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Descriptors:
Homosexuality; School Counselors; Educational Environment; Sexual Identity; Gender Issues; Identification (Psychology); Mothers; Elementary Schools; Elementary School Students; Personal Narratives; Principals; Role; Professional Development; Family School Relationship; School Safety; Teamwork; Cooperative Planning; Parent Participation

Abstract:
This article describes what followed after a mother wondered if the school in her neighborhood was the right elementary school for her gender nonconforming young child. It includes collective and individual narratives from four key players: the mom and teacher educator (Slesaransky-Poe), the school's guidance counselor (Ruzzi), the principal (DiMedio), and the consultant who led the initial professional development (Stanley). It documents and reflects on the work done over five years to transform a great school into a welcoming and inclusive one for gender nonconforming and transgender students. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Health Promotion; Health Education; Action Research; Participatory Research; Intervention; Extracurricular Activities; Statistical Analysis; Questionnaires; Foreign Countries; Core Curriculum; Parent Participation; Knowledge Level; Family School Relationship; Control Groups; Parent Attitudes; National Curriculum; Grade 4; Elementary School Students

Abstract:
A 2-year, participatory action research school health study focused on developing components for home-school partnerships to support children's health learning process. Two intervention schools implemented strengthened health and collaboration-orientated activities; two control schools followed the national core curriculum without extracurricular activities. The parents of fourth-grade pupils (10-11 years at baseline) completed questionnaires before intervention in spring 2008 (N = 348) and after intervention in spring 2010 (N = 358). A two-way analysis of variance was conducted to determine whether time (2008/2010) and group (intervention/control) influenced parents' perceptions and experiences of parental involvement, health education and health support received from the school. Compared with controls, the intervention schools' parents experienced greater involvement ethos (Cohen's d = 0.57, P less than 0.001), increased knowledge of health education (Cohen's d = 0.60, P = 0.02) and health support (Cohen's d = 0.35, P = 0.02). Health education participation among parents increased only partially during the intervention (Cohen's d = -0.12, P = 0.193). School health interventions based on schools' needs may have the potential to influence positively the relationship between home and school and increase the visibility of health education. The study was undertaken within the Schools for Health in Europe program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Teacher Attitudes; International Cooperation; Family School Relationship; Cooperation; Parent Participation; Cross Cultural Studies; Interpersonal Communication; Educational Policy; Homework; Boards of Education; Educational Practices; Web Sites; Parent Rights

Abstract:
This article is a working paper presenting a network building cooperative project between Umea University in Sweden and Zhejiang University in China. The project focuses on parents' involvement and home-school collaboration in Sweden and China and has an ambition to entail a set of empirical objectives: (1) to map and compare the systems, policies, curricula, and resources dealing with home-school collaboration in Sweden and China at the national level; (2) to identify and analyze the similarities and differences in the definitions, foci, models, practices, and perspectives on home-school collaboration in the two countries at the local level; and (3) to identify and seek out good examples and models from both countries for communication and interaction among teachers, parents, and students. Following an introduction to the project design where a comparative case-study approach is presented, this article reviews policies and researches concerning home-school collaboration in Swedish and Chinese contexts. Cases from both countries are selected, described, and discussed. Relative issues for further study are suggested. (Contains 1 figure and 1 footnote.) [This project is financed by STINT, the Swedish Foundation for International Cooperation in Research and Higher Education.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Administrative Policy; Allergy; Child Development; Food; Early Childhood Education; Young Children; School Policy; Classroom Environment; School Health Services; Family School Relationship; Emergency Programs; Special Needs Students; Depression (Psychology); Anxiety; Peer Relationship; Social Isolation; Behavior Disorders; Animals; Field Trips

Abstract:
Food-allergy awareness and management have only lately come to the forefront in early childhood settings, although advocacy organizations have been working on the issue for more than a decade. A national poll (C.S. Mott Children's Hospital 2009) asked parents with children in early education settings if they were aware of what their program does to protect children with food allergies. The poll results indicate that more than three-quarters of these parents knew of one or more preventive actions offered in those settings. Schools have a legal and ethical responsibility to be prepared for children with food allergies, so organization and implementation of allergy policies and procedures should receive the importance and time they deserve. This article reviews administrative policies and procedures, child development concerns, and classroom realities related to food allergies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Early Intervention; Disabilities; Special Needs Students; Infants; Child Development; Toddlers; Inclusion; Mainstreaming; Family School Relationship; Partnerships in Education; Guidelines; Classroom Techniques; Classroom Environment

Abstract:
"Inclusion" has long been a term used to describe the practice of including a child with special needs in age-appropriate general education classes in their home schools. Increasingly, the term is being used to describe the process of including very young children--infants and toddlers--with special needs in a setting comprised mostly of children without disabilities. Although most early care and education professionals support inclusion for infants and toddlers, they frequently have questions about how best to meet the needs of children with special needs while continuing to apply developmentally appropriate practice with the rest of the group. Today, most child development programs include children with a range of skills and abilities, some without special needs and some whose development may be either delayed or advanced for their age. Often, inclusion describes what a high-quality early care and education setting is already doing--adapting curricula and approaches to meet the unique needs of each child. This article offers concrete developmentally appropriate strategies that infant/toddler programs can use to support the ongoing development of children with a range of skills and needs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Emotional Development; Developmentally Appropriate Practices; Early Childhood Education; Young Children; Family Programs; Infants; Toddlers; Partnerships in Education; Family School Relationship; Educational Improvement; Child Care

