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Copyright © 2014 by SAGE Publications, Inc. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.

Printed in the United States of America Library of Congress Cataloging-in-Publication Data Preparing educators to engage families : case studies using an ecological systems framework / Heather B. Weiss, Harvard Family Research Project, Harvard Graduate School of Education [and three others].

— Third Edition pages cm Includes bibliographical references and index.

ISBN 978-1-4522-4107-4 (pbk.)

ISBN 978-1-4833-1103-6 (web pdf) 1. Education, Elementary—Parent participation. 2. Elementary school teachers—Training of. 3. Home and school. 4. Child development. I. Weiss, Heather Bastow.

LB1048.5.P74 2014 371.19′2—dc23 2013024089 This book is printed on acid-free paper.

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Brief Contents Preface Acknowledgments Introduction: Preparing Educators in Family Engagement About the Editors PART I. THE MICROSYSTEM 1. Theoretical Perspectives on the Microsystem Motivation to Learn Deborah Stipek A Developmental-Contextual Perspective Penny Hauser-Cram, Marji Erickson Warfield, Jack P. Shonkoff, Marty Wyngaarden Krauss, Aline Sayer, Carole Christofk Upshur, and Miriam Grill-Abramowitz Heyman 2. The Microsystem Cases Case 1. Supporting Ignacio: A Mother Discovers How to Help Her Son Succeed Georganne Morin and Holly Kreider Case 2. A Special Education Plan for Anabela: Does Supporting Her Needs Mean Holding Her Back?

Margaret A. Vaughan Case 3. My Favorite Subject Is Lunch: Motivating a Disengaged Student Phyllis Blumenfeld PART II. THE MESOSYSTEM

3. Theoretical Perspectives on the Mesosystem Social Executive Functioning Pamela Davis-Kean and Jacquelynne S. Eccles The Family, School, and Community Relationship M. Elena Lopez and Heather B. Weiss 4. The Mesosystem Cases Case 4. Lunchtime at Sunnydale Elementary School: What Do First Graders Need?

Barrie Thorne Case 5. Defining “Fine”: Communicating Academic Progress to Parents Margaret Caspe and Holly Kreider Case 6. Bilingual Voices and Parent Classroom Choices: Family Engagement in Language and Literacy Margaret Caspe PART III. THE EXOSYSTEM 5. Theoretical Perspectives on the Exosystem Media in the Lives of Families With Young Children Lori Takeuchi The Accommodation Model Julia R. Henly 6. The Exosystem Cases Case 7. Connections and Misconnections: Digital Media in Family Life and at School Lori Takeuchi Case 8. After School for Cindy: Family, School, and Community Roles in Out-of-School Time Ellen Mayer

Case 9. Piecing It Together: Linking Systems to Support a Student and Family Jennifer Romich and Jennifer Simmelink PART IV. THE MACROSYSTEM 7. Theoretical Perspectives on the Macrosystem The Promise of Parent-School Partnerships for Narrowing the Poverty Achievement Gap Eric Dearing and Sandra Tang Ethnic and Racial Diversity Cynthia García Coll and Celina Chatman-Nelson 8. The Macrosystem Cases Case 10. What Words Don’t Say: Talking About Racism Ann Barger Hannum Case 11. Raising Children Alone: Poverty, Welfare Reform, and Family Engagement Eboni C. Howard Case 12. Learning in the Shadow of Violence: Community, Culture, and Family Engagement Cynthia García Coll PART V. THE CHRONOSYSTEM 9. Theoretical Perspectives on the Chronosystem Families, Time, and Learning Suzanne M. Bouffard and Heather B. Weiss 10. The Chronosystem Cases Case 13. Bridging Worlds: Family Engagement in the Transition to Kindergarten Margaret Caspe

