Engaging Hard to Reach Parents - Reading Recovery Council of ...

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“Killer Phrases” Used Often Without Thinking, That Can Stop Parent Involvement Initiatives • It needs more study. • Let’s form a committee. • Let’s make a survey first. • We’ve never done it that way. • Let’s sit on it for awhile. • That’s not our problem. • Source:Henderson, Marburger, & Ooms (1986), p. 67
Reasons for the Limited Participation of Families in Life Inside School and the Overall Lack of Commitment to Parent Involvement • The ill-defined nature of parent involvement • The ambiguous nature of teacher expectations for parents • Narrow views of school-family connections • The lack of appropriate structures and strategies for involving parents • Teachers’ perceptions of parents and communities Edwards (2004)
Page 1 and 2: Engaging Hard to Reach Parents Patr
Page 3 and 4: A Path to Follow: Learning to Liste
Page 5 and 6: Objectives • The purpose of this
Page 7 and 8: • Not all parents are angels. All
Page 9 and 10: • Rule #4: Develop high expectati
Page 11 and 12: Helping with Homework
Page 13 and 14: Participating in the Decisions and
Page 15 and 16: Band Boosters
Page 17 and 18: Ice Cream Socials
Page 19 and 20: Participating in Bake Sales and Fai
Page 21 and 22: Advisors and/or Co-decision Makers
Page 23 and 24: Accompanying a Class on an Outing
Page 25 and 26: • Rule #8: Be willing to work to
Page 27 and 28: Three New Directions for Working wi
Page 29 and 30: National Reports
Page 31 and 32: Becoming a Nation of Readers: The R
Page 33 and 34: Some Historical Trends • America
Page 35 and 36: No Child Left Behind: Now What Do W
Page 37 and 38: President Bill Clinton—State of t
Page 39 and 40: • Epstein (1992, p. 1141) has sum
Page 41: “Killer Phrases” Used Often Wit
Page 45 and 46: • Parents differ in their percept
Page 47 and 48: • Gathering information of this n
Page 49 and 50: Schools are communicating with a va
Page 51 and 52: . • Perseverance in Maintaining I
Page 53 and 54: Migrant Family Involvement Strategi
Page 55 and 56: - Parent-teacher conferences can gi
Page 57 and 58: My Journey Into School, Family, and
Page 59 and 60: Talking Your Way to Literacy: A Pro
Page 61 and 62: Suggestions Most Frequently Made fo
Page 63 and 64: Some Developmental Foundations of l
Page 65 and 66: A Path to Follow: Learning to Liste
Page 67 and 68: Important Message to Teachers from
Page 69 and 70: Report of the National Reading Pane
Page 71 and 72: Parent Stories
Page 74 and 75: Family Literacy: Young Children Lea
Page 76 and 77: Ways With Words: Language, Life, an
Page 78 and 79: “East is East, West is West’? ?
Page 80 and 81: One Dimensional Questions • How m
Page 82 and 83: What are Parent Stories? Parent “
Page 84 and 85: What are Parent Stories? Brandt (19
Page 86 and 87: What Happened During the Parent Int
Page 88 and 89: What Can Parent Stories Provide for
Page 90 and 91: What Can Parent Stories Provide for
Page 92 and 93:
According to P. D. Pearson (1996),
Page 94 and 95:
• The classroom acts as a kind of
Page 96 and 97:
Cultural Variables • Sociolinguis
Page 98 and 99:
• Living • Communicating • Th
Page 100 and 101:
A Path to Follow: Learning to Liste
Page 102 and 103:
• In trying to understand familie
Page 104 and 105:
• According to Taylor & Dorsey (1
Page 106 and 107:
May the force be with you
Page 108:
What is a Demographic Profile? A sh
Page 112 and 113:
How can we use a Demographic Profil
Page 114 and 115:
Why Develop a Scope and Sequence of
Page 116 and 117:
Developing a Scope and Sequence of
Page 118 and 119:
Closing Comments • Schools must b
Page 120:
For More Information... • Contact
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