Strengths-Based Educational Interventions in Rural Settings: Promoting Child Development Through Home–School Partnerships

2016 ◽  
pp. 227-246
Author(s):  
Lisa L. Knoche ◽  
Amanda L. Witte
Keyword(s):  
Child Development ◽  
Educational Interventions ◽  
Home School ◽  
School Partnerships ◽  
Rural Settings

Educational Interventions for Students with Attention Deficit Disorder

1993 ◽  
Vol 60 (2) ◽  
pp. 163-173 ◽  
Author(s):  
Thomas A. Fiore ◽  
Elizabeth A. Becker ◽  
Rebecca C. Nero
Keyword(s):  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Behavior Management ◽  
Educational Interventions ◽  
Educational Programs ◽  
Home School ◽  
Academic Instruction ◽  
School Collaboration

This article reviews the current research-based knowledge on nonpharmacological interventions for students with ADD and highlights findings related to behavior management, academic instruction, home-school collaboration, and comprehensive programming. The literature on educationally relevant interventions is exploratory, not prescriptive; and findings are inconsistent. Investigators have tested relatively few interventions that speak to the day-to-day issues teachers face or to the larger issues related to developing comprehensive educational programs for these students.

Foundational Processes, Home-School Partnerships, and Culturally Responsive Practices for Dual Language Learners

2018 ◽  
pp. 1-27
Author(s):  
Kristina M. Howlett ◽  
Heather D. Kindall
Keyword(s):  
Language Learners ◽  
Culturally Responsive ◽  
Dual Language ◽  
Empirical Studies ◽  
Home School ◽  
Dual Language Learners ◽  
Teacher Education Programs ◽  
Education Programs ◽  
School Partnerships ◽  
Culturally Responsive Practices

The purpose of this chapter is to examine the current empirical studies on foundational processes, home-school partnerships, and culturally responsive practices in regard to Dual Language Learners (DLLs) for early childhood education in order to inform teacher education programs (TEPs).

Foundational Processes, Home-School Partnerships, and Culturally Responsive Practices for Dual Language Learners

2019 ◽  
pp. 1583-1609
Author(s):  
Kristina M. Howlett ◽  
Heather D. Kindall
Keyword(s):  
Language Learners ◽  
Culturally Responsive ◽  
Dual Language ◽  
Empirical Studies ◽  
Home School ◽  
Dual Language Learners ◽  
Teacher Education Programs ◽  
Education Programs ◽  
School Partnerships ◽  
Culturally Responsive Practices

The purpose of this chapter is to examine the current empirical studies on foundational processes, home-school partnerships, and culturally responsive practices in regard to Dual Language Learners (DLLs) for early childhood education in order to inform teacher education programs (TEPs).

Home-School Pathways

2020 ◽  
pp. 382-401
Author(s):  
Kathy Renita Fox
Keyword(s):  
Academic Success ◽  
Teacher Preparation ◽  
Rural Communities ◽  
Community Engagement ◽  
Home School ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
School Partnerships ◽  
School Communities ◽  
Diverse Cultures

Teachers who are informed about the children, families, and communities where they teach are better prepared to share resources and advocate for gaps in literacy and other services in rural communities. Despite the importance of home-school partnerships for children's academic success, aspects of parent involvement and community engagement are often omitted from teacher preparation programs. As a result, many new teachers do not feel adequately prepared to work with families. A variety of strategies are needed for teachers to successfully engage families from diverse cultures and in communities where they teach but not live. Included in this chapter are practices that university teacher preparation programs can initiate to better train teachers to look for engagement opportunities in their school communities.

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