Case 14. Tomasito Is Too Big to Hold Hands: The Developing Child and the Home-School Relationship Ellen Mayer Case 15. Staying on the Path Toward College: One Boy at the Crossroads Catherine R. Cooper, Elizabeth Domínguez, Margarita Azmitia, Erica Holt, Dolores Mena, and Gabriela Chavira Glossary References Photo Credits Index About the Contributors

Detailed Contents Preface Acknowledgments Introduction: Preparing Educators in Family Engagement About the Editors PART I. THE MICROSYSTEM 1. Theoretical Perspectives on the Microsystem Motivation to Learn Theoretical Frameworks for Understanding Children’s Motivation to Learn The Three Cs: Competence, Control, and Connection Conclusion and Implications A Developmental-Contextual Perspective The Research Conclusion and Implications 2. The Microsystem Cases Case 1. Supporting Ignacio: A Mother Discovers How to Help Her Son Succeed Characters Ignacio: The Beginning of the School Year (Translated From Spanish) Viridiana and Mrs. Naylor: First Impressions in Class Father Benedict: Parish Priest Christina: Librarian Paty: The Fall Parent-Teacher Conference Viridiana: Providing the “Aha” Moment Discussion Questions

Recommended Reading Case 2. A Special Education Plan for Anabela: Does Supporting Her Needs Mean Holding Her Back?

Characters Teacher to Teacher: Talking Over Anabela’s Progress Anabela’s Cumulative Record Anabela’s Mother, Magda Special Education at La Paz Jean Harfleur, Anabela’s Teacher, on Anabela and Her Family Connie York, Anabela’s Resource Room Teacher, on Anabela and Her Family Anabela on Family, Learning, and School Putting the Pieces Together Discussion Questions Recommended Reading Case 3. My Favorite Subject Is Lunch: Motivating a Disengaged Student Characters Anthony Barbarin at School Anthony Jason Mitchell and Cynthia Hague, Anthony’s Teachers The Barbarin Family Discussion Questions Recommended Reading PART II. THE MESOSYSTEM 3. Theoretical Perspectives on the Mesosystem Social Executive Functioning Conclusion and Implications The Family, School, and Community Relationship Types of Family and School Relationship Principles of Relationship Building Conclusion and Implications

4. The Mesosystem Cases Case 4. Lunchtime at Sunnydale Elementary School: What Do First Graders Need?

Characters Beatriz, Rosa and Maria’s Grandmother Linda Chang, Principal The Grandmother Encounters School Staff The PTA Meeting Discussion Questions Recommended Reading Case 5. Defining “Fine”: Communicating Academic Progress to Parents Characters The Principal, Dick Leonard The Parents, Molly and Margot The Teacher, Tammy Gray Discussion Questions Recommended Reading Case 6. Bilingual Voices and Parent Classroom Choices: Family Engagement in Language and Literacy Characters Mother and Daughter Battle Over Homework Choosing an English-Only Classroom for Nina: Inés, Nina’s Mother (Translated From Spanish) A Bilingual Classroom May Suit Nina Better: Sonya Chesin, Nina’s Teacher Identifying Bilingual Issues at Morrison Elementary: Andy Beber, Principal Inés Wonders What to Do Next Discussion Questions Recommended Reading PART III. THE EXOSYSTEM

5. Theoretical Perspectives on the Exosystem Media in the Lives of Families With Young Children The Interplay Between the Digital Media Industry and Family Interactions Digital Media for Learning Conclusion and Implications The Accommodation Model The Accommodation Model of Parental Child Care Decision Making Precarious Employment Contexts: A Critical Exosystemic Influence on Children The Influence of Precarious Work Environments on Family Practices and Child Care Conclusion and Implications 6. The Exosystem Cases Case 7. Connections and Misconnections: Digital Media in Family Life and at School Characters Alejandra Sanchez: Meet Me at the Nightclub George Sanchez: I Want Her to Have a Childhood as a Child as I Did Carmela Sanchez: The Computer Is a Tool, and It’s Not a Toy Eileen Kato: Here Things Only Seem to Move Backward, Not Ahead Discussion Questions Recommended Reading Case 8. After School for Cindy: Family, School, and Community Roles in Out-of-School Time Characters Perspectives on Cindy and Her Mother: Nikki, Cindy’s Teacher Marla Cindy Shellie, Cindy’s School Counselor Ed, the Principal

