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Kreider, Holly; Raghupathy, Shobana – School Community Journal, 2010
Research has shown that engaging families through youth development and after-school programs may benefit children. This paper extends knowledge in this arena, describing a set of strategies for implementing family-strengthening activities in youth development settings. The paper reports findings from a pilot evaluation of the Boys & Girls Clubs…
Descriptors: Focus Groups, Family Programs, After School Programs, Parents
Sutterby, John A.; Rubin, Renee; Abrego, Michelle – School Community Journal, 2007
Preservice teachers from a Hispanic-serving university and Latino families reflected on their interactions during an after-school children's tutoring program conducted at an elementary school. This paper focuses on issues that both preservice teachers and families found important to communication and relationship building. These issues were…
Descriptors: Preservice Teacher Education, Preservice Teachers, Teacher Role, Tutoring
Peer reviewed
Bennett, Tess; And Others – School Community Journal, 1996
Although inclusion is recommended as "best practice," there is little implementation research from the parent's viewpoint. This article presents the experiences of one mother actively involved in making inclusion work for her child. Tracey's story focuses on the importance of developing parent-professional partnerships to secure a…
Descriptors: Case Studies, Disabilities, Elementary Education, Inclusive Schools
Peer reviewed
Ginn, Linda W. – School Community Journal, 1994
Describes a study allowing parents involved in an alternative-education plan to express opinions about the ideal educational environment for their children. The meaning of parents' involvement experiences can be expressed in two broad themes: maintaining and creating connections; and acknowledging a changing and developing self. Parents who…
Descriptors: Change Agents, Educational Environment, Elementary Education, Existentialism