Processes and Pathways of Family-school Partnerships Across Development

系列名：Research on Family-school Partnerships
ISBN13：9783319169309
出版社：Springer Verlag
作者：Susan M. Sheridan (EDT); Elizabeth Moorman Kim (EDT)
裝訂／頁數：精裝／135頁
規格：23.5cm*15.5cm (高/寬)
出版日：2015/07/09
關鍵字： Processes and Pathways of Family-school Partnerships Across Development、 Processes、 and、 Pathways、 of、 Family、 school、 Partnerships、 Across、 Development、 Springer Verlag、 Susan M. Sheridan (EDT)、 Elizabeth Moorman Kim (EDT)、外文書、 Differential & developmental psychology、

杜威圖書分類： Differential & developmental psychology

定價：NT$ 5805 元

優惠價：90 折 5225 元

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商品簡介

?This book, the second of three sequential, edited volumes in the Researchon Family-School Partnerships series, focuses on processes andpathways. Each chapter highlights critical findings by seminal researchers,addressing such topics as inputs, mechanisms, diversity, and statisticaltechniques to model change. In addition, key areas of coverage examine unique parent, teacher, and school variables as antecedents or predictors of effective family-school partnerships; explore the importance of advancing and investigating models that specify potential mechanisms by which family-school partnership practices influence positive student outcomes; articulate unique processes evident in family-school relationships under broad parenting situations; and discuss methods to model the process of family-school partnerships and its effects on students, including methods to consider various contextual issues confronted in school-based research. The final chapter synthesizes the key issues examined throughout the volume.

作者簡介

Susan M. Sheridan, Ph.D., is a George Holmes University Professor of Educational Psychology and Director of the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska-Lincoln, well known for her research on family-school partnerships and family engagement. She has managed numerous significant federal grants investigating the efficacy of a consultation-based partnership model, which have resulted in several publications and professional presentations. She has received several professional awards and has served in many leadership positions in the fields of school and educational psychology.

Elizabeth Moorman Kim, Ph.D., received her doctorate in Developmental Psychology from the University of Illinois at Urbana-Champaign. She is currently co-principal investigator of a federally funded research project examining the effects of interventions targeting parental involvement in children’s learning and family-school partnerships housed at the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska-Lincoln. Her research interests include family-school partnerships, parenting, and children’s motivation and achievement in school.