Although many teachers hold generally positive views of using disability literature with children to support the development of more inclusive communities and schools (Beneke & Cheatham, 2020), little is known about how teachers work with families and address concerns families may have about using such literature. What follows are three…

Homework is a task that teachers assign to students that is typically completed outside of class time to supplement in-school academic activities (Olympia et al., 1994) and has demonstrated to have positive effects on academic achievement (H. Cooper et al., 2006). There are many benefits of homework on student learning. Unfortunately, not all…

Videotapes are used to help parents of deaf preschool students to reinforce classroom learning, work on parent-school cooperative goals, demonstrate techniques, and suggest ways of dealing with certain behavior situations. (CL)

Seven ideas to help principals revitalize their schools' reading programs that have been tried and proved in the New Haven Public Schools, Connecticut, include faculty meetings, parent resource rooms, and lunchtime learning activities. (MLF)

The principal of El Camino Real Elementary School describes six activities used to provide parenting education both at the school and at home. (SJL)

Argues that teachers need to be aware of the effect adult illiteracy has in their classrooms. Discusses identifying low-literate parents, what to do next, and ways to support low-literate parents. (SR)

Discusses how to plan and organize for volunteers and the many ways volunteers can help to improve reading instruction in the classroom. (MG)

A class diary helps kids remember--and parents learn about--what goes on at school. (Editor)

Describes a garden project by elementary students in an urban school. Students chose to rehabilitate a courtyard area and have since created three separate gardens including a butterfly garden. The project was a collaborative endeavor involving parents and other community members working with students and their teachers. (DLH)

Provides a selection of criteria (including needs assessment, shared responsibilities, decision making, constant communication, and continuous participation) which must be part of lasting and long-term outreach efforts with parents. (MG)

Outlines a series of eight defense mechanisms teachers typically employ in parent/teacher conferences. Offers alternative approaches that teachers can practice and consider prior to conferences. (MG)

Addresses typical questions raised by parents regarding early childhood education. References are provided for parents who want further information. (AS)

Suggests how teachers and schools should treat children and their stepfamilies, illustrating the positive aspects of stepfamily living and listing classroom materials representing stepfamily lifestyles. (CI)

When clinical programs are implemented, there is often a problem in generalizing the child's newly acquired skills. Careful consideration of the manner in which stimuli are presented, the kinds of responses required, and the way in which reinforcement is dispensed may help move effectively from laboratory to natural settings. (Author)

Describes how a third-grade teacher used a parent journal to keep parents aware of what was happening in school and to give them an open forum in which to ask questions, make comments, or express feelings. Notes that dialog journals can improve home-school communication and foster positive connections. (SR)