Relationships describes culturally-responsive instructional and non-instructional practices that educators can use to build family-school relationships characterized by trust, cooperation and motivation to help all children succeed in school.  Grounded in research, this book balances theory and application by discussing conceptual issues and linking them to methods educators can use--making it an essential resource for all school-based practitioners, including school administrators, school counselors, and special education consultants.

 

The book’s collaborative paradigm, first-person stories, case studies and self-reflection exercises set it apart from other texts.  Each chapter contains specific outcomes for the reader, a glossary of relevant terms, several discussion questions and an extensive bibliography including references and suggested readings. Appendices containing a annotated list of Recommended Websites not only expands the resources teachers can use to facilitate student learning, but also helps educators learn more effective ways to personalize their teaching.

  • Reflective exercises in every chapter encourage future educators to examine their personal beliefs and assumptions about their involvement with families and promote increased awareness of the attitude shift 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.
  • Showcases instructional methods that teachers can use to link students’ home and school worlds.
  • Case Studies, appearing in Parts 3 and 4, provide future teachers with insights into common situations in which educators interact with families, the emotional reactions, and a range of effective responses to these situations.
  • The managing the conflict section describes effective strategies for averting the blaming endemic to many family-school interactions (Ch 11).
  • End of chapter glossary terms, discussion questions, and suggested readings, provide the pedagogical tools to support the course, reinforce student learning, and aid in exam preparation.

Part I. Changing Family-School Roles and Relationships

1          Connecting with Families: A Nice or Necessary Practice?

      Ellen S. Amatea

Learner Objectives

The Influence of Families on Children’s School Success

Changing Models of Teaching and Learning

Sharing the Role of Expert with Families

Building On Students’ and Families’ Funds of Knowledge

Practicing No-Fault Problem Solving

Creating Opportunities for Meaningful, Non-Problematic Interaction

Discovering the Benefits of Connecting with Families

Identifying the Barriers

The Philosophy Underlying Our Approach

Summary

Additional Resources

References       

2          From Separation to Collaboration: Changing Paradigms of Family-School

            Relations

            Ellen S. Amatea

Learner Objectives

Understanding Paradigms

The Power of a Paradigm Shift

A Typology of Family-School Paradigms

                        The Separation Paradigm

                        The Remediation Paradigm

                        The Collaboration Paradigm

Implications for Your Professional Practice

Summary

Additional Resources

References

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

            Ellen S. Amatea

Learner Objectives

Vignettes

Thinking and Working as Partners

Translating Beliefs into Action: Dyadic or Group Focused Strategies

Creating Collaborative Dyadic Relationships

Reaching Out and Sharing Oneself Valuing and Affirming Family Expertise Involving Families as Significant Participants in Children’s Learning

Focusing on Group Climate-Building

            Examining Existing School Norms and Practices

            Redesigning Core Routines and Practices

Structural Supports for Family-School Collaboration

Evidence of Effectiveness

Developing Your Skills in Family-School Collaboration

Skill 1. Understanding Oneself, One’s Personal Reactions and Attitudes

Skill 2. Understanding and Valuing Family and Community Strengths

Skill 3. Reaching Out and Communicating

Skill 4. Understanding and Appreciating Family Diversity

Skill 5. Building in Opportunities for Positive Non-Problematic Family School Interaction

Skill 6. Creating Active, Co-Decision-Making Roles in Planning and Problem Solving and Accessing Needed Services

