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Abo-Zena, M. M., & Mardell, B. (2015). When the children asked to study God, what did the parents say: Building family engagement around sensitive topics. Religion & Education, 42(3), 289-307.
Bowen, S. K., & Baker, S. (2022). Family engagement: Developing partnerships for d/Deaf and hard of hearing multilingual learners. In Deaf and Hard of Hearing Multilingual Learners (pp. 30-66). Routledge.
Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), Caring classrooms/intelligent schools: The social emotional education of young children (Chapter 1). New York: Teachers College Press.
Crone, M. R., Slagboom, M. N., Overmars, A., Starken, L., van de Sande, M. C., Wesdorp, N., & Reis, R. (2021). The evaluation of a family-engagement approach to increase physical activity, healthy nutrition, and well-being in children and their parents. Frontiers in Public Health, 9, 747725.
Dearing, E., Sibley, E., & Nguyen, H. N. (2015). Achievement mediators of family engagement in children's education: A family–school–community systems model. Processes and Pathways of Family-School Partnerships Across Development, 17-39.
Ehrlich, S.B., Gwynne, J.A., Pareja, A.S., & Allensworth, E.M. (2013). Preschool attendance in Chicago public schools.
Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Annual Synthesis.
Hsiao, Y. J., Higgins, K., & Diamond, L. (2018). Parent empowerment: Respecting their voices. Teaching Exceptional Children, 51(1), 43–53.
McMahon, S. D., Wernsman, J., & Rose, D. S. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth-and fifth-grade students. The Elementary School Journal, 109(3), 267-281.
Tran, Y. (2014). Addressing reciprocity between families and schools: Why these bridges are instrumental for students' academic success. Improving Schools, 17(1), 18-29.
Wall, K., Burns, H., & Llewellyn, A. (2017). Mind the Gap: an exploratory investigation of a family learning initiative to develop metacognitive awareness. Journal of Early Childhood Research, 15(2), 115-129.