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Family-School Partnerships During the Early School Years: Advancing Science to Influence Practice

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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.

    Author(s): Karen L. Bierman, Susan M. Sheridan
    Series: Research on Family-School Partnerships
    Publisher: Springer
    Year: 2021

    Language: English
    Pages: 154
    City: Cham

    Contents
    About the Editors
    Contributors
    Chapter 1: Family-School Partnerships at School Entry: Developmental and Conceptual Frameworks for Action
    1.1 Introduction
    1.2 Parent Engagement and Family-School Partnerships
    1.3 Family-School Partnerships at the Transition into Formal Schooling
    1.4 Implications for Effective Intervention
    1.5 Crosscutting Issues and Questions
    References
    Chapter 2: Getting Ready: A Relationship-Based Approach to Parent Engagement in Early Childhood Education Settings
    2.1 Introduction to the Getting Ready Approach
    2.2 Getting Ready’s Research Evidence
    2.3 Implications of Getting Ready Findings for Future Intervention Design and Research
    2.4 Conclusions
    References
    Chapter 3: The REDI-Parent Program: Enhancing the School Success of Children from Low-Income Families
    3.1 Developmental Research Informing the REDI-P Intervention Design
    3.2 REDI-P Evaluation: Immediate and Longer-Term Outcomes
    3.3 Exploring Potential Mechanisms of Action in the REDI-P Intervention
    3.4 Implications of REDI-P Findings for Future Intervention Design and Research
    3.5 Summary
    References
    Chapter 4: Understanding ParentCorps’ Essential Elements for Building Adult Capacity to Support Young Children’s Health and Development
    4.1 ParentCorps Theory of Action
    4.2 Program Components
    4.3 Evidence of Impact
    4.4 Priorities for Research to Understand Core Pathways to Impact
    4.5 Priorities for Research to Support Impact at Scale
    4.6 Conclusion
    References
    Chapter 5: Research on the Family Check-Up to Support Social and Behavioral Adjustment in Early Elementary School
    5.1 The Family Check-Up Model
    5.2 Empirical Support
    5.3 Adaptations for School Entry: The Family Check-Up for Kindergarteners
    5.4 Mechanisms of Change
    5.5 Implementation of the FCU at School Entry in Real-World Settings
    5.6 Future Research Directions
    5.7 Conclusion
    References
    Chapter 6: Parental Involvement and Engagement in Early Education Contribute to Children’s Success and Well-Being
    6.1 Introduction
    6.2 Parental Involvement in Early Education: The Child-Parent Center Model
    6.2.1 The Child-Parent Center (CPC) Program
    6.2.2 CPC Parent Engagement Component
    6.2.3 Evidence Documenting the Positive Impact of the CPC Model on Child Outcomes
    6.3 Parental Engagement as a Mechanism Promoting Long-Term Benefits
    6.3.1 Contributions of the CPC Family Support Component to Children’s Well-Being
    6.3.2 Summary of CPC Processes of Influence on Youth and Adult Outcomes
    6.3.3 Economic Impact of the CPC Program
    6.4 Future Directions in Research on Parent Engagement and Long-Term Child Outcomes
    6.4.1 Understanding Developmental Cycles and Cascades
    6.4.2 Measurement Issues in the Study of Parent Engagement
    6.4.3 Parent Engagement as a School-Level Versus Family-Level Variable
    6.4.4 Understanding Links between Parent Engagement and Parent Academic Expectations
    6.5 Conclusion and Future Research Directions
    References
    Chapter 7: Parent-School Partnerships: Accounting for Parents Facing Economic Hardship and Social Marginalization
    7.1 Introduction
    7.2 What Has Been Learned About the Impact of Parent Involvement in the Early School Years on Children’s Learning Outcomes?
    7.3 What Explains the Success of Family-School Partnership Programs? Design That Accounts for Families’ Lives
    7.4 How Do Family-School Partnership Programs Attend to the Contexts of Low-Income Families?
    7.5 How Do Family-School Partnership Programs Change Teacher and School Practices?
    7.6 Conclusion
    References
    Chapter 8: Unleashing the Power of Family Engagement to Achieve Impact and Equity for All
    8.1 Commentary
    8.2 Bridging Research, Practice, and Policy: An Old Challenge
    8.3 Frameworks for Scaling and Sustaining Programs and Practices
    8.3.1 Diffusion of Innovation Framework
    8.3.2 Population-Level Framework
    8.3.3 Partnership Frameworks
    8.4 Next Steps for the Family Engagement Field: A Call for Population Impact
    References
    Index