Describes current approaches to child care subsidies and identifies several issues and opportunities facing those who want to integrate a stronger child development focus into the subsidy system. Concludes with a discussion of important questions for policymakers, practitioners, and researchers to help the subsidy system achieve a better balance…

From a sample of 1,000 New York attorneys, data from 553 men and 129 women suggest that professional autonomy depends on social capital arrangements that assume overtime, open-ended work demands, and release from private obligations. Access to time is qualitatively different for men and women, especially married women with children. (SK)

This article identifies elements of effective collaborative programs and describes existing programs that are designed to enhance collaboration between schools and families of children with disabilities: Transparent School Model (in multiple states), Parent/Mentor Resource Project (Indiana), Parent Mentor Program (Ohio), Mentor Parent Program…

Relationships between schools and families of children with learning and behavior problems are discussed in terms of the benefits of parent involvement, barriers to effective home-school partnerships, ways that schools and families can collaborate, and skills that support parent-teacher collaboration. (DB)

Discusses the importance of parent and family involvement in education, as outlined by the Goals 2000: Educate America Act of 1994, which introduced a new national education objective calling for increased family and parent participation. Examines techniques and initiatives used by teachers and schools to foster parent and family involvement. (MDM)

Parents of a 21-year-old son with Down's Syndrome address aspects of the cooperative partnership of school, home, and community, focusing on the dangers of labeling, the importance of communication, the need to express appreciation of the individual as he/she is, the value of full participation, and the importance of developing authentic…

Emphasizes the critical role of parental input into design and implementation of family involvement programs. Discusses what parents consider meaningful family involvement, which can constitute the foundation for program development. Suggests ways to maintain a parent focus in program decisions. (BAC)

Examined the relationships among parents' stress, parents' work overload, and adolescent problem behavior. Adolescents in dual-earner families reported on parent-adolescent relations and their own problem behavior. Their parents provided reports of work overload, levels of stress, and parent-adolescent relations. Findings indicated…

Explores ways to share mathematics both in and out of school and uses the newspaper as a vehicle for communicating ideas about mathematics. Includes reproducible student worksheets. (MKR)

This article describes the role of family members in early intervention personnel preparation efforts, provides a rationale for family involvement, and offers guidelines and strategies for facilitating the participation of families of special-needs young children in personnel preparation, in ways that model collaborative family-professional…

Examined the school and life experiences of former preschoolers 17 years after they participated in the Syracuse (New York) Prekindergarten Program. Data on influences that impinged upon the students indicated few differences between the school achieving and non-achieving students. Subjects from both groups were doing well, indicating the…

Presents a summary of the findings and recommendations outlined in the report of the National School Readiness Task Force. Discusses implications for advocates working to implement supportive policies for children and families in communities across the United States. (BB)

Discusses the characteristics of child-centered home visits in early childhood and preschool programs. Offers strategies for making the visits and for evaluating them. Benefits of visits for children are considered. (BG)

Examines policy issues related to the concept of the school as a family support system. Considers (1) prevailing images of family resourcefulness; (2) implications for home-school boundaries of an expanded school role; (3) technical expertise of schools; (4) provision of programs to all families or targeted families; and (5) programs as peripheral…

Much literature on American Indian dropouts accepts cultural discontinuity between home and school as an explanation for the high Indian dropout rate, despite little proof from research. An exclusive focus on culture and curricular innovation obscures the possibility that economics and social structure may be more important factors. (SV)