Schools and Families: Creating Essential Connections for Learning

By D. Karther. 2002

417 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c72a41d436098fdfc0bf64cb77ea430db6cc9d0d

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In Education

Citations in the corpus

Linking Parental Motivations for Involvement and Student Proximal Achievement Outcomes in Homeschooling and Public Schooling Settings (2011, background): “…involvement in children’s education is a complex process that often transcends the geographic boundaries of home and school, pragmatic issues have often underscored researchers’ decisions to characterize involvement as primarily home-based or school-based (e.g., Christenson & Sheridan, 2001).”
Academic Socialization: Understanding Parental Influences on Children's School-Related Development in the Early Years (2004, background): “A school atmosphere that is open, trusting, and inviting is conducive to building healthy relationships among children, their families, and the school setting (Christenson & Sheridan, 2001).”
Congruence in Parent-Teacher Relationships (2014, background): “It is generally accepted that supportive, positive relationships between families and teachers (undergirded by congruence of perceptions among participants) serve as the foundation for intentional, collaborative partnerships (Christenson & Sheridan, 2001; Dinnebeil, Hale, & Rule, 1996, 1999).”
An Examination of the Efficacy of Conjoint Behavioral Consultation with Diverse Clients (2006, background): “From an ecological–behavioral perspec tive, the coordination and interconnectedness among primary systems (e.g., home and school) in a child’s life promotes continuity (Bronfenbrenner, 1977) and provides a “safety net” conducive for children’s healthy development (Christenson & Sheridan, 2001).”
Parental Conceptions of School Readiness: Relation to Ethnicity, Socioeconomic Status, and Children's Skills (2008, background): “Knowing, for example, whether the home and the school begin with similar or different assumptions about what children need to know helps us to anticipate whether there is a gulf to be bridged as children enter school (Christenson & Sheridan, 2001).”
Commentary: The Centrality of the Learning Context for Students' Academic Enabler Skills (2002, background): “More recent work has focused on the complementary nature of influences across key socializing systems (Christenson & Sheridan, 2001; Pianta & Walsh, 1996).”
Children's Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance (2004, background): “In addition, teacher–parent relationships, parents’ work schedules, transportation issues, and school climate have all been found to influence parental involvement over time (Christenson & Sheridan, 2001; Fantuzzo, Tighe, & Childs, 2000; Hoover-Dempsey & Sandler, 1997).”
A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation and the Mediating Role of the Parent–Teacher Relationship (2012, background): “Frequent and meaningful dialogue among parents and teachers results in coordinated and consistent messages related to learning (Christenson & Sheridan, 2001), and conditions for children to experience continuities across systems.”
Joining the Conversation about Educating Our Poorest Children: Emerging Leadership Roles for School Counselors in High-Poverty Schools (2007, background): “…ways to communicate its genuine interest in connecting with the parents of all of its students and planning family-school activities that can adapt to the level of emotional or physical energy that a parent has available (Amatea, Daniels, Bringman, & Vandiver, 2004; Christenson & Sheridan, 2001).”
Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development (2008, background): “School psychologists can help reduce the barriers to effective home–school partnerships and promote bidirectional communication and shared decision making (Christenson & Sheridan, 2001; Raffaele & Knoff, 1999).”
Teacher‐Parent Relationships and School Involvement among Racially and Educationally Diverse Parents of Kindergartners (2009, background): “In summary, there has been limited research on how teacher-parent relationships affect the involvement of diverse families in schooling (Christenson & Sheridan, 2001).”
Evidence-based interventions in school psychology: Conceptual foundations of the Procedural and Coding Manual of Division 16 and the Society for the Study of School Psychology Task Force. (2002, background): “School psychology encompasses a diverse context and diverse set of interventions (Christenson & Sheridan, 2001; Nastasi, 2000).”
Family-School Connections in Rural Educational Settings: A Systematic Review of the Empirical Literature. R[superscript 2]Ed Working Papers. (2011, background): “Terms such as parent involvement, familyschool partnership, and family-school-community collaboration are often used interchangeably, despite the fact that they can represent unique perspectives, promote different goals, and denote distinctive practices (Christenson & Sheridan, 2001).”