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For courses in Parents/Home-School Relations in Early Childhood Education and Elementary Education. Parents as Partners in Education: Families and Schools Working Together, seventh edition, is the most comprehensive book on the market covering the history of parenting and parent/school collaboration, current issues and population trends affecting American schools and communities, diverse family structures, and techniques for establishing a connection with parents and encouraging involvement with their child's learning. Many chapters also feature sample case studies of children. Throughout, students will find useful illustrations, summaries, review questions, and Web links. Following the introductory chapter that provides a rationale for strong family involvement, Chapter 2 provides an overview of population and immigration trends, diverse family structures. Chapter 3 discusses ways to understand the community with which professionals work, cultural diversity, and the diverse ethnic groups that compose American communities. An historical overview of family life and parent involvement follows in Ch. 4. effective home-school-community relationships, communication and parent programs, and developing collaborative relationships with parents. Presentation on school-based parent involement programs and home-based parent involvement programs follow in Chapters 8 and 9. The text ends with three chapters on working with parents of a child with disabilities (to understand processes in schools, parents' rights, and laws in special education), child abuse (including bullying and ways to spot and intervene in abuse situations), and children's and parents' rights and advocacy.

Tabla de contenidos provista por Syndetics

• Chapter 1 Family Involvement-Essential for a Child's Development
• Chapter 2 Families and Communities: Overview, Trends, and Insights
• Chapter 3 Working with Culturally Diverse Groups
• Chapter 4 Historical Overview of Family Life, Diverse Famlies, and Parent Involvement
• Chapter 5 Effective Home-School-Community Relationships
• Chapter 6 Communication and Parent Programs
• Chapter 7 Collaborative Leadership-Working with Parents
• Chapter 8 School-Based Programs
• Chapter 9 Home-Based Programs
• Chapter 10 Working with Parents of a Child with Disabilities
• Chapter 11 The Abused Child
• Chapter 12 Rights, Responsibilities, and Advocacy
• Bibliography
• Index

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The beginning of a new century makes one reflect on the accomplishments and disappointments of the past as well as the opportunities that lie ahead. During the past decades there was change from distancing families from their children's education toward engaging families and communities more completely as partners in education. A look at today's families, schools, and communities shows that, although they remain the same in their roles of nurturing, educating, and providing services, they differ in their delivery systems. But diversity in meeting the needs of children increases the chances that those needs will be met. No longer do we question whether parents should collaborate with schools. Now we try to design an appropriate and successful partnership that meets the needs of individual schools and school districts. When I wrote the first edition of Parents as Partners in the late 1970s, I did so because of my great interest in parent-school collaboration. This developed from my roles as a parent, a public school teacher, and a college professor, as well as my experience as director of a Parent Education and Preschool Program in the early 1960s. It was my aim to project this enthusiasm for parent-school partnerships to preservice students, school personnel, and parents. Now, writing this sixth edition, I am overwhelmed by the proliferation of reports, books, and journals filled with suggestions for collaboration and successful partnerships. The U.S. Department of Education has focused on the home and parents as necessary components in education. I visited with school principals and teachers and found exciting programs that include parents. Parents as first teachers and continuing partners in education are becoming accepted by the education community. This edition, like its predecessors, includes a comprehensive look at parent-school partnerships, and it also updates the national emphasis on home-school participation. Professional and commercial organizations have responded with articles, materials, and programs that offer suggestions for enhancing parent involvement. With its comprehensive coverage, this book offers practical information that enhances school-parent collaboration, and it includes an annotated bibliography in the Appendix to serve as a reference to the new national emphasis. ORIENTATION TO THE TEXT Interdisciplinary. The text studies parent involvement from an interdisciplinary approach and looks at home-school collaboration using historical, educational, psychological, ethnic-social diversity, and sociological perspectives. In this edition there was a strong effort to include immigration patterns and the history of diversity in the United States, as well as recognition of the original inhabitants, the Native Americans. It is hoped that this will make all diverse groups feel recognized as contributing members of society. Theory and Research. Theory and research underpin each chapter of the text. New research emphasizes the need for collaboration between families and schools. Practical Application. A teacher, administrator, parent, or student can pick up this book and find suggestions and descriptions of specific programs that will enable collaboration between families and schools. Readability. Reviewers and students have commented on the readability of the text. It is written in an easy-to-read style. Illustrations. More than a hundred photographs enrich the narrative. Classical paintings from leading art museums illustrate Chapter 2, "Historical Overview of Family Life and Parent Involvement." Drawings and Graphs. Many drawings and graphs are included in the text. Enlargements of these figures are included in the instructor's manual so that transparencies can be made easily. Comprehensive Coverage. The text moves beyond the typical discussion of parent involvement to include history and current research on parent involvement and a look at diverse families. There are activities and programs to enrich parent-school collaboration, communication necessary for partnerships, leadership for parent programs, school-based and home-based programs, child abuse detection, the exceptional child's education, and elucidating the rights and responsibilities of schools and parents. Previous reviewers and users of the text consistently comment on its comprehensive coverage. SPECIAL FEATURES Instructor's Manual. The instructor's manual includes multiple-choice, short-answer, and essay questions help instructors compose tests. Activities. Each chapter suggests activities that enhance the opportunities for learning about parents and schools. Situational Vignettes. Vignettes bring alive situations that typically occur in parent-school relationships. Advocacy. Preparation and suggestions for advocacy, plus facts about children in the United States, give parents and educators the knowledge they need to help them encourage active involvement in issues. Annotated Bibliography. A comprehensive annotated bibliography describes resources, books, and associations for parent information, family diversity, and parent-school collaboration. Historical Outline. An outline in Chapter 2 of historical dates of parent education and education highlights succinctly illustrates parent involvement. Excerpted from Parents as Partners in Education: Families and Schools Working Together by Eugenia Hepworth Berger All rights reserved by the original copyright owners. Excerpts are provided for display purposes only and may not be reproduced, reprinted or distributed without the written permission of the publisher.

Notas de autor provistas por Syndetics

Eugenia Hepworth Berger became interested in parent involvement when she and her husband, Glen, became the parents of three children who attended public schools. A professional in early childhood education, sociology, family-life education, and parent education for 30 years, she has two master's degrees and a Ph.D. in sociological foundations of education. Eugenia is active in many professional organizations, including the Association for Childhood Education International, the National Council on Family Relations, the National Association for the Education of Young Children (life member), the National Council for Social Studies, and the American Sociological Association. In 1994-1995 she served on the board of the National Association of Early Childhood Teacher Educators. She has been a board member of the Colorado Association for Childhood Education, served as president of the Rocky Mountain Council on Family Relations for three years, and served on the board of the Colorado Association for the Education of Young Children, 1998-2001. She has coordinated many conferences, ranging from the Colorado Year of the Child in 1979 to ACEI and RMCF state conferences in the 1980s and 1990s. Prior to becoming a college professor, she was a public school teacher and director of a parent education program. A faculty member at Metropolitan State College of Denver since 1968, she wrote the early childhood education certification program and the minor in early childhood, and coordinated the early childhood education program for eight years. She retired in December 1997 and is now professor emerita of education.

Dr. Berger has been elected to a variety of honorary associations, including Pi Kappa Lambda, Mortar Board, Mu Phi Epsilon, Pi Lambda Theta, and Kappa Delta Pi. She received the Distinguished Service Award from Metropolitan State College of Denver. She is included in Who's Who in the West and Who's Who of American Women.