Suchergebnisse

(sponsored by the Family School Community Partnership Issues SIG) Promising Practices for Engaging Families in Literacy fulfills the need from parents and teachers to improve home/school assistance in every child's literacy development. Literacy skills are required and valued in all academic areas and at all levels of education from preschool through adulthood. This volume provides suggestions and support to improve parent/child involvement in literacy activities from preschool through teacher education programs. Research is provided to undergird the documented practices that increase student academic achievement through improved literacy skills across academic areas. Practices include connections between home and school across age groups, developmental needs groups, universities, community groups, and technologies.

In this study, we identified unique clusters of parenting behaviors based on parents' school involvement, community involvement, rule‐setting, and cognitive stimulation with data from the Panel Study of Income Dynamics—Child Development Supplement. In early (n=668) and middle adolescence (n=634), parents who provided high cognitive stimulation (i.e., cognitive enrichment parents) or engaged in all parenting behaviors (i.e., engaged parents) had the highest family income, parent education, and percentage of European Americans. Adolescents of cognitive enrichment or engaged parents often evidenced the highest academic and social adjustment. Adolescents whose parents set a large number of rules (i.e., "Rule setters") or were also heavily involved in the community (i.e., the "Managers" cluster) had the lowest adjustment.