This quasi-experimental pre-post comparison group design examined if the Incredible Years (IY) Teacher Classroom Management (TCM) programme implemented as a school-wide universal preventive intervention to students aged 6-8 years at the lower primary level in a regular school setting had an effect on teacher-student relationships and…

Based on two case studies of Third Sector Organizations (TSOs) working with schools and parents in Catalonia and London, this paper aims to discuss some of the implications of "participative" programmes aimed at involving those migrant families seen by schools as "hard to reach". First, we describe how an ambiguous notion of…

Realising the clear dichotomy between schools and homes, the Malaysia government has now turned its attention to stakeholders and called for an increase involvement of parents, who are critical in transforming the education system. However, a clear line of demarcation continues to exist between the two prime educators of young children. Schools…

The Logan Square Neighborhood Association (LSNA) is a Chicago organization that, since 1997, has conducted a successful in-depth, parent-school collaboration program in nine schools on the northwest side of the city that represent about 10,000 students, or 2.5 percent of Chicago Public Schools' (CPS) total enrollment. It is a high-minority,…

Building strong bonds between home and school is one of National Middle School Association's (2003) 14 characteristics for successful middle schools set forth in "This We Believe". Getting teachers to actually believe in the value of parental involvement is not always easy. This article examines a range of key issues in the literature on…

Describes a campus day care center which focuses on providing special services (such as evening care, a parent corner, and access to counseling services) to parents and their children. (MP)

Each school's version of a partnership with parents is unique, and no generic model exists. Designated in 1988 as one of 14 model schools in the New Jersey State Department of Education "Parents as Partners in Learning" project, the Mildred Magowan school in Edgewater Park has followed a systematic approach that has consistently led to…

The Gifted Department of the Rockford Illinois Public Schools has provided a preschool summer program for identified gifted children and their parents attending cojoint sessions with preschoolers in a classroom environment directed by a teacher and parents in a discussion/work group with a psychologist. (Author/SBH)

Presents evidence that schools inconsistently tap the social, cultural, and linguistic resources of families, privileging specific groups. Argues that teachers need to examine their literacy practices and the ways these affect students. Offers a description of an Australian program to provide a framework for bridging home and school literacies.…

Visits, calls, letters, and "Saturday school" help parent and teacher to talk, work, and learn together. (Editor)

Describes a program of parent counseling to help parents deal more effectively with some of the problems encountered in raising a family. (Author)

Serving as a "how-to" manual, this book includes historical and background information on the "Link for Learning" project in Hughes School District in eastern Arkansas, followed by a step-by-step approach to the development of a parent education project. The first part of the booklet describes the school and community, the…

Describes St. Maria Goretti School's Home/School-Read/Discuss program in which parent, teacher, and child sign a contract for leisure reading. Both parent and child read and discuss the selected books. Responsibilities of each participant are listed on the sample reading contract provided. (SJL)

Describes current action which emphasizes the need to match the resources of people in neighborhoods with those provided by social agencies. (Author/MP)