This study examined the relationships among school specialists, specifically, special education teachers, Child Study Team members (school psychologists and school social workers), and school counselors, who provide support to students with specific learning needs and their families. By examining the relationship and level of collaboration among these professionals, this research provides further insight into the way schools are addressing the needs of a diverse student body. It was found that relationship barriers may be negatively impacting the work of these school specialists and ultimately affecting the students. Explored relationship barriers included time restrictions, scheduling conflicts, and role ambiguity. Recommendations for collaboration are discussed to support the development of these relationships.
It is well-established that home–school engagement can contribute to children’s literacy learning. This research examined language arts teachers’ and parents’ perspectives of home–school engagement and literacy learning in a school located in a low-income area. The school was focusing on ways to improve students’ literacy learning providing the impetus for this research. Ten language arts teachers were interviewed, and two focus groups were held with 26 parents or caregivers at the K–Grade 5 school. The following themes were found: contrasting perspectives on home–school engagement, differing perspectives on homework completion, and similar views on what motivates students in literacy. This article discusses implications for practice and proposes recommendations, such as the need for teacher agency and the increased engagement of school administration.
The purpose of this study was to understand how teachers reproduce and eventually resist middle-class, White, dominant narratives of family involvement so they can better engage with all students and families. This study occurred in an elementary school setting during a semester-long afterschool professional development course with nine elementary school teachers. The study employed a basic qualitative design with data sources such as field notes, discussion transcriptions, and participant journals. Results showed that teachers initially reinforced and reproduced middle-class, White, normative expectations of family involvement through their means of communication, the values they expressed, and the physical expectations placed on families. Results also showed that explicit work in this area, especially using the theory of funds of knowledge, led to change and opportunities for new, more culturally sustaining practices. can expand toward new ideas. The results of this research show that many
Families play a critical role in their children’s career and college decision making. Students’ academic and postsecondary choices are often shaped by their own parents/families’ experiences and/or information they have about processes, deadlines, and requirements. The focus of this study is a college awareness and outreach program meant to inform parents about college and career readiness, especially for parents of prospective first generation college students—those who are the first in their families to go to college. Parents took part in day-long conferences with educational stakeholders, including high school counselors, community college and university admission counselors, as well as nonprofit organization staff. We identified the impact of the program on all parents, regardless of background or educational level, and the ways in which they benefit from participating in career and college outreach programs.