An Encounter Between Parent and Teacher in the Community Discussion Questions Recommended Reading Case 9. Piecing It Together: Linking Systems to Support a Student and Family Characters Fall 1999: Dee Johnson, Dionte’s Teacher Early Winter 1998 (One and One-Half Years Earlier): Karen Carson, Dionte’s Mother Spring 1998: Dionte Carson Fall 1998: Riverside Medical Center Winter 1998: Kofi Hunter, Social Worker Spring 1999: Karen Carlson October 19, 1999: Dionte October 19, 1999: Dee Johnson Discussion Questions Recommended Reading PART IV. THE MACROSYSTEM 7. Theoretical Perspectives on the Macrosystem The Promise of Parent-School Partnerships for Narrowing the Poverty Achievement Gap How Does Poverty Limit Children’s Achievement?

Why Do Family-School Partnerships Hold Promise for Children Who Are Growing Up Poor?

Immigrant Children, a Particularly Vulnerable Group Conclusion and Implications Ethnic and Racial Diversity Theoretical Issues Cultural Considerations in the Development of Ethnic and Racial Minority Children Minority Status and Social Disadvantage Conclusion and Implications

8. The Macrosystem Cases Case 10. What Words Don’t Say: Talking About Racism Characters Martin’s Situation Lorreen and Rhona, Martin’s Mother and Grandmother Joan Taylor, Martin’s First-Grade Teacher The Meeting Discussion Questions Recommended Reading Case 11. Raising Children Alone: Poverty, Welfare Reform, and Family Engagement Characters Introducing Aiesha Aiesha Samantha, Aiesha’s Mother The Children’s Fathers The Children Aiesha’s Life at Home Aiesha’s Life at School Back to School on Monday Discussion Questions Recommended Reading Case 12. Learning in the Shadow of Violence: Community, Culture, and Family Engagement Characters Perspectives on Thandi Thandi Sak, Thandi’s Father (Translated From Khmer) Maryna, Thandi’s Mother (Translated From Khmer) Thandi’s Community: Alice, Principal Seyha, Community Member Discussion Questions Recommended Reading

PART V. THE CHRONOSYSTEM 9. Theoretical Perspectives on the Chronosystem Families, Time, and Learning Family Engagement Across Ages Family Engagement Across the Day and Year Family Engagement Across Historical, Political, and Cultural Periods Conclusion and Implications 10. The Chronosystem Cases Case 13. Bridging Worlds: Family Engagement in the Transition to Kindergarten Characters Nicole, Maya’s Mother Ms. Teresa, Maya’s Former Preschool Teacher Tanya Robinson, the Kindergarten Teacher Esther Lasher, the Head Start Educational Director Nicole Prepares to Meet With Tanya Robinson Discussion Questions Recommended Reading Case 14. Tomasito Is Too Big to Hold Hands: The Developing Child and the Home-School Relationship Characters Tomasito’s Portfolio Linda Brady, Tomasito’s Second-Grade Teacher Ria, Tomasito’s Mother (Translated From Spanish) Tomasito Linda, Tomasito’s Second-Grade Teacher Tomasito Tomás, Tomasito’s Father (Translated From Spanish) Ria, Tomasito’s Mother (Translated From Spanish) Communicating About Tomasito’s Math Discussion Questions Recommended Reading

Case 15. Staying on the Path Toward College: One Boy at the Crossroads Characters Introducing Paulo Paulo’s Family Comadre Alicia (Madrina) and Her Son Miguel Nancy Brown, Paulo’s Math Teacher Rachel Marquez, Community College Outreach Program Director Discussion Questions Recommended Reading Glossary References Photo Credits Index About the Contributors

Preface created this casebook with a clear mission: to encourage the W eintegration of family engagement in the training of teachers and school administrators. Despite the importance of family-school partnerships in contributing to student achievement, teacher education programs continue to face serious challenges incorporating family engagement adequately into the curriculum. Consequently, teachers too often lack the preparation, confidence, and comfort level necessary to relate effectively with families, and therefore enter the classroom unprepared to do so. This is especially unfortunate because, when teachers communicate specific actions that family members can take to engage in their children’s education, families are more likely to support classroom instruction.

