Ending child poverty and improving child mental health is “everybody’s business”, as is a child’s education. This edition of Better presents perspectives and research frameworks on school-parent partnership working, discusses the importance of exploring longitudinal studies from birth through to school life, and describes two evidence-based programmes which acknowledge the importance of parents and schools working together in the success of improving child outcomes.
Contents
| Page | Title | Author |
|---|---|---|
| 4–5 | Planning for success: Six principles for research-based partnership programs | Joyce Epstein |
| 6–7 | Organizing school, family, and community partnerships | Steven Sheldon |
| 8–9 | Family engagement and students’ school success | Mavis Sanders |
| 10–11 | Children’s success is influenced by poverty and poor parenting | Kathleen Kiernan |
| 12–13 | The home learning environment and children’s attainment and progress | Katalin Toth and Pam Sammons |
| 14–15 | KiVa: Helping schools and parents beat bullying | Nick Axford, Judy Hutchings, and colleagues |
| 16–17 | Parents and teachers working together | Carolyn Webster-Stratton and Tracey Bywater |
| 18–19 | Involving parents in Born in Bradford: Working together | Louise Tracey, Sally Barber, and Liz Andrews |
| 20–21 | Interventions for families and schools | Jonathan Haslam |
| 22–23 | Success in evidence-based reform: The importance of failure | Robert Slavin |
| 24–25 | Evidence in the news | |
| 26–27 | The latest research |
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