School–Family Partnerships for Culturally Sustaining Texts

2020 ◽  
Vol 73 (5) ◽  
pp. 657-661
Author(s):  
Anna Jennerjohn
Keyword(s):  
Family Partnerships

scholarly journals Family Partnerships and Community Support for Child Rearing and Farming in Rural Area

2010 ◽  
Vol 28 (Special_Issue) ◽  
pp. 195-200
Author(s):  
Maiko SUGAWARA ◽  
Hiroshi AIZAWA ◽  
Yo-taro ARIMA
Keyword(s):  
Rural Area ◽  
Community Support ◽  
Child Rearing ◽  
Family Partnerships

Better Together: Using MTSS as a Structure for Building School–Family Partnerships

2020 ◽  
Vol 53 (2) ◽  
pp. 122-130
Author(s):  
Zachary Weingarten ◽  
Rebecca Zumeta Edmonds ◽  
Sarah Arden
Keyword(s):  
Family Partnerships

scholarly journals Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors

2015 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Ann Epstein
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Teacher Perceptions ◽  
Response Rate ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Family Stressors ◽  
Teachers Perceptions ◽  
Self Reflection ◽  
Family Partnerships

<p>Teachers of young children work closely with families. One component of teacher-family partnerships is teachers’ understanding of family priorities and stressors. This study examines Montessori early childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys.  Eighty teachers (37% of those who received the survey) and forty-nine family members (representing a 55% response rate) completed the survey.  Significant differences were found between teachers’ perceptions of four (of seven) family priorities and families’ actual responses. Teachers ranked “making academic progress” as the most important of seven possible family priorities. However, families stated that “developing kindness” is the most important priority for their young children. No significant differences were found when comparing teacher rankings of family stressors with actual family responses. Montessori early childhood teachers ranked “not having enough time” as the most stressful of six possible stressors. Families confirmed that time pressures cause them the most stress. Maria Montessori’s recommendations for teachers and families are summarized. Recommendations for building stronger family partnerships in the context of Montessori’s philosophy, for example on-going self-reflection, are provided.</p><p>            <em>Keywords: Montessori, teacher-family partnerships, early childhood teacher perceptions</em></p>

scholarly journals Promoting Patient and Family Partnerships in Ambulatory Care Improvement: A Narrative Review and Focus Group Findings

2016 ◽  
Vol 33 (8) ◽  
pp. 1417-1439 ◽  
Author(s):  
Karin E. Johnson ◽  
Tracy M. Mroz ◽  
Marie Abraham ◽  
Marlaine Figueroa Gray ◽  
Mary Minniti ◽  
...  
Keyword(s):  
Focus Group ◽  
Ambulatory Care ◽  
Narrative Review ◽  
Family Partnerships ◽  
Care Improvement
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