Authors: Ellen S. Amatea
ISBN-13: 9780205523641, ISBN-10: 0205523641
Format: Paperback
Publisher: Allyn & Bacon, Inc.
Date Published: April 2008
Edition: 1st Edition
This text promotes a collaborative approach to working with all students’ families to promote student learning and resolve student problems throughout the early childhood and elementary school years.
Taking into account economic and cultural diversity as well as exceptionality, Building Culturally Responsive Family-School Relationships describes culturally-responsive instructional and non-instructional practices that educators can use to build family-school relationships characterized by trust, cooperation and motivation to help all children succeed in school. Grounded in research, this book balances theory and application by discussing conceptual issues and linking them to methods educators can usemaking it an essential resource for all school-based practitioners, including school administrators, school counselors, and special education consultants.
Part I. Changing Family-School Roles and Relationships
1 Connecting with Families: A Nice or Necessary Practice?
Ellen S. Amatea
Learner Objectives
The Influence of Families on Children’s School Success
Changing Models of Teaching and Learning
Sharing the Role of Expert with Families
Building On Students’ and Families’ Funds of Knowledge
Practicing No-Fault Problem Solving
Creating Opportunities for Meaningful, Non-Problematic Interaction
Discovering the Benefits of Connecting with Families
Identifying the Barriers
The Philosophy Underlying Our Approach
Summary
Additional Resources
References
2 From Separation to Collaboration: Changing Paradigms of Family-School
Relations
Ellen S. Amatea
Learner Objectives
Understanding Paradigms
The Power of a Paradigm Shift
A Typology of Family-School Paradigms
The Separation Paradigm
The Remediation Paradigm
The Collaboration Paradigm
Implications for Your Professional Practice
Summary
Additional Resources
References
3 Building Culturally Responsive Family-School Partnerships: Essential Beliefs, Strategies and Skills
Ellen S. Amatea
Learner Objectives
Vignettes
Thinking and Working as Partners
Translating Beliefs into Action: Dyadic or Group Focused Strategies
Creating Collaborative Dyadic Relationships
Reaching Out and Sharing Oneself Valuing and Affirming Family Expertise Involving Families as Significant Participants in Children’s Learning
Focusing on Group Climate-Building
Examining Existing School Norms and Practices
Redesigning Core Routines and Practices
Structural Supports for Family-School Collaboration
Evidence of Effectiveness
Developing Your Skills in Family-School Collaboration
Skill 1. Understanding Oneself, One’s Personal Reactions and Attitudes
Skill 2. Understanding and Valuing Family and Community Strengths
Skill 3. Reaching Out and Communicating
Skill 4. Understanding and Appreciating Family Diversity
Skill 5. Building in Opportunities for Positive Non-Problematic Family School Interaction
Skill 6. Creating Active, Co-Decision-Making Roles in Planning and Problem Solving and Accessing Needed Services
Discussion
Summary
Additional Resources
References
Part II. Understanding Families in their Socio-cultural Context
4 From Family Deficit to Family Strength: Examining How Families
Influence Children’s School Success
Ellen S. Amatea
Learner Objectives
Vignette
Moving Beyond Stereotypes: Changing Research Perspectives
Using Systems Theory to Understand Family Life
Family Systems Theory
Ecological Systems Theory
Looking at Key Family System Processes
Family Beliefs and Expectations
Family Emotional Climate
Family Organizational Patterns
Family Learning Opportunities
Strengthening Families’ Capacities to Help Their Children Succeed
Benefits of a Family Strengths Perspective
Scanning for Strengths
Summary
References
5 Understanding Family Stress and Change
Silvia Echevarria-Doan and Heather L. Hanney
Learner Objectives
Diverse Family Forms
Blended Families
Single-Parent Families
Gay and Lesbian Families
Intergenerational and Multigenerational Families
Adoptive and Foster Families
Using Family Life Cycle Theory to Understand Family Stress
Meet the Families
The Robertson Family
The Reynolds Family
The Castillo Family
Family Life Cycle Theory
Family Life Cycle Stages
Understanding Family Stressors
Unpredictable Stressors and Family Coping
Family Crisis
Stages of a Family Crisis
Family Resources for Responding to Crisis and Stress
Family Resilience Theory
Resource-based Reflective Consultation
The Importance of Teacher Advocacy for Families
Schools and Stress
Supportive Schools
Summary
References
6 Equal Access, Unequal Resources: Appreciating Cultural, Social and
Economic Diversity in Families
Cirecie A. West-Olatunji
Learner Objectives
Understanding Differences in Class and Culture
Culture
Race
Social Class
Moderating Influences
Socio-cultural Stressors
Exploring the Cultural Worldviews of Families
Practicing Culturally Responsive Teaching
Family-School Collaboration as Cultural Reciprocity
New Roles for Teachers When Partnering With Parents
Future Considerations and Challenges
Summary
Additional Resources
References
7 Understanding How Communities Impact Children’s Learning
Ellen S. Amatea
Learner Objectives
Vignette
Defining Community
Community as Shared Place
Rural and small town communities
Urban communities
Communities as Social Networks
Neighborhood Effects on Children and Families
Approaches for Linking Schools and Families with Communities
Deficit/Need-Based Approaches
Drawing in Community Resources
Linking Schools with Community Services
Asset-Based Approaches
Parallel Community Initiatives
Community Schools
Community Strategies Used by Educators
Learning about the Community
Strengthening Parent-to-Parent Supports
Mobilizing Community Assets
Summary
Additional Resources
References
Part III. Building Family-School Relationships to Maximize Student Learning
8 Getting Acquainted with Families
Teresa Leibforth and Mary Ann Clark
Learner Objectives
Initial Considerations
Using Effective Relationship and Communication Skills
Attentive Listening Skills
Eye contact
Body Language
Being a Careful Listener
Using Encouragers
Paraphrasing, Clarifying and Summarizing.
