School-Family Relations In Context

By Michael A. Lawson. 2003

402 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7ba32930064243e67b124af47929ff1fe9804c1d

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In Education

Citations in the corpus

Influencing Preservice Teachers’ Attitudes About Working With Low-Income and/or Ethnic Minority Families (2012, background): “…in the larger culture, low-income parents often report feeling intimidated when entering into school structures and are often disinclined to respond positively to invitations from teachers to engage in communication regarding their children’s educational experiences (Lawson, 2003; Lott, 2001).”
How Parents Feel About Their Child’s Teacher/School: Implications for Early Childhood Professionals (2007, background): “Research has clearly shown that strong parent–teacher relationships lead to increased parental involvement (Ames, De Stefano, Watkins, & Shelden, 1995; Hoover-Dempsey & Sandler, 1997; Lawson, 2003; Mann, 2006) which has been shown to have a significant and lasting impact on children’s academic achie”
Parent Involvement in Education: Toward an Understanding of Parents' Decision Making (2007, neutral): “in this study, parents who complete surveys tend to report high levels of involvement; however, the literature related to "uninvolved parents" has been qualitative in nature, with very small sample sizes (e.g., Jackson & Remillard, 2005; Lawson, 2003).”
Fostering Family–School and Community–School Partnerships in Inclusive Schools (2015, neutral): “…Tschannen-Moran, & Hoy, 2001; Henderson & Mapp, 2002; Lawson, 2003; Tschannen-Moran, 2014); educator efficacy (Haines, McCart, & Turnbull, 2013; Lawson, 2003); enhanced family quality of life (Burke & Hodapp, 2014; Summers et al., 2007); and increased connections among community members (Hill…”
Congruence in Parent-Teacher Relationships (2014, background): “Furthermore, teachers sometimes interpret a lack of visible involvement at school as evidence of parents’ lack of support for their children’s education, leading to unproductive working relationships (Lawson, 2003).”
One Size Does Not Fit All: Understanding Parent Engagement in the Contexts of Work, Family, and Public Schooling (2020, background): “Despite NCLB’s call for “authentic partnerships” between families, schools, and communities, in practice, many parent involvement compacts and initiatives end up privileging “school-centric” (Lawson, 2003) forms of engagement, in which teachers and school staff define and delineate the ways in which”