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| Author | : David K. Dickinson |
| Publisher | : Brookes Publishing Company |
| Total Pages | : 436 |
| Release | : 2001 |
| Genre | : Business & Economics |
| ISBN | : |
Beginning literacy with language : young children learning at home & school.
| Author | : Lesley Mandel Morrow |
| Publisher | : Newark, Del. : International Reading Association |
| Total Pages | : 352 |
| Release | : 1995 |
| Genre | : Education |
| ISBN | : |
Comprehensive listing and discussion of family literacy programs and practices.
| Author | : Peter Hannon University of Sheffield. |
| Publisher | : Routledge |
| Total Pages | : 181 |
| Release | : 2013-10-14 |
| Genre | : Education |
| ISBN | : 113539914X |
Parental involvement in the teaching of reading and writing has often lagged behind practice, though schools in many countries now recognise the importance of parental involvement. The ideas presented in this book offer new ways of thinking about parental involvement and should interest both researchers and practitioners. It relates the recent growth of involvement to broader considerations of the nature of literacy and historical exclusion of parents from the curriculum.; Descriptions are given of key findings from research into pre-school literacy work with parents and parents hearing children read, and a framework to underpin practice is offered. The author gives a critique of evaluation methods in the field and suggests how parental involvement should be evaluated together with a view of research findings to date and issues needing further study. The book concludes with an appraisal of what was learned from research and what needs further enquiry.
| Author | : Rachael Levy |
| Publisher | : SAGE |
| Total Pages | : 177 |
| Release | : 2011-06-22 |
| Genre | : Education |
| ISBN | : 1446249921 |
Developing and supporting literacy is an absolute priority for all early years settings and primary schools, and something of a national concern. By presenting extensive research evidence, Rachael Levy shows how some of our tried and tested approaches to teaching reading may be counter-productive, and are causing some young children to lose confidence in their abilities as readers. Through challenging accepted definitions and perspectives on reading, this book encourages the reader to reflect critically on the current reading curriculum, and to consider ways in which their own practice can be developed to match the changing literacy landscape of the 21st century. Placing the emphasis on the voices of the children themselves, the author looks at: - what it feels like to be a reader in the digital age - children′s perceptions of reading - home and school reading - reading in multidimensional forms - the future teaching of reading Essential reading for all trainee and practising teachers, this critical examination of a vital topic will support all those who are interested in the way we can help future generations to become literate. This book will encourage researchers and practitioners alike to redefine their own views of literacy, and situate ′reading literacy′ within the digital world in which young children now live.
| Author | : Patricia Ann Edwards |
| Publisher | : Allyn & Bacon |
| Total Pages | : 340 |
| Release | : 2004 |
| Genre | : Education |
| ISBN | : |
Written in an eloquent and practical style, renown author and recognized national authority on family literacy, Patricia Edwards has carefully selected skills, strategies, and examples of family involvement that will empower educators to successfully implement family involvement initiatives. A timely publication on today's political climate with federal monies going into family literacy, Edwards has deliberately and painstakingly chosen research-based, school-tested ideas as the focus of this book.
| Author | : Joyce L. Epstein |
| Publisher | : Corwin Press |
| Total Pages | : 508 |
| Release | : 2018-07-19 |
| Genre | : Education |
| ISBN | : 1483320014 |
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
| Author | : Jo Weinberger |
| Publisher | : SAGE |
| Total Pages | : 182 |
| Release | : 1996-02-28 |
| Genre | : Education |
| ISBN | : 9781853962929 |
`Very accessible - not too technical or jargon-ridden. The practical suggestions were useful too - if professionals feel inspired to promote change in their practice and policy it is helpful to have suggestions on where to start and what to do' - Management in Education Few primary teachers have a chance to find out in detail what children have already learnt, and continue to learn, about literacy at home with their parents. This book gives a clear demonstration of literacy learning that takes place at home, and how it differs from, as well as relates to, literacy at school. It will help teachers to increase their understanding of this process and to build on their relationship with parents. Such unde
| Author | : JoBeth Allen |
| Publisher | : Teachers College Press |
| Total Pages | : 0 |
| Release | : 2010-05-02 |
| Genre | : Education |
| ISBN | : 9780807750773 |
Nearly every reform effort espouses the importance of “parent involvement.” This research-based guide is essential reading for teachers and administrators who want to make welcoming classrooms a reality. With a focus on literacy instruction, it showcases stories of what works when teachers in elementary school classrooms throughout the country partner with families across cultural and language differences. The author showcases effective strategies that educators can adapt to fit their own school communities. This book is perfect for professional study groups, parent–teacher discussions, and whole-school workshops. This follow-up to JoBeth Allen’s bestselling Creating Welcoming Schools: Features up-to-date research on family involvement that has been shown to make a difference for students’ literacy learning. Demonstrates how teachers and families can collaborate through projects such as dialogue journals, photography and writing projects, and critical literacy inquiry. Details how to establish and sustain genuine dialogue through student-led, family-involved conferences. Offers exercises teachers can use with families, including a version in Spanish, downloadable at www.tcpress.com.
| Author | : Shelley B. Wepner |
| Publisher | : Language and Literacy |
| Total Pages | : 240 |
| Release | : 2021-10-15 |
| Genre | : Education |
| ISBN | : 9780807765937 |
This popular book addresses literacy leaders' eternal quest to prepare all students for the demands of the 21st century. This updated Sixth Edition will help prospective and current literacy professionals understand how to organize and supervise literacy programs within the context of current state and federal mandates. With a focus on providing instruction at all grade levels and for different types of learners, the book explores specific program elements related to materials selection, teacher evaluation, professional development, student assessment, writing, technology, school- and districtwide evaluation, and parent and community outreach. Expert authors provide new insights about what administrators and teachers should know, and be able to do, given the expanded definition of literacy, a renewed interest in the science of reading, and a deep concern for closing the achievement gap that has become more prevalent across the nation. This user-friendly text includes examples, observations, research, and specific guidelines for improving programs in relation to current requirements and future expectations. Book Features: The most comprehensive resource on the oversight of PreK-12 literacy programs. Guidance to help specialized literacy professionals meet today's mandates for teachers and students. Chapters written by experts with years of experience working with their topic in schools. Real-life examples and vignettes demonstrate how theories can be applied to practice. Reflective questions and project assignments help make ideas relevant to a reader's unique situation. Connections across chapters and directions for future considerations help summarize and synthesize the information across the entire book.
| Author | : Catherine E. Snow |
| Publisher | : |
| Total Pages | : 272 |
| Release | : 1991 |
| Genre | : Education |
| ISBN | : |
Unfulfilled Expectations examines the home and family characteristics, school teaching practices, and family-school relationships that affect the literacy development of low-income children. Eschewing comparisons across social class, the authors focus exclusively on an ethnically diverse group of low-income children in grades two, four, and six, the thirty-two subjects of an intensive two-year study and a follow-up study five years later. The authors pinpoint the diverse home factors that can explain differential achievement by youngsters from the same socioeconomic background. These include the familys own uses of literacy, their attitudes toward and communication with the schools, their social networks, their rules and schedules, and their susceptibility to economic and psychological stress. The book challenges assumptions about low-income families commitment to and interest in their childrens schooling and offers valuable recommendations for parents, teachers, and administrators to ensure that low-income children fulfill their early promise.
