Teachers as Collaborative Partners

Working With Diverse Families and Communities

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Teachers as Collaborative Partners by Sandra J. Winn Tutwiler, Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Sandra J. Winn Tutwiler ISBN: 9781351225601
Publisher: Taylor and Francis Publication: October 3, 2017
Imprint: Routledge Language: English
Author: Sandra J. Winn Tutwiler
ISBN: 9781351225601
Publisher: Taylor and Francis
Publication: October 3, 2017
Imprint: Routledge
Language: English

Teachers as Collaborative Partners assists future and inservice teachers in developing a research-based framework for understanding the dynamics of school, family, and community relations. It provides foundational knowledge important for understanding families and communities, while exploring conditions that influence family-school-community interactions. The text is designed to engage the critical reflective capability of teachers in ways that will support their ability to work with diverse families in a variety of teaching contexts.Part I focuses first on the social, cultural, and historical roots of the family, with specific attention to the evolution of public schools and the family as interdependent social institutions, and then on the multiple ways families conceive of and conduct family life, as well as the impact of community attributes on the work of families and schools.Part II explores the relationship among families, communities, and schools within social, political, legal, and educational contexts.Part III addresses educational practices that respond to authentic partnerships with families and communities.The goals of the text are supported by pedagogical tools that provide opportunities for readers to make connections between information in each chapter and realistic family-community-school situations.Case Studies are embedded in most chapters. These serve to complement research-based with authentic and personally articulated experiences of parents. Teachers then have the opportunity to make connections between theory and lived experiences.Each chapter includes Inquiry and Reflection questions and Guided Observations to engage readers in case study analysis, situated learning exercises, and classroom and community observations and reflections.The Family-Community-School Profile introduced in this text as a teacher-generated summary allows for evaluation of

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Teachers as Collaborative Partners assists future and inservice teachers in developing a research-based framework for understanding the dynamics of school, family, and community relations. It provides foundational knowledge important for understanding families and communities, while exploring conditions that influence family-school-community interactions. The text is designed to engage the critical reflective capability of teachers in ways that will support their ability to work with diverse families in a variety of teaching contexts.Part I focuses first on the social, cultural, and historical roots of the family, with specific attention to the evolution of public schools and the family as interdependent social institutions, and then on the multiple ways families conceive of and conduct family life, as well as the impact of community attributes on the work of families and schools.Part II explores the relationship among families, communities, and schools within social, political, legal, and educational contexts.Part III addresses educational practices that respond to authentic partnerships with families and communities.The goals of the text are supported by pedagogical tools that provide opportunities for readers to make connections between information in each chapter and realistic family-community-school situations.Case Studies are embedded in most chapters. These serve to complement research-based with authentic and personally articulated experiences of parents. Teachers then have the opportunity to make connections between theory and lived experiences.Each chapter includes Inquiry and Reflection questions and Guided Observations to engage readers in case study analysis, situated learning exercises, and classroom and community observations and reflections.The Family-Community-School Profile introduced in this text as a teacher-generated summary allows for evaluation of

More books from Taylor and Francis

Cover of the book Scripture, Metaphysics, and Poetry by Sandra J. Winn Tutwiler
Cover of the book Imagination and the Imaginary by Sandra J. Winn Tutwiler
Cover of the book Translation and Identity in the Americas by Sandra J. Winn Tutwiler
Cover of the book Sociology of Religion by Sandra J. Winn Tutwiler
Cover of the book Governance in the Information Era by Sandra J. Winn Tutwiler
Cover of the book International Law and Ocean Management by Sandra J. Winn Tutwiler
Cover of the book Constitutional Protection of Private Property and Freedom of Contract by Sandra J. Winn Tutwiler
Cover of the book Integration and Resistance by Sandra J. Winn Tutwiler
Cover of the book The Reconstruction of Western Europe 1945-1951 by Sandra J. Winn Tutwiler
Cover of the book The Outlook for Gold by Sandra J. Winn Tutwiler
Cover of the book Minority Religions and Fraud by Sandra J. Winn Tutwiler
Cover of the book Body Image in the Primary School by Sandra J. Winn Tutwiler
Cover of the book Encyclopedia of the Ancient World by Sandra J. Winn Tutwiler
Cover of the book Ideology and Social Protests in Eastern Europe by Sandra J. Winn Tutwiler
Cover of the book Organized Freethought by Sandra J. Winn Tutwiler
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy