The Family-School Connection

Theory, Research, and Practice
1. Auflage 1995
ISBN: 978-0-8039-7306-0
Verlag: Sage Publications, Inc

Buch, Englisch, Band 2, 384 Seiten, Format (B × H): 145 mm x 222 mm, Gewicht: 613 g

Reihe: Issues in Children's and Families' Lives

Currently, only about 50% of American youths live in traditional two-parent, first-marriage families. This fact, combined with often bleak economic and social realities, creates the backdrop of interactions between families, children, and schools are examined in this probing volume. Answering a need for evaluative research in this area of increasing public interest, the contributors build a model for evaluation, focusing on the dynamics of family-school connections. How is school achievement influenced by parent-child interactions and the family environment? How do school, family, community, and peer-group connections affect early adolescents? What is the family's role in the success of learning-disabled youth or in school truancy? What effect does parental discord and divorce have on a child's learning? These questions, as well as proposals for intervention and prevention, create the crux of this book designed to inform and motivate readers to respond to one of our country's most fundamental social concerns. Vital reading for everyone who wants to better understand child-school-community interaction, this book especially warrants reading by students, researchers, and other professionals in developmental psychology, family studies, psychology, and social work. "The book should be read by professionals who have contact with schools as part of their brief; by those educators who train the new generation of social workers, psychologists, and teachers; and by researchers who seek to understand the tapestry of social influences on children's development. The book is worth buying alone for the fruits of great scholarship evident in the extensive lists of up-to-date references at the end of each chapter, and in a superb appendix that offers a tour de force of a 19-page bibliography on the topic." --Child and Family Social Work

Autoren/Hrsg.

Ryan, Bruce A.

Adams, Gerald R.

Gullotta, Thomas P.

Weissberg, Roger P.

Hampton, Robert L.

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Familiensoziologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie

Inhaltsverzeichnis

Series Editor's Introduction - Thomas P Gullotta
It Is in Our Best Interest
PART ONE: PROCESSES
The Family-School Relationships Model - Bruce A Ryan and Gerald R Adams
Inquiring into Children's Social Worlds - Ellen S Amatea and Peter A D Sherrard
A Choice of Lenses
Parent-Child Interactions and School Achievement - Diane Scott-Jones
National Patterns of School and Family Connections in the Middle Grades - Joyce L Epstein and Seyong Lee
The Impact of Family Environment on Educational Attainment - Jay D Teachman, Randal D Day and Karen Price Carver
Do Families Make a Difference?
PART TWO: ISSUES
High Achievement, Underachievement and Learning Disabilities - Robert-Jay Green
A Family Systems Model
Children's School Performance - Rex Forehand, Lisa Armistead and Karla Klein
The Roles of Interparental Conflict and Divorce
Truancy, Family Processes, and Interventions - Jane Corville-Smith
The Family Resource Center - Robert W Plant and Patricia A King
A Community-Based System of Family Support Services
Intergenerational Influences on Child Outcomes - Annette U Rickel and Evvie Becker-Lausen
Implications for Prevention and Intervention

Über Autor(innen)

Gullotta, Thomas P.
Prevention, Child and Family Agency of Southeastern Connecticut, New London, CT.

Adams, Gerald R.
Personality and Social Development, University of Guelph.