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The concept of \"funds of knowledge\" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents \"how to do school\" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristi

This book explores social topics and experiences that illustrate the various ways in which the family unit influences and impacts college students. In the text, the authors not only explore family memories, but also challenge the traditional lack of inclusion and appreciation for \"family\" as knowledge producers and educational allies. This book spotlights the family unit as a critical factor within the educational experience-one that prepares, supports, and sustains educational achievement through both everyday simple lessons and critical and difficult family challenges. Through these experiences, families teach the lessons of survival that often help students to persist in college.

It seems like common sense: children do better when parents are involved in their schooling. But does the evidence stack up? The Broken Compass puts this question to the test across socioeconomic groups, and the surprising finding is that no clear connection exists between parental involvement and improved student performance.

Drawing selectively from reform movements of the past and relating them to the unique needs of today's parents and children, Jane Martin presents a philosophy of education that is responsive to America's changed and changing realities.

Trace the influence of family factors on children's emotional and educational well-being! The effect of family changes on children's academic success is a new subject for study. Divorce, Family Structure, and the Academic Success of Children is a comprehensive volume that brings research on this hotly debated topic up to date. With clear tables and incisive arguments, it is a single-volume reference on this vexing sociocultural problem. Divorce, Family Structure, and the Academic Success of Children offers a close look at the historical background and current theory of this field of study. But it is more than a compendium of known facts and completed studies. It examines issues of appropriate methodology and points out concerns for planning future research. Divorce, Family Structure, and the Academic Success of Children summarizes current knowledge of the effects of various influences on children's emotional and educational well-being, including: divorce and remarriage single-parent families nontraditional family structures race socioeconomic status mobility Educators, theorists, sociologists, and psychologists will find this volume an essential resource. With hundreds of useful references and clear organization, it presents new ideas in an easy-to-use format that makes it an ideal textbook as well.

In this, the sequel to his critically acclaimed and controversialThe End of Homework, John Buell extends his case against homework. Arguing that homework robs children-and parents-of unstructured time for play and intellectual and emotional development,Closing the Book on Homeworkoffers a convincing case for why homework is an outgrowth of broader cultural anxieties about the sanctity of work itself. After the publication of Buell's previous book, many professional educators portrayed reducing homework as a dangerous idea, while at the same time parents and teachers increasingly raised doubts as to its continued usefulness in education. According to John Buell, the importance of play is culturally underappreciated. Not only grade schoolers, but high school students and adult workers deserve time for the kind of leisure that fosters creativity and sustains a life long interest in learning. Homework is assigned for many reasons, many having little to do with learning, including an accepted, if unchallenged, belief that it fosters good work habits for children's futures. As John Buell argues convincingly, homework does more to obstruct the growth of children's minds, and consumes the time of parents and children who may otherwise develop relationships that foster true growth and learning. A unique book that is sure to fuel the growing debate on school reform,Closing the Book on Homeworkoffers a roadmap for learning that will benefit the wellbeing of children, parents, and teachers alike.

In this, the sequel to his critically acclaimed and controversial The End of Homework, John Buell extends his case against homework. Arguing that homework robs children-and parents-of unstructured time for play and intellectual and emotional development, Closing the Book on Homework offers a convincing case for why homework is an outgrowth of broader cultural anxieties about the sanctity of work itself. After the publication of Buell's previous book, many professional educators portrayed reducing homework as a dangerous idea, while at the same time parents and teachers increasingly raised doubts as to its continued usefulness in education. According to John Buell, the importance of play is culturally underappreciated. Not only grade schoolers, but high school students and adult workers deserve time for the kind of leisure that fosters creativity and sustains a life long interest in learning. Homework is assigned for many reasons, many having little to do with learning, including an accepted, if unchallenged, belief that it fosters good work habits for children's futures. As John Buell argues convincingly, homework does more to obstruct the growth of children's minds, and consumes the time of parents and children who may otherwise develop relationships that foster true growth and learning. A unique book that is sure to fuel the growing debate on school reform, Closing the Book on Homework offers a roadmap for learning that will benefit the wellbeing of children, parents, and teachers alike.