The book is intended primarily for an audience of teachers and others who will be working directly with preschool and elementary school children and their families, especially families who are typically marginalized in school settings and where there is a need to improve the family-school relationship.

In its entirety or in selective parts, the book is ideal for students enrolled in a wide range of upper-division undergraduate and graduate-level courses with concentrations in education, social work, and psychology. The content is particularly relevant for students and others interested in such areas as child development; school leadership; instructional practice; family, school, and community partnership; urban education; special education; and antibias education.

One of the distinguishing features of this book is that it connects theory and research to practice in family engagement. Using ecological systems theory, described in detail in the Introduction, we organized the casebook around the multiple contexts of children’s lives and the ways that families, schools, and communities can best support child development. Within the ecological framework, theoretical perspectives serve as “lenses” through which to analyze family engagement practice. An additional feature of the book is the use of cases that capture the complexity of the relationships

among families, schools, and communities. The cases are based on original research as well as practitioner experience with families and schools. They focus primarily on characters that represent low-income, ethnically diverse children and families, who have, in many instances, been underserved by our educational system. We paid special attention to developing cases that present dilemmas of practice—difficult and ambiguous situations in which educators and parents must negotiate their differences. Our aim was to demonstrate the range of skills critical to communicating and building trust with families in such situations. In particular, the casebook highlights the importance of reflective practice in all communications with families, which helps ensure successful outcomes for children.

NEW TO THE THIRD EDITION The third edition of this book grew out of the steady demand across disciplines for the first and second editions over the years. We have been greatly encouraged by the overwhelmingly positive reviews we have received —the cases are rich and compelling; they represent a broad range of real-life situations that challenge families and educators alike; aspiring educators learn important problem-solving skills through the use of the cases; the book is easily adopted in its entirety as well as in sections in order to represent course-relevant issues; and the book situates family-school relationships in the context of language, culture, and poverty, issues that concern educators as school demographics change. The thoughtful critiques and feedback that university faculty and other readers have shared with us have been valuable in helping guide the direction of the current volume.

This edition reflects these comments and also takes into consideration a number of changes that have occurred within the education landscape since the last volume was published. We have retained the same basic structure of the book, including the use of teaching cases and an organizing ecological framework. Because of the continuing need to develop educators’ creativity, flexibility, and problem-solving skills, the teaching cases continue to be a desirable learning tool. Furthermore, an ecological framework is indispensable in understanding such important issues as the education of immigrant children, the pathways that led to dropping out of or remaining in

school, and the implementation of education policies at the school level.

However, we have also added cases and questions for discussion and analysis that address significant recent developments in the education arena. Early childhood education, for example, has become more salient in education reform, with several federal funding streams making it a priority and inviting innovative strategies. Policy makers and educators, concerned that children who do not read proficiently by third grade are at risk of not graduating from high school, are now focusing on engaging families and communities to create rich learning opportunities for children starting from birth and continuing through the elementary grades. The transition to kindergarten becomes a pivotal point to ensure that schools welcome and partner with families and that families maintain their engagement in children’s learning.

Additionally, the notion that children learn anytime and anywhere has taken root and elevates the roles of families and communities in enriching children’s learning opportunities. This idea is particularly evident in the growing use of digital media for learning and socializing. Computers and handheld devices profoundly impact the way that children spend leisure time, learn cultural norms and values, and gather information. It is easy to lose sight of how important these changes have been to children’s daily life experiences; it is also easy to underestimate the degree to which they influence children’s development. Adult guidance—from parents, teachers, librarians, and afterschool workers—is essential so that children use new media safely and responsibly and in ways that enrich their knowledge and creativity.

