New Skills for New Schools: Preparing Teachers in Family Involvement.
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| Title: | New Skills for New Schools: Preparing Teachers in Family Involvement. |
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| Language: | English |
| Authors: | Shartrand, Angela M., Weiss, Heather B., Kreider, Holly M., Lopez, M. Elena, Harvard Univ., Cambridge, MA. Medical School. |
| Peer Reviewed: | N |
| Page Count: | 82 |
| Publication Date: | 1997 |
| Sponsoring Agency: | Department of Education, Washington, DC. John D. and Catherine T. MacArthur Foundation, Chicago, IL. Ford Foundation, New York, NY. Mott (C.S.) Foundation, Flint, MI. |
| Intended Audience: | Practitioners; Teachers |
| Document Type: | Guides - Non-Classroom Reports - Research |
| Descriptors: | Case Method (Teaching Technique), Cultural Awareness, Educational Research, Elementary Secondary Education, Family Involvement, Family School Relationship, Higher Education, Parent Empowerment, Parent Participation, Parent Teacher Cooperation, Partnerships in Education, Preservice Teacher Education, School Community Relationship, Teacher Certification, Teacher Competencies, Teacher Education Programs |
| Abstract: | This report presents a framework to help educators improve teacher training in family involvement. Information comes from the Harvard Family Research Project, which documented the nature and scope of preservice education in family involvement. Researchers reviewed state teacher certification requirements, surveyed courses and requirements at accredited institutions, and examined successful models of preservice training in family involvement. Section 1 of this report describes teacher preparation in family involvement, explaining that the best educational results occur when schools, families, and communities collaborate. Section 2 examines the status of teacher preparation in family involvement, noting that state certification does not encourage study of the subject. Section 3 describes new skills for new schools, illustrating types of training for family involvement (general family involvement, general family knowledge, home-school communication, family involvement in learning activities, families supporting schools, schools supporting families, and families as change agents). Examples from various universities are presented. Section 4 discusses the universities' successful methods of preparing teachers for family involvement (e.g., guest speakers, role-play, case method, cultural immersion, community experiences, research with families and communities, self-reflection, and interprofessional education). Section 5 presents recommendations regarding ways that educators, policy makers, and professional organizations can ensure that teachers are prepared to involve families and communities. An appendix describes the research methodology. (Contains 108 references). (SM) |
| Entry Date: | 1998 |
| Accession Number: | ED414254 |
| Database: | ERIC |
| Abstract: | This report presents a framework to help educators improve teacher training in family involvement. Information comes from the Harvard Family Research Project, which documented the nature and scope of preservice education in family involvement. Researchers reviewed state teacher certification requirements, surveyed courses and requirements at accredited institutions, and examined successful models of preservice training in family involvement. Section 1 of this report describes teacher preparation in family involvement, explaining that the best educational results occur when schools, families, and communities collaborate. Section 2 examines the status of teacher preparation in family involvement, noting that state certification does not encourage study of the subject. Section 3 describes new skills for new schools, illustrating types of training for family involvement (general family involvement, general family knowledge, home-school communication, family involvement in learning activities, families supporting schools, schools supporting families, and families as change agents). Examples from various universities are presented. Section 4 discusses the universities' successful methods of preparing teachers for family involvement (e.g., guest speakers, role-play, case method, cultural immersion, community experiences, research with families and communities, self-reflection, and interprofessional education). Section 5 presents recommendations regarding ways that educators, policy makers, and professional organizations can ensure that teachers are prepared to involve families and communities. An appendix describes the research methodology. (Contains 108 references). (SM) |
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