Collaborative teaming is the glue that holds an inclusive school together. But most educators don't get explicit training on teamwork skills—and that's why you need the new third edition of this popular how-to book. Packed with practical tips, tools, and vignettes, Collaborative Teaming shows your staff how to work together effectively to support students with disabilities in inclusive classrooms. Perfect for independent study, inservice training, or preservice study, this reader-friendly guide will get teachers on board with collaborative teaming and give them fresh ways to improve the academic progress and behavior of all students. LEARN HOW TO: * Master multiple types of teaming, from co-teaching to collaborative consultation * Clearly define a team's purpose and focus * Establish trust and consistent communication among team members * Schedule and facilitate productive team meetings * Make sound decisions by consensus * Solve problems and create action plans as a team * Use teamwork to increase the participation and learning of all students * Ensure positive interactions with families PRACTICAL MATERIALS: Activities that help teachers reflect on and apply the strategies; vignettes that show strategies in action; reproducible forms and checklists for conducting meetings, co-teaching effectively, and more. (For easy printing, full-size forms will now be available for download when you purchase the book.) WHAT'S NEW: * How teaming relates to schoolwide initiatives like PBIS and RTI * Expanded chapter on co-teaching * New chapter on collaborative consultation * More strategies for effective communication and conflict resolution * Insights on using today's technology to collaborate * New vignettes featuring diverse students with a wide range of disabilities * Helpful \"focusing questions\" in each chapter—perfect for use in courses and book clubs

Educators everywhere confront critical issues related to families, schooling, and teaching in diverse settings. Directly addressing this reality, Home-School Connections in a Multicultural Society shows pre-service and practicing teachers how to recognize and build on the rich resources for enhancing school learning that exist within culturally and linguistically diverse families. Combining engaging cases and relevant key concepts with thought-provoking pedagogical features, this valuable resource for educators at all levels: Provides detailed portraits of diverse families that highlight their unique cultural practices related to schooling and the challenges that their children face in school settings Introduces key sociocultural and ethnographic concepts, in ways that are both accessible and challenging, and applies these concepts as lenses through which to examine the portraits Shows how teachers and researchers have worked with diverse families to build positive relationships and develop learning activities that incorporate children’s unique experiences and resources Disrupting deficit assumptions about the experiences and knowledge that culturally and linguistically diverse children acquire in their homes and communities, this book engages readers in grappling deeply and personally with the chapters’ meanings and implications, and in envisioning their own practical ways to learn from and with families and children. Maria Luiza Dantas is Educational Consultant and Visiting Scholar at the University of California, Santa Barbara. Patrick C. Manyak is Associate Professor of Literacy Education, Department of Elementary and Early Childhood Education, University of Wyoming. Contents Foreword – Sonia Nieto Preface Acknowledgments 1. Introduction – Patrick C. Manyak and Maria Luiza Dantas Part I: Home School (Dis)connections 2. \"Lost Boys\", Cousins and Aunties: Using Sudanese Refugee Relationships to Complicate Definitions of \"Family\" – Kristen H. Perry 3. The Impact of Social Dynamics on Immigrant Children's Language and Literacy Practices: Learning from Asian Families – Guofang Li 4. A Mother and Daughter Go to School: A Story of Strengths and Challenges – Catherine Compton-Lilly 5. Discontinuities and Differences among Muslim Arab-Americans: Making It at Home and School – Loukia K. Saroub 6. Building Connections between Homes and Schools – Melissa M. Schulz 7. Fostering Academic Identities among Latino Immigrant Students: Contextualizing Parents' Roles – Lilia D. Monzó Teacher Commentary – Simeon Stumme Part II: Curriculum Transformations: Learning with Families 8. Do You Hear What I Hear?: Using the Parent Story Approach to Listen to and Learn from African American Parents – Patricia A. Edwards and Jennifer D. Turner 9. Home Visits: Learning from Students and Families – Maria Luiza Dantas and Michelle Coleman 10. Networks of Support: Learning from the Other Teachers in Children's Lives – Susi Long and Dinah Volk 11. Issues in Funds of Knowledge Teaching and Research: Key Concepts from a Study of Appalachian Families and Schooling – Ellen McIntyre 12. How Knowledge Counts: Talking Family Knowledge and Lived Experience into Being as Resource for Academic Action – Elizabeth Yeager and Ralph A. Córdova, Jr. 13. Respecting Children’s Cultural and Linguistic Knowledge: The Pedagogical Possibilities and Challenges of Multiliteracies in Schools – Maria José Botelho, Sarah L. Cohen, Lisa Leoni, Patricia Chow, and Padma Sastri Teacher Commentary – Christine Kane and Kim Douillard Part III: Conclusion 14. Home-School-Community Collaborations in Uncertain Times – Francisco Rios List of Contributors Index

Parents can be invaluable partners in identifying students' behavioral and learning needs and developing effective solutions. This book provides practical tools for collaborating with families to achieve the best outcomes for K-12 students. In a large-size format with lay-flat binding for easy reference and photocopying, the book includes more than 40 ready-to-use reproducibles. School-based mental health professionals will learn how to build positive home/school relationships, actively involve parents in assessment and intervention, and overcome barriers to collaboration. The latest research on what works in treating internalizing, externalizing, and academic difficulties is translated into clear-cut recommendations for practice. This book is in The Guilford Practical Intervention in the Schools Series.