Editors:
- Synthesizes foundational school-family partnership studies by seminal researchers
- Offers perspectives across such related disciplines as psychology, sociology, education, and methodology
- Dismantles the typical “silo” approach used in most research investigations
- Encourages cross-fertilization of research methods and findings on how families and schools can collaborate more effectively to improve student outcomes
- Includes supplementary material: sn.pub/extras
Part of the book series: Research on Family-School Partnerships (RFSP, volume 1)
Buy it now
Buying options
Tax calculation will be finalised at checkout
Other ways to access
This is a preview of subscription content, log in via an institution to check for access.
Table of contents (6 chapters)
-
Front Matter
-
Back Matter
About this book
This volume focuses on how family-school partnerships are conceptualized, defined, and operationalized as well as the research that is needed to advance these foundational issues. Each chapter integrates prevailing approaches into a research-based framework for supporting learning from pre-K through high school. The book incorporates structural and relational methods into the larger context of educational processes to promote research about collaboration and to improve the academic and behavioral development of students. Diverse theories and models of family-school alliances demonstrate approaches and interventions that are goal-directed and strengths-based, respectful and responsive. In addition, the book analyzes cognitive, behavioral, and interpersonal aspects of partnership and discusses different methods of assessing parental involvement and student outcomes.
Included in the coverage are innovative, agenda-setting discussions on:
- Definitions and conceptual frameworks of family-school partnerships.
- Need-satisfying partnerships.
- Diverse parent perspectives and participation.
- Measurement of family-school partnership constructs over time.
Foundational Aspects of Family-School Partnership Research is an essential 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.
Keywords
- Conceptual frameworks of family-school partnerships
- Core components of family-school partnerships
- Core constructs of family-school partnerships
- Definitions of family-school partnerships
- Diary methods in family-school partnerships
- Ecological momentary assessments in family-school partnerships
- Experience sampling methods in family-school partnerships
- Family-school partnerships
- Family-school partnerships across development
- Innovations in measuring family-school partnerships
- Methodological advances in family-school partnerships
- Parent-child relationships across development
- Research agenda in family-school partnerships
- Student engagement and family-school partnership
Editors and Affiliations
-
Nebraska Center for Research on Children Youth, Families and Schools, University of Nebraska-Lincoln, Lincoln, USA
Susan M. Sheridan, Elizabeth Moorman Kim
About the editors
Susan M. Sheridan, Ph.D., is a George Holmes University Professor of Educational Psychology and Director of the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska-Lincoln, well known for her research on family-school partnerships and family engagement. She has managed numerous significant federal grants investigating the efficacy of a consultation-based partnership model, which have resulted in several publications and professional presentations. She has received several professional awards and has served in many leadership positions in the fields of school and educational psychology.
Elizabeth Moorman Kim, Ph.D., received her doctorate in Developmental Psychology from the University of Illinois at Urbana-Champaign. She is currently co-principal investigator of a federally funded research project examining the effects of interventions targeting parental involvement in children’s learning and family-school partnerships housed at the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska-Lincoln. Her research interests include family-school partnerships, parenting, and children’s motivation and achievement in school.
Bibliographic Information
Book Title: Foundational Aspects of Family-School Partnership Research
Editors: Susan M. Sheridan, Elizabeth Moorman Kim
Series Title: Research on Family-School Partnerships
DOI: https://doi.org/10.1007/978-3-319-13838-1
Publisher: Springer Cham
eBook Packages: Behavioral Science, Behavioral Science and Psychology (R0)
Copyright Information: Springer International Publishing Switzerland 2015
Hardcover ISBN: 978-3-319-13837-4Published: 08 May 2015
Softcover ISBN: 978-3-319-37540-3Published: 17 October 2016
eBook ISBN: 978-3-319-13838-1Published: 22 April 2015
Series ISSN: 2662-7221
Series E-ISSN: 2662-723X
Edition Number: 1
Number of Pages: XIII, 126
Number of Illustrations: 21 b/w illustrations
Topics: Child and School Psychology, Educational Policy and Politics, Family, Developmental Psychology, Sociology of Education, Sociology, general