Focusing on and Reflecting Feelings.
Asking appropriate questions
Using Facilitative Feedback
Communicating Across Cultures
Everyday Routines For Getting Acquainted With Students’ Families
Welcome Letters
Phone Calls to Families
Using Technology
Back-to-School Night/Open House
Family-School Conferences
Problem-Solving Meetings
Family Visits
Summary
References
9 Using Families Ways of Knowing to Enhance Teaching and Support
Learning
Maria R. Coady
Learner Objectives
Vignette
Re-examining Culture
Influence of Culture in Educational Settings
Challenging Unidirectional, School-to-Family Relationships
Using Families’ Funds of Knowledge to Support Learning
Expanding Notions of Literacy to Support Learning
Programs and Projects Using a Multiple Literacies Paradigm
The Multi-Literacies Project
The Libros de Familia / Family Books Project
Using Family and Community Funds of Knowledge to Contexualize Instruction
Bridging Family Funds of Knowledge and School Settings
Summary
Additional Resources
References
10 Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
Ellen S. Amatea and Kelly M. Dolan
Learner Objectives
Vignette
Purpose and Benefits of Student-Led Conferences
The Student Led Conference: A Change in Roles and Responsibilities
Nature of the Student Led Conference
The Teacher’s Role
The Student’s Role
The Parent’s Role
Preparing Students and Parents for their New Roles
Preparing Students
Preparing Parents
Discussion
Summary
References
Part IV. Building Relationships Through Joint Decision-making and Problem-
Solving
11 Engaging in Collaborative Problem Solving With Families
Ann A. Rai. and Ellen S. Amatea.
Learner Objectives
Vignettes
Barriers to Collaborative Problem Solving
Emotionally Charged Nature of Family-School Meetings
Tendency to Blame
Monocultural and Monolingual Nature of Schools
Traditional Style of Parent-Teacher Meetings
Collaborative Family-School Problem Solving
Implementing the SOLVES Family School Meeting
Step One- Setting Up the Meeting & Inviting the Student and Family
Step Two- Orienting to the Meeting Purpose and Process and Introductions
Step Three: Listening and Clarifying Participants’ Concerns and Blocking Blame
Step Four- Validating & Checking for Consensus about Shared Concerns
Step Five. Expanding Solution Ideas
Step Six. Setting up an Action Plan and Followup
Skills Needed in Conducting Family-School Problem Solving Meetings
Skills in Blocking Blaming
Using Family-School Problem-Solving with Culturally Diverse Families
Getting Started with Family-School Problem-Solving
Discussion
Summary
References
12 Making Decisions and Plans with Families of Students with Special Needs
Crystal N. Ladwig.
Learner Objectives
A Look Back
Changing Roles of Parents of Children with Special Needs
Influence of Current Theory and Legislation
Child Development Theories
Legislation Decision Making and Planning
Individualized Education Plans
Culture and Disability
Parent Roles within a Family-Centered Approach
What is Family-Centeredness?
Family-Centered Roles
Family-Centered Educational Practices
Summary
Additional Resources
References
13 Creating a Support Network for Families in Crisis
Catherine Tucker and Sondra Smith-Adcock
Learner Objectives
Assessing Family Strengths and Difficulties
Working with the Family to Seek Help from the Community
Common Family Challenges
Financial Problems
Divorce
Death in the Family or Community
Family Violence
Child Maltreatment
Substance Abuse
Natural Disasters
Assessing Available Resources
Inside the School
In the Community
Engaging with Families in Crisis
Community and School Service Delivery Models
School-Family-Community Partnerships
Full Service Community Schools
Summary
References
Appendix A. Books for Working with Families Experiencing Stressors
Appendix B. Useful Websites
14 Seeing the Big Picture: Creating a School Climate That Strengthens
Family-School Connections
Linda S. Behar-Horenstein and Frances M. Vandiver
Learner Objectives
Creating a More Inviting Family-School Climate
Rethinking Concepts of Family
Examining Current Family-School Practices
Learning about Families’ Perspectives and Circumstances
Welcoming and Inviting Parent Participation
Creating Meaningful Co-Roles for Families
Providing Opportunities for Teacher Skill Development
How Schools Change Themselves
The Principal’s Role
Increasing Faculty Awareness
Changing Assumptions About Teaching
Entering As A New Teacher
Examining the Depth of School Change Required
Summary
Additional Resources
References