Teachers’ Beliefs about Parent and Family Involvement: Rethinking our Family Involvement Paradigm

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Preparing teacher candidates for family–school partnerships (2014, background): “…will be stressful, ‘characterised by conflicts and criticism’ (Baum and Swick 2008, 580) and if little attention is paid to these already existing views, it is not likely these views will change during teacher preparation (Graue and Brown 2003; Souto-Manning and Swick 2006; Baum and Swick 2008).”
Family Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of the Literature (2009, background): “Souto-Manning and Swick (2006) and Crawford and Zygouris-Coe (2006) suggest that the traditional paradigm for parent involvement focuses on the deficiencies of parents and strives to adapt parents to the methods applied by the schools.”
Congruence in Parent-Teacher Relationships (2014, background): “Similarly, teachers who have had negative experiences can develop stereotypical beliefs about parents and, subsequently, reduce their efforts to engage them (Souto-Manning & Swick, 2006).”
A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education (2020, background): “Finally, these pedagogical and structural aspects contribute to fostering close, trust-based relationships between teachers and families, which is especially true for among cultural minorities (Souto-Manning and Swick 2006; Howes et al.”