- School-community connections: Exploring issues for research and practice
Author: Rigsby, L. C., Reynolds, M. C., & Wang, M. C.
Publisher: San Francisco, CA: Jossey-Bass
ABSTRACT: This book aims 1st to understand school-community connections and the most effective ways to mobilize school and community resources in the service of children and youth. Its 2nd aim is to understand the complexities of communication and exchange of information, both across disciplines and across professional boundaries of service responsibilities. The chapters included in this book attempt to address these communication issues, focusing on problems of interprofessional and interagency coordination in attempts to serve highly stressed children and families in inner-city environments. The intended audience for "School-Community Connections" comprises policymakers and researchers focusing on integration of services and collaborative efforts between schools and their larger communities.
- Achieving student success: A handbook of widely implemented research-based educational reform models. Publication Series No. 12
Author: Wang, M. C., Haertel, G. D., & Walberg, H. J.
Publisher: Mid-Atlantic Lab. for Student Success, Philadelphia, PA
ABSTRACT: Local schools and school districts lack organized information on school effectiveness to select programs and practices to meet their specific program improvement and implementation needs. Critical program features, implementation and training requirements, program costs, program-delivery systems, program impacts, and a host of other relevant factors necessary to enable schools to make informed choices are also needed. This handbook provides information on the design and implementation requirements of a variety of alternative programs and practices, and provides information on the program-delivery mechanisms in a usable form for school personnel. The handbook contains three sections: (1) a report on findings from a synthetic analysis of the design and implementation of 11 widely implemented research-based educational reform models; (2) a synopsis of the 11 widely implemented research-based reform programs and other research-based programs; and (3) a systematic procedure for using program information for informed decision making.
- National Education Association
Type of Site: organization
Contact: 1201 16th Street, NW | Washington, DC 20036 (202) 833-4000
ABSTRACT: NEA has a long, proud history as the nation's leading organization committed to advancing the cause of public education. With its headquarters in Washington, D.C., NEA has 2.7 million members who work at every level of education, from pre-school to university graduate programs. NEA has affiliates in every state, as well as in more than 13,000 local communities across the United States. The site includes a variety of resources for educators, parents, and others interested in educational issues.
- Children First
Organization: National PTA
Type of Site: organization
Contact: National PTA Headquarters; 330 N. Wabash Avenue, Suite 2100; Chicago, Illinois 60611; 800-307-4PTA
ABSTRACT: National PTA is the largest volunteer child advocacy organization in the United States. A not-for-profit association of parents, educators, students, and other citizens active in their schools and communities, PTA is a leader in reminding our nation of its obligations to children. Children First, National PTA's website, contains a wealth of information, news, services, and resources about children, education, and parenting issues. Children First is the one place to find PTA information, get in touch with other parents, and find dependable parenting advice on a wide variety of topics. Whether you're looking for information on helping children with homework, discussing school violence, or boosting your child's self-esteem, Children First contains dozens of libraries and hundreds of free documents for parents and educators.
- Parental behaviors and adolescent academic performance: A longitudinal analysis
Author: Melby, J. N., & Conger, R. D.
Journal: Journal of Research on Adolescence Volume: 6
ABSTRACT: Used 4 waves of data on 347 seventh graders and their parents to examine relation of parental involvement and hostility to academic performance. Parental behavior affected later academic performance, when controlling for earlier performance. Setting and positively reinforcing appropriate behavioral standards increased academic performance, whereas hostility decreased performance. Parental educational level was related to involvement and to academic performance.
- Schools, families, and early adolescents: What are we doing wrong and what can we do instead?
Author: Eccles, J. S., Flanagan, C., Lord, S., Midgley, C., et al.
Journal: Journal of Developmental & Behavioral Pediatrics Volume: 17
ABSTRACT: Focuses on adolescence, specifically aiming to discern if there is something unique about this developmental period that puts individuals at greater risk for difficulty. The hypothesis is advanced that some of the "negative" psychological and behavioral changes associated with adolescent development result from a mismatch between the needs of developing adolescents and their experiences at school and at home. Theoretical and empirical examples of how this mismatch develops are provided, and issues regarding how it is linked to negative age-related changes in early adolescents' motivation, self-perceptions, self-evaluations, and psychological competence are discussed. Some of the characteristics of typical junior high school environments are outlined, the need to provide more developmentally appropriate social environments is addressed, and strategies for remediating the impersonal quality of traditional junior high schools are suggested.