Abstract:
As coordinators of local early childhood coalitions working to improve the quality of early childhood programs, the authors had been looking for ways to support early childhood professionals in their efforts to strengthen partnerships with families, support young children's healthy emotional development, and continue to promote developmentally appropriate practices. They wanted to use an approach to strengthen the programs and services already in place. They had heard early childhood professionals in Colorado express frustration about forming partnerships with families and about embracing the role those partnerships play in quality early care and education. Underlying this frustration was great uncertainty about how to form meaningful relationships with families. At the same time, professionals in early care and education, physical and mental health, and family support were struggling to unite their efforts into a cohesive system of supports for families with young children in their communities. These thoughts came to mind as they sat and listened in the Touchpoints session. They knew they had found what they were looking for and returned home knowing the next step was to find a way to bring Touchpoints to Colorado. This article discusses how the authors established a network of Touchpoints teams in Colorado. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Behavior Modification; School Personnel; Teaching Methods; Feedback (Response); Response to Intervention; Integrity; Training; Academic Achievement; Positive Reinforcement; School Psychologists; Grade 6; Behavior Problems; School Districts; Family School Relationship; Severe Disabilities; Elementary School Students

Abstract:
Over the last several years, educational policy has advocated for a preventive approach to keep problem behaviors from escalating and interfering with student achievement. Proactive methodologies such as school-wide positive behavior support (SWPBS) and response to intervention (RTI) have become common practice in school districts across the United States. As a result, teachers are now expected to implement behavioral interventions, such as check-in-check-out (CICO), with students who fail to comply with school behavioral expectations. In view of the expectation that teachers will be asked to implement behavioral interventions, it is extremely important that they are adequately trained in the specific intervention(s) that they will be using. The behavior education program (BEP), or CICO, is an effective, research-based Tier 2 intervention. It decreases the occurrence of problem behaviors by increasing the number of prompts the student receives for appropriate behavior, increasing the frequency of positive adult feedback, offering structured opportunities for the student to self-monitor throughout the day, and promoting school-home collaboration (Filter et al., 2007). Although the literature clearly defines the steps that schools must follow to conduct CICO effectively, many educators still struggle to implement the intervention with integrity because they may lack an adequate understanding of the behavioral principles governing CICO. This article offers practice-based suggestions for behavioral consultants who train school personnel on how to implement CICO. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Learning Disabilities; Homework; Construct Validity; Rating Scales; Performance Based Assessment; Intervention; Attention Deficit Hyperactivity Disorder; Parent Attitudes; Teacher Attitudes; Individual Characteristics; Family School Relationship; Statistical Analysis; Questionnaires; Parent Teacher Cooperation; Correlation; Elementary School Students; Scores

Abstract:
Objective: Homework can have beneficial effects for students; however, it presents challenges, particularly for students with attention problems. Although effective homework interventions exist, intervention development and evaluation has been hampered by the lack of psychometrically sound measures. The primary purpose of this study was to evaluate the construct validity of the Homework Performance Questionnaire (HPQ), Parent and Teacher Versions, in a sample of children with ADHD. A secondary purpose was to examine variations in homework performance as a function of individual characteristics, such as academic achievement, quality of the family-school relationship, and child's diagnostic status. Method: The sample included 91 children (34% female) with ADHD in Grades 2 to 6. Measures included parent and teacher ratings of homework performance and the quality of the parent-teacher relationship as well as direct assessment of child academic achievement and homework performance (i.e., samples of completed assignments). Correlational analyses were used to examine construct validity, and ANOVAs were used to evaluate group differences. Results: Each factor of the HPQ had a significant relationship with other measures of relevant constructs. There were no significant differences in homework performance between groups for ADHD subtype, medication status, or comorbidity, with the exception of learning disability. Children with ADHD and learning disabilities had significantly lower teacher ratings of academic competence. Conclusion: Results of the present study suggest that HPQ scores may be used to make valid inferences about the homework performance of children with attention problems. These rating scales may be helpful in progress monitoring and evaluating intervention effectiveness. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Integration; Foreign Countries; Neighborhoods; Community Services; Middle Schools; School Community Relationship; Family School Relationship; Leadership; Parent Participation; Evaluation; Educational Change; Educational Improvement; Scores; Academic Achievement

Abstract:
Purposeful and strategic connections between schools, families, and communities are critical characteristics of effective middle level education. Area-based initiatives (ABIs) have been particularly visible family-school-community policy developments in recent years--especially the federally funded "Promise Neighborhoods," which attempt to replicate the Harlem Children's Zone (HCZ) philosophy of comprehensively integrating school and community services. This article describes several examples of how ABI initiatives in France and the United Kingdom can offer valuable lessons for the planning and implementation of ABIs in the United States. Lessons are offered in the areas of leadership, teacher integration, neighborhood boundaries, parent engagement, and evaluation. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; School Counselors; Family School Relationship; Partnerships in Education; Empowerment; Feedback (Response); Leadership; Stakeholders; Academic Achievement; Outcomes of Education; Mentors; Evaluation; Higher Education

Abstract:
The extant literature documents the importance of school counselors' roles in school-family-community partnerships, yet no model exists to guide school counselors through the process of building partnerships. The authors propose a model to help school counselors navigate the process and principles of partnerships. They define partnerships; discuss the principles of democratic collaboration, empowerment, social justice, and strengths focus that should infuse partnerships; enumerate a partnership process model; and discuss implications for practice and research. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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