"We Conquered This Together": Tier 2 Collaboration with Families

Autor/in	Gerzel-Short, Lydia
Titel	"We Conquered This Together": Tier 2 Collaboration with Families
Quelle	In: School Community Journal, 28 (2018) 2, S.85-112 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Family Involvement; Family School Relationship; Response to Intervention; Kindergarten; Grade 1; Elementary School Students; Reading Instruction; At Risk Students; Achievement Gap; Parent Teacher Cooperation; Partnerships in Education; Problem Solving; Interaction; Family Relationship; Rural Schools; Suburban Schools; Student Needs; Emergent Literacy; Progress Monitoring; Parents as Teachers; Child Advocacy; Family Attitudes; Family Role; Communication Problems; Barriers; Family Characteristics; Consultation Programs + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Hochschulpartnerschaft; Problemlösen; Interaktion; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Frühleseunterricht; Kinder- und Jugendanwaltschaft; Kommunikationsbarriere; Fachberatung
Abstract	Family involvement in a child's education is vital to student success. This article presents qualitative findings from a more extensive study that examined family participation within a Response to Intervention (RtI) framework for K-1 grade students receiving Tier 2 reading interventions. RtI is a problem-solving tiered framework designed to provide high quality instruction to students who struggle with academic challenges, and Tier 2 interventions are for students who require more targeted instruction. This study focused on a group of families of K-1 students receiving targeted (Tier 2) reading interventions. Data were collected from extensive interviews, memos, field notes, and other artifacts. Analysis of the family interviews revealed several themes including "frustration," "engagement," and "collaboration," which is relevant for all educators as they collaborate with families to close learning gaps among students. Key findings after the study intervention included families reporting feeling more comfortable in the role of teacher at home, families reporting increases in problem-solving, and families feeling more engaged in academically supporting their children. Actual and perceived barriers of time, human connection, and fear of upsetting teachers often impeded family engagement. A lack of understanding and communication between the school and the families influenced family engagement and connectedness to student learning. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01