Parents as Partners in Education 9. wydanie

Marc Notes: Includes bibliographical references and index. Biographical Note: Eugenia Hepworth Berger became interested in parent involvement when she and her husband, Glen, became the parents of three children who attended public schools. A professional in early childhood education, sociology, family life education, and parent education for more than 35 years, she has two master's degrees and a Ph. D. in sociological foundations of education. Eugenia has been active in many professional organizations, including the Association for Childhood Education International, the National Association for the Education of Young Children (life member), and the National Council for the Social Studies. She served on the board for the National Association of Early Childhood Teacher Educators, the Colorado Association for Childhood Education, the Colorado Association for the Education of Young Children, and was president of the Rocky Mountain Council on Family Relations. After finishing her doctorate at the University of Denver, she became a faculty member at Metropolitan State College. She retired in December 1997 and is now professor emerita of education. Mari Riojas-Cortez, Ph. D. is Chair and Professor in the Department of Interdisciplinary Learning and Teaching at the University of Texas at San Antonio. She received her Ph. D. in Curriculum and Instruction with an emphasis in bilingual education and early childhood education from the University of Texas at Austin. Her interest in family involvement began when she was a bilingual prekindergarten teacher at a public school district in San Antonio. Families were always very involved in her classroom in different ways and the influence on their children was noted in the way children excelled in school. Dr. Cortez realized early in her career that the success of young children came from families, even those who faced many challenges as long as they invested time working with them. Dr. Cortez research expertise includes Latino family involvement, children's play in school settings, and classroom ecology. Dr. Cortez has published in major early childhood journals including Young Children, International Journal of Early Childhood, Early Childhood Education Journal, Advances in Early Education and Day Care, and Journal of Early Childhood Teacher Education, among others. Currently, she is the editor for Dimensions a journal of the Southern Early Childhood Association (SECA). Jacket Description/Back: "Parents as Partners in Education" is the most comprehensive book on the market covering the history of family/school collaboration, current issues and population trends affecting American schools and communities, diverse family structures, and techniques for establishing connections with parents and encouraging involvement with their child's learning. Among other themes, the book emphasizes the importance of funds of knowledge for children's development and for effective partnerships with families (the knowledge that children acquire from their families). This edition also adds the concept of funds of identity as a catalyst for educators to understand their own identity. Throughout the book the authors make connections to these concepts not only to help educators understand child development, but also to show how children develop within the context of their families. This edition also continues to highlight important parent involvement programs and how such programs are often successful because of an asset-based view of families, particularly of those that are culturally and linguistically diverse, as well as those with children with special needs. Invigorate learning with the Enhanced Pearson eTextThe Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features: "Embedded videos "provide concrete examples of text concepts and show children and early child educators in action. Included are at least four video links in each chapter, with questions to help students reflect on the content."Check Your Understanding of chapter content. "Exercises matched to chapter learning outcomes help readers apply the concepts and ensure that they master the learning outcomes. Exercises and suggested feedback are provided in the Pearson eText. "Apply Your Knowledge"links (two in each chapter) let students test their knowledge by applying it to different situations provided."Reflect and Analyze" links let students stop and reflect on the information presented, and receive immediate feedback on the accuracy of their responses, typically a scenario, and receive immediate feedback on the accuracy of their responses. Table of Contents: Brief Table of Contents1. Family-Essential for a Child's Development2. Diversity of Families3. Learning about Culturally and Linguistically Diverse Children and Families4. Family Engagement: History and Social Influences5. Creating Effective Partnerships: Families, Schools, and Community6. Effective Teacher-Family Communication: Types, Barriers, Conferences, and Programs7. Leadership in Working with Families8. School-Based Programs9. Home-Based Programs10. Supporting Families of Children with Special Needs11. Family Violence and Child Abuse12. Families and Child AdvocacyReferencesIndexPublisher Marketing: Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134057325. "Parents as Partners in Education" is the most comprehensive book on the market covering the history of family/school collaboration, current issues and population trends affecting American schools and communities, diverse family structures, and techniques for establishing connections with parents and encouraging involvement with their child's learning (PreK- Grade 4). Among other themes, the book emphasizes the importance of funds of knowledge for children's development and for effective partnerships with families (the knowledge that children acquire from their families). This edition also adds the concept of funds of identity as a catalyst for educators to understand their own identity. Throughout the book the authors make connections to these concepts not only to help educators understand child development, but also to show how children develop within the context of their families. This edition also continues to highlight important parent involvement programs and how such programs are often successful because of an asset-based view of families, particularly of those that are culturally and linguistically diverse, as well as those with children with special needs. The Enhanced Pearson eText features embedded video and assessments. Improve mastery and retention with the Enhanced Pearson eText*The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad(R) and Android(R) tablet.*Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book.*"The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.""*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later." Contributor Bio:  Berger, Eugenia Hepworth "Eugenia Hepworth Berger" became interested in parent involvement when she and her husband, Glen, became the parents of three children who attended public schools. A professional in early childhood education, sociology, family-life education, and parent education for 30 years, she has two master's degrees and a Ph. D. in sociological foundations of education. Eugenia is active in many professional organizations, including the Association for Childhood Education International, the National Council on Family Relations, the National Association for the Education of Young Children (life member), the National Council for Social Studies, and the American Sociological Association. In 1994-1995 she served on the board of the National Association of Early Childhood Teacher Educators. She has been a board member of the Colorado Association for Childhood Education, served as president of the Rocky Mountain Council on Family Relations for three years, and served on the board of the Colorado Association for the Education of Young Children, 1998-2001. She has coordinated many conferences, ranging from the Colorado Year of the Child in 1979 to ACEI and RMCF state conferences in the 1980s and 1990s. Prior to becoming a college professor, she was a public school teacher and director of a parent education program. A faculty member at Metropolitan State College of Denver since 1968, she wrote the early childhood education certification program and the minor in early childhood, and coordinated the early childhood education program for eight years. She retired in December 1997 and is now professor emerita of education. Dr. Berger has been elected to a variety of honorary associations, including Pi KappaLambda, Mortar Board, Mu Phi Epsilon, Pi Lambda Theta, and Kappa Delta Pi. She received the Distinguished Service Award from Metropolitan State College of Denver. She is included in "Who's Who in the West" and "Who's Who of American Women."