Moreover, rigorous, longitudinal research on education reform by the Consortium on Chicago School Research at the University of Chicago confirms that family-school-community connections are an essential element in transforming low-performing schools. To yield positive results and enhance student performance, school leaders need to embed these connections within school improvement goals, prioritize family and community partnerships, integrate these partnerships into teacher professional development, and continuously improve on them based on the experiences of families and the school community.

In order to underscore the importance of these and other changes, we have added new theoretical perspectives and cases that focus on preschool children so that the book now looks at family engagement issues across the full

continuum, from the early years through preadolescence. We invited leading researchers and practitioners with many years of experience working with families to add to the initial set of research and case topics. New research in this volume includes four theoretical perspectives—poverty and family engagement; workplace conditions and child care arrangements; principles of family, school, and community partnership; and children’s use of digital media in the home and school. Three new cases within this third edition address current issues about the roles of families—and the contexts of their engagement—in children’s literacy development, the transition to kindergarten, and the use of digital media as a learning platform.

Although the cases in this volume are generally based on real-life situations, they have been partially fictionalized so that actions, dialogues, and multiple perspectives represented within each of them contribute to multilayered discussion and analysis as effective teaching tools. We have also changed names and identifying information to ensure confidentiality of research participants.

In addition to the cases in this book, other teaching cases are available online from Harvard Family Research Project (www.hfrp.org/publicationsresources/publications-series/family-engagement-teaching-cases).

These cases offer opportunities for educators to explore family engagement issues among populations not covered by the cases presented in this book, such as adolescents, gay youth, grandparent-headed households, and middle-class families.

Acknowledgments would like to thank the John D. and Catherine T. MacArthur W eFoundation for generously supporting the initial development of this book as part of its Research Network on Successful Pathways Through Middle Childhood. We would also like to thank the many reviewers of previous editions of the book who shared their insights into how it could be a useful resource for faculty and students. In particular, we are grateful to our most recent reviewers, who gave us valuable comments in planning the third edition: Melissa A. Geiselhofer, Esther E. Onaga, Ginger Harris-Pike, Angela Pack, and Nadiyah F. Taylor. We appreciate the encouragement and guidance of Diane McDaniel and Megan Koraly at SAGE Publications. Over the years, staff and graduate students from the Harvard Graduate School of Education have been instrumental in the production of each edition of this book. We acknowledge their support in author coordination, bibliographic research, and copyediting. In particular, Ann Hannum, Nell Hutchins, Melanie Lin, and Silvia Niño contributed their time and talents. We owe special thanks to Margaret Caspe, who wrote several cases over the years. Finally, we thank the parents, teachers, principals, students, and others who participated in the studies reflected in this volume. They have generously shared their experiences, feelings, and struggles in bridging children’s worlds of home, school, and community.

Introduction Preparing Educators in Family Engagement nés didn’t know what to do. Her daughter Nina sat under the kitchen table crying, refusing to continue with her homework. Inés was exasperated.

Nina had been working on her homework assignment for the past three hours and was beside herself. “I don’t like it. I don’t know what to do,” she cried.

I

In the beginning of the year, Nina had been placed in a bilingual first-grade classroom. Inés went to the school and talked with the principal to request an all-English setting. Inés felt it was good for her daughter to be in an allEnglish classroom so that Nina could avoid the struggles with English that her mother faced. She felt that her daughter had to be fluent in English to become a professional in America. Inés herself had enrolled in English classes at the community high school and, at the advice of her close friends from church, spoke to her daughter only in English. Inés was grateful that the principal had permitted the switch but then faced the problem of not being able to help her daughter with homework.

