The authors discuss the need to have a mutli-facted approach to family engagement. They suggest tailoring family suppports and engagement based upon the family's specific needs.
Bachman, H. F., & Boone, B. J. (2022). A Multi-Tiered Approach to Family Engagement: No two families are alike, so why should schools’ approach to supporting families be cookie cutter? Educational Leadership, 80(1), 58–62.
Addresses the disproportionate representation of culturally and linguistically diverse students in special education and outlines the theoretical assumptions and principles that should guide efforts to reduce the disproportionate representation of these students in special education.
Janette K. Klingner et al. (2005) Education Policy Analysis Archives.
The report offers case studies of four guiding actions in practice of SEL and family partnerships. The report includes these guiding actions for school staff: (1) Begin with family priorities, (2) Transform power dynamics; (3) Build reciprocity and agency; and (4) Undertake change as collective inquiry.
Skoog-Hoffman, A., Coleman, B., Nwafor, E., Lozada, F., Olivo-Castro, S., & Jagers, R. (2023). Building Authentic School-Family Partnerships through the Lens of Social and Emotional Learning. Social and Emotional Learning Innovations Series. In Collaborative for Academic, Social, and Emotional Learning. Collaborative for Academic, Social, and Emotional Learning.
The author discusses the need to get past school-centric activities and take steps to create more generative relationships with families.
Dugan, J. (2022). Co-Constructing FAMILY ENGAGEMENT: Educators need to get past school-centric activities and take steps to create more generative relationships with families. Educational Leadership, 80(1), 20–26.
The authors presents a research-based conference strategy designed to cultivate a trusting relationship between families and educators, referred to as Building Equitable Trusting Relationships (BETR). Critical to this three step trust-building process is understanding one's own and the site/district' culture and how that impacts the process.
Lindo, E. J., Kyzar, K. B., & Gershwin, T. (2023). Cultural Considerations for Building Equitable and Trusting Relationships (BETR) With All Families. TEACHING Exceptional Children, 0(0). https://doi.org/10.1177/00400599231161799
In contrast to the medical model of trauma informed practice, Ginwright provides educators with a paradigm of urban education that includes celebration and understanding of community, culture, resilience, and healing.
Ginwright, Shawn. 2016. Hope and Healing in Urban Education: How Urban Activists and Teachers are Reclaiming Matters of the Heart. New York: Rouledge.
This article provides a method to bridge home to school through the use of a home to school bi-lingual journal which validates the experiences of Latinx families and learners and integrates it into the curriculum.
Lopez, M., Butvilofsky, S. A., Le, K., & Gumina, D. (2022). Project Recuerdo: Honoring Latinx Families’ Knowledge Within the School. Reading Teacher, 75(4), 429–440. https://doi.org/10.1002/trtr.2062
The article focuses on the process of empathy interviews and how they can tranform the relationships between families and schools. The author suggest a number of factors that affect the empathy interview process.
Jones, C. (2022). The Power of Empathy Interviews in Family Engagement. Educational Leadership, 80(1), 28–33.
In this article, Dr. Bindreiff described the importance of balancing empathy for the challenges children with mental illness, income instability, and racism face with high expectations. The author argues that “warmth paired with high expectations requires we invest in becoming community builders, capable of seeing and developing what lies buried inside each student” and that warmth has a greater impact than competence on our assessment of others.
Bindreiff, D. 2022. Transformative Educators are Warm Demanders. Corwin Connect, https://corwin-connect.com/2022/11/transformative-educators-are-warm-demanders/ (accessed January 30, 2023).
This text integrates school improvement and systems change efforts with the provision of classroom supports, the building of meaningful parent and community engagement, and neighborhood crisis intervention, all within a context of equity. The authors recognize that creating efficacious academic and behavioral supports is the avenue to better student outcomes and pronounced educational and societal change. Readers will be able to review how multiple schools and districts have undergone these momentous paradigm shifts to reduce systemic inequities.
Adelman, Howard S., and Linda Taylor. 2018. Transforming Student and Learning Supports: Developing a Unified, Comprehensive, and Equitable System. San Diego, CA: Cognella Academic Publishing.
