Examined links between the match between adolescents' developmental stage and the family and community environment and their psychosocial outcomes, implications for later outcomes, and impact of adolescent diabetic status. Found that even after controlling for psychosocial factors during adolescence, the benefits of developmental match were…

A meeting of the minds between family members and school professionals about the definitions of problematic behavior is essential. This type of understanding can often be facilitated when educators have knowledge of the family's socioeconomic status, history, and ethnic and cultural patterns. The purpose of this article is to help school…

Background: Behavioural and emotional problems occur at a high rate in children and adolescents with intellectual disability, often from a young age. Some studies have indicated that children and adolescents with autism present with even higher rates. Less is known about the presentation, development and family impact of these difficulties in…

Mattering is the belief that one makes a difference in the lives of others. We explore the effect of mattering on adolescent suicide ideation. The data source is the 2000 Youth At Risk Survey, composed of interviews with 2,004 youths, age 11-18 and screening interviews with their parents. Our analysis reveals that those who matter more are…

This qualitative investigation studies the impact of belonging to a high school Gay/Straight Alliance (GSA or Alliance) on the lives of seven students. Individual and focus group interviews were conducted over a two-year time period. The author used voices of gay, lesbian, bi-sexual and straight students to relate the experiences unique to each…

This book is a guide for educators to help them work with parents to improve schooling. It is particularly geared to dealing with some of the problems that have become greater in recent years owing to changes in family life such as high divorce rates, teenage parents, and working mothers. Chapter 1 deals with types of parent-school involvement,…

This paper suggests three major directions for improving the family-school relationship, and thus developing productive environments for learning. First, a meaning of curriculum is defined to determine where parents and teachers should direct their attention in order to improve the curriculum in families and schools. Second, four existing…

This booklet is addressed to parents. The topics discussed are (1) the importance of reading, (2) the nature of reading, (3) reading in today's school, (4) preparing your child for reading, and (5) helping your child grow in reading. The general objectives are to inform the parent of the nature of reading and reading programs, to clarify the…

TO AID IN THE EXPLANATION OF PARENT-SCHOOL RELATIONSHIPS, THE DEVELOPMENT, NATURE, AND HANDLING OF PARENTAL GRIEVANCES WAS ANALYZED. INTERVIEWS WITH 1,669 STUDENTS AND 1,992 PARENTS PROVIDED DATA TO EXPLORE THE FOLLOWING FIVE MAJOR PROBLEMS--(1) THE DISTRIBUTION OF GRIEVANCES, (2) THE STUDENT-PARENT TRANSMISSION OF GRIEVANCES, (3) THE RELATION OF…

Outlines problems schools are having dealing with new family structures, particularly the instance in which there is a parent who has custody of a child and a parent who doesn't. Suggests steps that the schools and the parents can take to ease the problems. (IRT)

This speech attempts to clarify misunderstandings about the success of Project Head Start, emphasizes the importance of continuity between Head Start and the child's home and subsequent schooling, includes warnings on what Head Start must not become, and presents recommendations and an agenda for the second decade of this program. (CM)

Classrooms are envisioned where teachers promote a sense of community so that each child feels important as a contributing member and feels that it is a good place to be. (MM)

A checklist listing children's positive, not negative, behaviors, can periodically be sent home by the teacher. This increases school-home communication and often improves classroom behavior as well. (BP)

Critiques conclusions made by Shirley Brice Heath and Milbrey McLaughlin in their April 1987 Phi Delta Kappan article, "A Child Resource Policy: Moving Beyond Dependence on School and Family." The author takes issue with assumptions about the family that she feels are misleading, unclear, and in need of additional information. (MD)