At the parent-teacher conference in the beginning of the year, Inés was afraid to tell the teacher, Ms. Chesin, about her difficulties helping Nina with homework and understanding what was sent home. Nina had translated throughout most of the meeting. When Inés asked the teacher for more direction on how to help, Ms. Chesin encouraged Inés to read with her daughter in Spanish at home.

With the spring parent-teacher conference coming up in the next few weeks, Inés was prepared to ask again for help with the homework, but she also anticipated Ms. Chesin’s recommending a bilingual placement. She wondered if she had made the wrong decision by choosing a monolingual classroom for her daughter. Would Nina be better served in a bilingual classroom? How could Inés know? (See Case 6: “Bilingual Voices and Parent

Classroom Choices,” this volume).

The case of Inés points to some of the many facets of family engagement in education, including supporting a child’s learning, valuing education, holding high aspirations for a child’s success, and communicating with the school. Family engagement refers to the beliefs, attitudes, and activities of families to support their children’s learning, whether at home, at school, or in the community. This definition reflects the fact that families play significant roles in education such as ensuring their children’s learning, guiding their children successfully through a complex school system, advocating for their children, and campaigning for effective public schools.

As the story of Inés illustrates, family engagement has multiple dimensions, including parental aspirations, parenting behaviors, and school relationships. Inés had high hopes that her daughter would succeed by going to school and learning English. She acted as a role model for her daughter by taking English classes, she approached the principal to request her daughter’s classroom, and she participated in parent-teacher conferences. Even so, Inés questioned the outcome of her engagement and continued to have difficulty helping with her child’s homework. Like Inés, many parents want to be engaged in their children’s learning but find it challenging: They may lack adequate information from schools to base their decisions, they may not have the confidence to approach teachers, or they may not possess practical skills to help their children.

This casebook is about family engagement in early childhood through the elementary years. It is a book written for college and graduate-level students who plan to teach or work with children. The casebook addresses common difficulties that early childhood programs and schools face in establishing communication and meaningful relationships with families, especially those whose social and cultural backgrounds differ from those of teachers and administrators. The book uses teaching cases, such as that of Inés, to illustrate these difficulties and suggest theoretical perspectives to inform analysis and problem solving.

The cases expose prospective educators to the perspectives of parents and other family members with whom they may not otherwise interact in their daily routine. They present situations that require them to use criticalthinking skills to solve problems. Through discussion-based learning,

aspiring educators are able to think critically and creatively and also gain a broad understanding of the constraints on and opportunities for engaging families in children’s education.

ABOUT FAMILY ENGAGEMENT Family engagement has three important dimensions (Weiss, Bouffard, Bridglall, & Gordon, 2009). First, it occurs as a result of shared responsibility and co-construction. Second, to be effective, it requires continuity of engagement from birth to young adulthood. Third, it occurs across contexts, not only in the home and in school but in other settings, such as afterschool programs, community centers, libraries, and faith-based institutions. This representation of family engagement expands the notion of family involvement, which has come to be associated with a school-centered definition of family roles, to one of engagement, whereby families’ commitment to promote their children’s learning in and beyond the classroom setting makes them equal educational partners with schools (Pushor, 2007). However, because much of the research literature uses the term “family involvement,” it is kept in this book whenever reference is made to the research base. It is also to be noted that some researchers use the terms involvement and engagement interchangeably.

If family engagement efforts are to succeed, early childhood programs, schools, and school districts must embed them within their organizational goals rather than merely offer an assortment of well-intentioned, but one-time activities. These educational entities often consider family engagement as an “add-on” and as disconnected from their core mission of school readiness and school success. However, based on school reform research, an organizational approach to improve student achievement, especially in low-performing schools, offers a promising direction to transform family engagement into an effective strategy for student success. This approach acknowledges that schools are complex organizations composed of interacting components.

Evidence from Chicago’s school reform suggests that there are five essential elements in the organization of schools (Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010). Leadership is the force that drives change in the other four key elements in the system: teacher professional capacity, school

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