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Family-school partnerships during the early school yearsadvancing science to influence practice /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Family-school partnerships during the early school yearsedited by Karen L. Bierman, Susan M. Sheridan.
其他題名:	advancing science to influence practice /
其他作者:	Bierman, Karen L.
出版者:	Cham :Springer International Publishing :2022.
面頁冊數:	x, 150 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Early childhood educationParent participation.
電子資源:	https://doi.org/10.1007/978-3-030-74617-9
ISBN:	9783030746179$q(electronic bk.)

Family-school partnerships during the early school yearsadvancing science to influence practice /
Family-school partnerships during the early school yearsadvancing science to influence practice /[electronic resource] :edited by Karen L. Bierman, Susan M. Sheridan. - Cham :Springer International Publishing :2022. - x, 150 p. :ill. (some col.), digital ;24 cm. - Research on family-school partnerships,2662-723X. - Research on family-school partnerships..

Chapter 1: Family-School Partnerships at School Entry: Developmental and Conceptual Frameworks for Action -- Chapter 2: The Getting Ready (GR) Intervention -- Chapter 3: The REDI-Parent Program: Enhancing the School Success of Children from Low-Income Families -- Chapter 4: ParentCorps: Promoting Culturally Relevant Family-School Partnerships at School Entry -- Chapter 5: Using the Family Check-Up to Support Social and Behavioral Adjustment in Early Elementary School -- Chapter 6: Child-Parent Centers -- Chapter7: Future Directions for Research -- Chapter 8: Future Directions for Practice and Policy.

This book presents research-based family-school intervention programs that target the specific developmental period of preschool through the early elementary years, focusing on promoting positive child transitions into school. It explores critical intervention issues, including the need to understand mechanisms of efficacy, issues with real-world implementation, and methods for scaling family-school interventions. The volume references developmental research to highlight the importance of family-school partnerships at this critical transition period. Several chapters briefly describe research on proven intervention models that are effective in promoting family-school partnerships as children enter kindergarten and foster positive school outcomes. Each chapter concludes with a review of the most critical next steps in family-school intervention research within the context of the early school years. At the end of the book, several commentary chapters address overall implications for future research and methods for advancing the field, including perspectives on research-informed family-school practices and policies. Not only does the volume highlight interventions that work effectively to engage families with schools, it focuses on identifying critical components and processes that may underlie effective intervention outcomes and offers agendas for future research and intervention diffusion efforts. Key topics of coverage include: Presenting the logic model of the intervention program. Exploring questions concerning critical elements of family-school partnerships that may account for children's positive outcomes. Discussing the challenges and strategies for scalability and broad diffusion. Family-School Partnerships During the Early School Years is a valuable resource for researchers, professionals and graduate students in child and school psychology, educational policy and politics, family studies, developmental psychology, sociology of education, sociology, and anthropology.

ISBN: 9783030746179$q(electronic bk.)

Standard No.: 10.1007/978-3-030-74617-9doiSubjects--Topical Terms:

305848
Early childhood education
--Parent participation.

LC Class. No.: LB1139.35.P37 / F36 2022

Dewey Class. No.: 371.192

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520 $a This book presents research-based family-school intervention programs that target the specific developmental period of preschool through the early elementary years, focusing on promoting positive child transitions into school. It explores critical intervention issues, including the need to understand mechanisms of efficacy, issues with real-world implementation, and methods for scaling family-school interventions. The volume references developmental research to highlight the importance of family-school partnerships at this critical transition period. Several chapters briefly describe research on proven intervention models that are effective in promoting family-school partnerships as children enter kindergarten and foster positive school outcomes. Each chapter concludes with a review of the most critical next steps in family-school intervention research within the context of the early school years. At the end of the book, several commentary chapters address overall implications for future research and methods for advancing the field, including perspectives on research-informed family-school practices and policies. Not only does the volume highlight interventions that work effectively to engage families with schools, it focuses on identifying critical components and processes that may underlie effective intervention outcomes and offers agendas for future research and intervention diffusion efforts. Key topics of coverage include: Presenting the logic model of the intervention program. Exploring questions concerning critical elements of family-school partnerships that may account for children's positive outcomes. Discussing the challenges and strategies for scalability and broad diffusion. Family-School Partnerships During the Early School Years is a valuable resource for researchers, professionals and graduate students in child and school psychology, educational policy and politics, family studies, developmental psychology, sociology of education, sociology, and anthropology.
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