Discussion

Summary

Additional Resources

References

Part II. Understanding Families in their Socio-cultural Context

4         From Family Deficit to Family Strength:  Examining How Families

           Influence Children’s School Success

Ellen S. Amatea

Learner Objectives

Vignette

Moving Beyond Stereotypes:  Changing Research Perspectives

Using Systems Theory to Understand Family Life

                  Family Systems Theory

Ecological Systems Theory

Looking at Key Family System Processes

                  Family Beliefs and Expectations

Family Emotional Climate

Family Organizational Patterns

Family Learning Opportunities

Strengthening Families’ Capacities to Help Their Children Succeed

Benefits of a Family Strengths Perspective

Scanning for Strengths

Summary

References

5          Understanding Family Stress and Change

Silvia Echevarria-Doan and Heather L. Hanney

Learner Objectives

Diverse Family Forms

Blended Families

Single-Parent Families

Gay and Lesbian Families

Intergenerational and Multigenerational Families

Adoptive and Foster Families

Using Family Life Cycle Theory to Understand Family Stress

Meet the Families

The Robertson Family

The Reynolds Family

The Castillo Family

Family Life Cycle Theory

Family Life Cycle Stages

Understanding Family Stressors

Unpredictable Stressors and Family Coping

Family Crisis

Stages of a Family Crisis

Family Resources for Responding to Crisis and Stress

Family Resilience Theory

Resource-based Reflective Consultation

The Importance of Teacher Advocacy for Families

            Schools and Stress

Supportive Schools

Summary

References

6          Equal Access, Unequal Resources: Appreciating Cultural, Social and

            Economic Diversity in Families

      Cirecie A. West-Olatunji

      Learner Objectives

Understanding Differences in Class and Culture

                  Culture

                  Race

                  Social Class

                  Moderating Influences

Socio-cultural Stressors

Exploring the Cultural Worldviews of Families

Practicing Culturally Responsive Teaching

Family-School Collaboration as Cultural Reciprocity

      New Roles for Teachers When Partnering With Parents

Future Considerations and Challenges

Summary

Additional Resources

References

7          Understanding How Communities Impact Children’s Learning

      Ellen S. Amatea

Learner Objectives

Vignette

Defining Community

Community as Shared Place

                  Rural and small town communities

                  Urban communities

Communities as Social Networks

Neighborhood Effects on Children and Families

Approaches for Linking Schools and Families with Communities

Deficit/Need-Based Approaches

Drawing in Community Resources

Linking Schools with Community Services

Asset-Based Approaches

            Parallel Community Initiatives

            Community Schools

Community Strategies Used by Educators

Learning about the Community

Strengthening Parent-to-Parent Supports

Mobilizing Community Assets

Summary

Additional Resources

References

Part III. Building Family-School Relationships to Maximize Student Learning

8          Getting Acquainted with Families

      Teresa Leibforth and Mary Ann Clark

Learner  Objectives

Initial Considerations

Using Effective Relationship and Communication Skills

      Attentive Listening Skills

Eye contact

Body Language

Being a Careful Listener

Using Encouragers

Paraphrasing, Clarifying and Summarizing.

Focusing on and Reflecting Feelings.

                  Asking appropriate questions

Using Facilitative Feedback

Communicating Across Cultures

Everyday Routines For Getting Acquainted With Students’ Families

Welcome Letters

Phone Calls to Families

Using Technology

Back-to-School Night/Open House

Family-School Conferences

Problem-Solving Meetings

Family Visits

Summary

References

9          Using Families Ways of Knowing to Enhance Teaching and Support

            Learning

      Maria R. Coady

Learner Objectives

Vignette

Re-examining Culture

Influence of Culture in Educational Settings

Challenging Unidirectional, School-to-Family Relationships

Using Families’ Funds of Knowledge to Support Learning

Expanding Notions of Literacy to Support Learning

Programs and Projects Using a Multiple Literacies Paradigm

The Multi-Literacies Project

The Libros de Familia / Family Books Project

Using Family and Community Funds of Knowledge to Contexualize Instruction

Bridging Family Funds of Knowledge and School Settings

Summary

Additional Resources

References

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

      Ellen S. Amatea and Kelly M. Dolan

            Learner Objectives

Vignette

Purpose and Benefits of Student-Led Conferences

The Student Led Conference: A Change in Roles and Responsibilities

Nature of the Student Led Conference

The Teacher’s Role

The Student’s Role

The Parent’s Role

Preparing Students and Parents for their New Roles

Preparing Students

Preparing Parents

Discussion

Summary

References

Part IV. Building Relationships Through Joint Decision-making and Problem-

Solving

11        Engaging in Collaborative Problem Solving With Families

      Ann A. Rai. and Ellen S. Amatea.

