Illustrates tensions and contradictions in schools' attempts to develop parental and family involvement through a case study of parental involvement in an Education Action Zone. Argues that the school developed models for parental involvement affected the role of parents. Includes references. (CMK)

Qualitative study of 30 employed single mothers replicated previous findings of challenges in managing shortages of time, money, and energy. Revealed serious concerns about failure to meet perceived family and societal expectations for living in "normal" family with 2 parents. Behavior subjects perceived to be expected of single parents…

Argues that Black education will not improve until Black citizens become actively involved in all phases of their children's education. Stresses the need for parent and community participation and teacher education. (FMW)

Presents some ways parents can help set an environment at home that promotes literacy growth. (MG)

The findings of a survey of 64 Black families do not support the hypothesis of role flexibility and sharing in Black households. The mothers in the sample, 78 percent of whom were employed, were primarily responsible for household maintenance and child rearing. (DM)

A one-hour structured interview with 15 fathers provided the principal source of data for an exploratory study of fathers' involvement with their preschool children's day care arrangements. Also examined fathers' perceptions of their relationship with their children in the home. (RJC)

Highlighted by Katy's early reading and writing experiences, guidelines to help young children become effective readers and writers are offered to parents and teachers. (BB)

The article gives parents of physically disabled children suggestions for development of an assistive device lending library through the public or school library. Guidelines for writing the proposal (the introduction, statement of need, suggested funding sources, advantages for the library) and submitting the proposal are given. (DB)

Leadership education is distinguished from leadership training, and moral education from moral indoctrination, in a discussion of the need to educate young gifted leaders in moral excellence. The role of parents is discussed, and parallels drawn between Bloom's Taxonomy and Kohlberg's model of cognitive moral development. (JW)

Traces the tradition of self-help in the Black community from the slave era through the contemporary civil rights movement. Contrasts the nontraditional female-headed extended Black family with that of the traditional male-headed nuclear White family. Discusses community-based self-help programs for Black families developed by the National Council…

Investigated intellectual giftedness in relation to parents' mediation of child's television-watching in a sample of 364 children and their parents. Findings suggest that intellectual giftedness and, to a lesser degree, quantity of television-watching influence parents' perceptions of possible effects of television on their children and the type…

A more effective partnership for the advocacy of integrated educational options can be formed when parents and professionals work in concert. Eleven strategies for securing integrated options are offered, including working with the media, working within other advocacy organizations, influencing others in the school system, and consulting with…

Investigated 60 parents' perceptions of influence of their eldest child's (aged 4, 7, or 10 years) development and the extent to which these perceptions varied as a function of five factors. Cognitive and social development were significant variables for beliefs about influence. (RJC)

Results support the prediction that mothers of high social status children and mothers of low social status children would show behavior and social knowledge differences comparable with those reported in the literature. Findings are considered consistent with the hypothesis that children may partly acquire social skills from their mothers. (RH)

Asserts that children's literacy development depends on the literacy environment at home. Provides suggestions for creating an environment which encourages literacy development. Notes that teachers should share these suggestions with parents. (MM)