Parents and Teachers as Partners: Issues and Challenges.

Autor/inn/en	Rockwell, Robert E.; Andre, Lynda C.; Hawley, Mary K.
Titel	Parents and Teachers as Partners: Issues and Challenges.
Quelle	(1996), (315 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-15-500483-2
Schlagwörter	Leitfaden; Community Organizations; Cultural Differences; Early Childhood Education; Educational Technology; Home Visits; Parent Associations; Parent Conferences; Parent Education; Parent Empowerment; Parent Participation; Parent Rights; Parent School Relationship; Parent Teacher Conferences; Parent Teacher Cooperation; Parents; Partnerships in Education; School Community Relationship; Special Education; Special Needs Students; Volunteers + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Unterrichtsmedien; Hausbesuch; Elternvertretung; Elternabend; Parents education; Elternbildung; Elternschule; Elternmitwirkung; Elternrecht; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Eltern; Hochschulpartnerschaft; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Freiwilliger
Abstract	Recognizing the critical importance of parent involvement in early education, this textbook presents a variety of strategies and techniques for parent involvement in early childhood education programs. Chapters in the first part of the book focus on specific issues and challenges in implementing parent involvement. Chapter 1 examines the need for parent involvement. Chapter 2 discusses how parents and teachers can learn to become partners in children's education and examines the implications of family status and stress. Chapter 3 contains information on working with families from diverse backgrounds, including teacher attitudes and school practices. Chapter 4 describes working with families of children with special needs, including legal protections. Chapters in part two describe several categories of strategies for communicating successfully with parents. Chapter 5 considers written correspondence, focusing on individual teacher communication and group or school-wide communication. Chapter 6 addresses verbal communication, including contacts through technology. Chapter 7 discusses how to make home visits effective, describing model home visiting intervention and prevention programs. Chapter 8 provides information on strategies for successful parent group meetings. Chapter 9 details strategies for improving parent-teacher conferences. Chapters in the third part of the book discuss support systems for parent involvement. Chapter 10 examines the use of volunteers, including volunteer coordinators and advisory committees. Chapter 11 discusses empowering parents as decision makers, especially current trends and parent rights. Chapter 12 describes the use of community networks, including linking to social services, and state and federally funded programs. An appendix lists available resources. Each of the book's chapters contains references and provides activities for discussion, expansion, and application. (KB)
Anmerkungen	Harcourt Brace College Publishers, 6277 Sea Harbor Drive, Orlando, FL 32887-6777; phone: 800-782-4479; 800-433-0001 ($28).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01