            Learner Objectives

Vignettes

Barriers to Collaborative Problem Solving

Emotionally Charged Nature of Family-School Meetings

Tendency to Blame

Monocultural and Monolingual Nature of Schools

Traditional Style of Parent-Teacher Meetings

Collaborative Family-School Problem Solving

Implementing the SOLVES Family School Meeting

Step One- Setting Up the Meeting & Inviting the Student and Family

Step Two- Orienting to the Meeting Purpose and Process and Introductions

Step Three: Listening and Clarifying Participants’ Concerns and Blocking Blame

Step Four- Validating & Checking for Consensus about Shared Concerns

Step Five. Expanding Solution Ideas

Step Six. Setting up an Action Plan and Followup

Skills Needed in Conducting Family-School Problem Solving Meetings

Skills in Blocking Blaming

Using Family-School Problem-Solving with Culturally Diverse Families

Getting Started with Family-School Problem-Solving

Discussion

Summary

References

12         Making Decisions and Plans with Families of Students with Special Needs

      Crystal N. Ladwig.

      Learner Objectives

      A Look Back

Changing Roles of Parents of Children with Special Needs

Influence of Current Theory and Legislation

            Child Development Theories

Legislation Decision Making and Planning

Individualized Education Plans

Culture and Disability

Parent Roles within a Family-Centered Approach

What is Family-Centeredness?

Family-Centered Roles

Family-Centered Educational Practices

Summary

Additional Resources

References

13        Creating a Support Network for Families in Crisis

      Catherine Tucker and Sondra Smith-Adcock

Learner Objectives

Assessing Family Strengths and Difficulties

Working with the Family to Seek Help from the Community

Common Family Challenges

Financial Problems

Divorce

Death in the Family or Community

Family Violence

Child Maltreatment

Substance Abuse

Natural Disasters

Assessing Available Resources

                        Inside the School

In the Community

Engaging with Families in Crisis

Community and School Service Delivery Models

School-Family-Community Partnerships

Full Service Community Schools

Summary

References

Appendix A.  Books for Working with Families Experiencing Stressors

Appendix B. Useful Websites

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

       Family-School Connections

      Linda S. Behar-Horenstein and Frances M. Vandiver

Learner Objectives

Creating a More Inviting Family-School Climate

Rethinking Concepts of Family

Examining Current Family-School Practices

Learning about Families’ Perspectives and Circumstances

Welcoming and Inviting Parent Participation

Creating Meaningful Co-Roles for Families

Providing Opportunities for Teacher Skill Development

How Schools Change Themselves

The Principal’s Role

Increasing Faculty Awareness

Changing Assumptions About Teaching

Entering As A New Teacher

Examining the Depth of School Change Required

Summary

Additional Resources

References

Praise from reviewers for Ellen S. Amatea’s timely first edition:

 

“I thought that this was an excellent text that provided a great deal of useful information.”  –Amy J. Malkus, East Tennessee State University

 

“[This book] is written in a reader-friendly format; pertinent issues are addressed…I really liked this book!”  –Deborah A. Farrar, California University of Pennsylvania

 

 

Beginning with a complete look at the shifting demographic context of schooling in the United States, this text examines how families, schools, and communities interact to influence children’s school success.  Taking into account economic and cultural diversity as well as exceptionality, Building Culturally Responsive Family-School Relationships presents a collaborative approach for working with all students’ families to promote learning and resolve problems throughout the early childhood and elementary school years.  The underlying premise is that teachers who embrace and adapt to shifting realities can work toward true partnerships between culturally diverse communities and the schools that serve them.

 

Grounded in research, this book links conceptual issues to practical methods in-service and pre-service educators can use–advising them how to take on the often intimidating, yet vital, process of forging connections with families by describing specific culturally responsive instructional and non-instructional practices to build relationships characterized by trust, cooperation, and motivation. Further, the text offers effective ways to personalize teaching and facilitate student learning through productive home-school cooperation, making it an essential resource for all school-based practitioners, including administrators, counselors, and special education consultants.

 

Features:

  • 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.
  • End of chapter discussion questions and suggested readings provide the pedagogical tools to support the course and reinforce student learning.

 

View a Sample Chapter PDF:

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    Amatea
    © 2009 | Merrill | Electronic Book; 432 pages | Instock
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