"Sin Olvidar a los Padres": Families Collaborating within School and University Partnerships

Autor/inn/en	Riojas-Cortez, Mari; Flores, Belinda Bustos
Titel	"Sin Olvidar a los Padres": Families Collaborating within School and University Partnerships
Quelle	In: Journal of Latinos and Education, 8 (2009) 3, S.231-239 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
Schlagwörter	Parent Participation; Cultural Awareness; Cultural Background; Parent Teacher Cooperation; Emergent Literacy; Partnerships in Education; Hispanic Americans; Academic Achievement; Economically Disadvantaged; Bilingual Education; Teacher Education; College School Cooperation; Immersion Programs; Texas + Suchen Sie Ihr Suchwort? Elternmitwirkung; Cultural identity; Kulturelle Identität; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Frühleseunterricht; Hochschulpartnerschaft; Hispanic; Hispanoamerikaner; Schulleistung; Bilingual teaching; Bilingualer Unterricht; Lehrerausbildung; Lehrerbildung; Immersionsprogramm
Abstract	This article describes the significance of 3 entities--the family, the school, and the university--working together to assist young Latino children succeed in school. In an effort to increase parental and teacher communication regarding school expectations, the Family Institute for Early Literacy Development was created. It uses principles of funds of knowledge as well as the ecological systems theory. Findings indicate that this type of collaboration promotes positive interactions and helps to decrease teacher candidates' and teachers' deficit-thinking beliefs regarding parental involvement in children's education. (Contains 1 footnote.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10