For the Parents/Home-School Relations or Foundations of Home-School Relations courses in Early Childhood Education and Elementary Education.
In the context of the shifting demographic context of schooling in the United States, this research-based text examines how families, schools, and communities interact to influence children’s school success. Amatea’s collaborative paradigm, first-person accounts, case studies, and self-reflection exercises provide a contemporary choice for courses in family-school relations.
Taking into account economic and cultural diversity as well as exceptionality, Building Culturally Responsive Family-School Relationships presents a collaborative approach for working with all students’ families to promote learning and resolve problems throughout the early childhood and elementary school years. The underlying premise is that teachers who embrace and adapt to shifting realities can work toward true partnerships between culturally diverse communities and the schools that serve them.
Grounded in research, this textbook balances theory and application by linking conceptual issues to practical methods in-service and pre-service educators can use–advising them how to take on the often intimidating, yet vital process of forging connections with families by describing specific culturally responsive instructional and non-instructional practices to build relationships characterized by trust, cooperation and motivation.
Amatea’s collaborative paradigm, first-person stories, case studies and self-reflection exercises set it apart from other textbooks on the market. It is an essential resource for all school-based practitioners, including teachers, school administrators, school counselors, and special education consultants.
PART I Changing Family–School Roles and Relationships
Chapter 1 Connecting with Families: A Nice or a Necessary Practice?
Chapter 2 From Separation to Collaboration: The Changing Paradigms of Family–School Relations
Chapter 3 Building Culturally Responsive Family–School Partnerships: Essential Beliefs, Strategies, and Skills
PART II Understanding Families in Their Sociocultural Context
Chapter 4 From Family Deficit to Family Strength: Examining How Families Influence Children’s Development and School Success
Chapter 5 Understanding Family Stress and Change
Chapter 6 Equal Access, Unequal Resources: Appreciating Cultural, Social, and Economic Diversity in Families
Chapter 7 Understanding the Impact Communities Have on Children’s Learning
PART III Building Family–School Relationships to Maximize Student Learning
Chapter 8 Getting Acquainted with Students’ Families
Chapter 9 Using Families’ Ways of Knowing to Enhance Teaching and Student Learning
Chapter 10 Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences
PART IV Building Relationships Through Joint Decision Making and Problem Solving
Chapter 11 Engaging in Collaborative Problem Solving with Families
Chapter 12 Family-Centered Parent Involvement and Shared Decision Making in Special Education Classrooms
Chapter 13 Creating a Support Network for Families in Crisis
Chapter 14 Seeing the Big Picture: Creating a School Climate That
Strengthens Family–School Connections
The second edition contains updated research and resources, as well as a deepened coverage of timely topics important to teachers today, including the challenges and strategies involved with each. The authors have increased content related to: greater crisis intervention, the effects of poverty on families and schools, child maltreatment and family violence, and collaborating with families.
New Expanded coverage of the differing ways in which families respond to crises and the crisis intervention practices that educators can use. The new content in this edition will equip education professionals with the information, concrete strategies, and helpful resources needed when dealing with students and families who are experiencing significant crises that need special support. This information can be found in Chapter 5.
New First-person stories depict families and their influence on children’s learning through a strength-based perspective. Readers will learn how to work effectively with culturally diverse families, challenging the deficit perspective often characterizing these families, and instead view these unique families through a strength-based framework. Please see Chapter 4 for this new information.
New Deepened coverage of child maltreatment and family violence, the impact on children, and relevant intervention strategies. This new content will prepare educators in their need to know how to respond to child maltreatment and the possible resources available to respond effectively. Featured in Chapter 13.
New Additional reflective exercises designed to allow readers to examine their own personal beliefs about families and their reactions to the text content. These reflective exercises help beginning professionals relate what they are learning from the key concepts in the text to themselves and their current practice, and to enhance their critical thinking skills. An increased understanding of the changes necessary to promote collaboration with families hopefully will be achieved as well. Every chapter in this edition features the reflective exercises.
Ellen S. Amatea is a professor of Counselor Education at the University of Florida. She is a psychologist and a marriage and family therapist, and maintains a private practice specializing in counseling children and adolescents and their families. She has authored two books, Brief Strategic Intervention for School Behavior Problems and The Yellow Brick Road: A Career Guidance Program for Elementary School Counselors and Teachers, and co-authored a third book, Love and Intimate Relationships, written chapters for other books, and written over fifty articles. Dr. Amatea’s research interests include: the process and outcomes of family involvement for the development of children and youth, particularly culturally and economically marginalized children and families; interventions for child and adolescent behaviors problems; and the preparation of educators to collaborate with families in the education of their children. Prior to arriving at the University of Florida, she was a school counselor and a vocational rehabilitation counselor specializing in working with low-income youth with special needs. Dr. Amatea teaches graduate courses in school counseling and marriage and family counseling. In addition, she teaches an undergraduate course in teacher education on family and community involvement in education.
Contributing authors to the second edition include: Linda Behar-Horenstein, Professor of Educational Administration & Policy at the University of Florida; Mary Ann Clark, Professor of Counselor Education at the University of Florida; Maria R. Coady, Associate Professor in the School of Teaching and Learning at the University of Florida; Kelly L. Dolan, university-school assistant professor at the P. K. Yonge Developmental Research School at the University of Florida; Silvia Echevarria-Doan is an associate professor of Counselor Education at the University of Florida; Heather L. Hanney, private practice of family therapy; Crystal Ladwig, assistant professor, St.Leo University; Teresa Leibforth; Sondra Smith-Adcock, associate professor of Counselor Education at the University of Florida; Catherine Tucker, assistant professor of Counseling at Indiana State University; Franes Vandiver, Director of P.K. Yonge Developmental Research School at the University of Florida; Cirecie West-Olatunji, Associate Professor of Counselor Education at the P,K. Yonge Developmental Research School at the University of Florida.