Family engagement happens when educators and schools collaborate with families to collectively support their child's learning in meaningful ways, both at school and at home.
Family engagement happens when educators and schools collaborate with families to collectively support their child's learning in meaningful ways, both at school and at home.
Family engagement happens when educators and schools collaborate with families to collectively support their child's learning in meaningful ways, both at school and at home.
Keller, J. (2007). Stereotype threat in classroom settings: The interactive effect of domain identification, task difficulty and stereotype threat on female students' maths performance. British journal of educational psychology, 77(2), 323-338.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole learner, in order to empower them to flourish.
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, NY: Teachers College Press.
Merga, M. K. (2015). Access to books in the home and adolescent engagement in recreational book reading: Considerations for secondary school educators. English in Education, 49(3), 197-214.
Sanden, S. (2014). Out of the shadow of SSR: Real teachers' classroom independent reading practices. Language Arts, 91(3), 161.
Cook, A., Johnson, C., & Bradley-Johnson, S. (2015). White noise to decrease problem behaviors in the classroom for a child with attention deficit hyperactivity disorder (ADHD). Child & Family Behavior Therapy, 37(1), 38-50.
Battistich, V., Solomon, D., Kim, D. I., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students' attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32(3), 627-658.
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