Handbook on Families and Education by Phillipson, Sivanes; Goff, Wendy; Garvis, Susanne;

Short description:

This timely Handbook presents vital perspectives underpinning historical, current, and emerging trends within family and education studies. Editors Sivanes Phillipson, Wendy Goff and Susanne Garvis bring together a diverse collective of authors to holistically depict the unique role of families within education.

Long description:

This timely Handbook presents vital perspectives underpinning historical, current and emerging trends within family and education studies. Editors Sivanes Phillipson, Wendy Goff and Susanne Garvis bring together a diverse collective of authors to holistically depict the unique role of families within education.

The Handbook on Families and Education is an important compendium of both theoretical and real-world studies, shedding light on various interdisciplinary perspectives covering sociology, linguistics, economics, and public policy. Both historical and contemporary research models, including integrative models, the Actiotope Model, and the Peripheral Model, are utilized to highlight the truly central role of the family in learning processes, and to ultimately encourage readers to finalize their own educational theories.

Scholars and students of sociology, education policy, teaching, and early childhood education will find this Handbook to be of great interest. Educators will additionally benefit from its practical insights.

‘Families play a pivotal role in optimizing learning. This Handbook makes explicit this under-stated factor in the learning equation. Activating the power of families has the potential to transform the educational experience of every learner … and the effectiveness of every teacher. This book is the first of its kind, providing insights, frameworks, tools and intentional strategies from leaders of the field world-wide to catalyze the impact of families in the education ecosystem. It is timely and profound.’

Table of Contents:

Contents
SECTION I INTRODUCTION
1 Families in education 2
S-i-v-a-n-e-s- -P-h-i-l-l-i-p-s-o-n-,- -W-e-n-d-y- -G-o-f-f- -a-n-d- -S-u-s-a-n-n-e- -G-a-r-v-i-s- -
SECTION II THEORY OF FAMILIES AND EDUCATION
2 Theory of overlapping spheres of influence on school, family, and community partnerships: reflections and extensions 10
J-o-y-c-e- -L-.- -E-p-s-t-e-i-n-,- -S-t-e-v-e-n- -B-.- -S-h-e-l-d-o-n- -a-n-d- -M-e-g-u-m-i- -G-.- -H-i-n-e- -
3 An integrative model of factors and processes linked to collaborative school–family relations 29
R-o-l-l-a-n-d-e- -D-e-s-l-a-n-d-e-s- -
4 The actiotope model of parental engagement 42
G-e-r-a-r-d-a- -R-i-c-h-a-r-d-s- -a-n-d- -S-i-v-a-n-e-s- -P-h-i-l-l-i-p-s-o-n- -
5 The peripheral model of home–school associations 63
W-e-n-d-y- -G-o-f-f- -a-n-d- -T-i-m-o-t-h-y- -L-y-n-c-h- -
6 The TOGETHER programme 76
J-o-a-n-n-a- -P-h-i-l-l-i-p-s-,- -G-a-y-e- -T-y-l-e-r---M-e-r-r-i-c-k- -a-n-d- -S-i-v-a-n-e-s- -P-h-i-l-l-i-p-s-o-n- -
7 Meta-analysis of the relationships between family systems practices and parenting beliefs and participation in early childhood learning 90
C-a-r-l- -J-.- -D-u-n-s-t- -
8 Ethnicity, equity and choice: a theoretical proposal for researching minority families’ school choice 109
J-a-n- -G-u-b-e-,- -F-a-n-g- -G-a-o- -a-n-d- -S-i-v-a-n-e-s- -P-h-i-l-l-i-p-s-o-n- -
9 A cultural-historical approach: extended family and what matters in the everyday life of children 125
G-l-o-r-i-a- -Q-u-i-ño-n-e-s- -a-n-d- -M-e-g-a-n- -A-d-a-m-s- -
SECTION III CULTURE AND CONTEXTS
10 Family education in day care centers in the field of tension between social expectations and family realities 143
Dagmar Kasüschke and Katharina Reinhard
11 Understanding the mental well-being of family day care educators in Australia – a qualitative study 157
Theresa Rayfield, Brennen Mills, Karen Lombardi and Ruth Wallace
12 ECEC: personnel perspectives on supporting families with an immigrant background living in Finland 176
Lassi Lavanti, Arniika Kuusisto and Heidi Harju-Luukkainen
13 Digital portfolios as a means to enhance parental participation in early childhood education and care 191
Karoliina Purola, Arniika Kuusisto and Jyrki Reunamo
14 Extending the concept of family: the role of the domestic helper in the family–school partnership 207
Sandra Webster
SECTION IV SOCIOECONOMIC PERSPECTIVES
15 P-a-r-e-n-t-a-l- -i-n-v-o-l-v-e-m-e-n-t-:- -a- -b-i-b-l-i-o-m-e-t-r-i-c- -a-n-a-l-y-s-i-s- -o-f- -r-e-s-e-a-r-c-h- -o-n- -r-e-l-a-t-i-o-n-s- -b-e-t-w-e-e-n- -d-i-s-a-d-v-a-n-t-a-g-e-d- -f-a-m-i-l-i-e-s- -a-n-d- -t-h-e- -s-c-h-o-o-l- -221
Paola Dusi and Audrey Addi-Raccah
16 R-e-s-e-a-r-c-h-i-n-g- -w-i-t-h- -f-a-m-i-l-i-e-s- -o-f- -c-h-i-l-d-r-e-n- -f-r-o-m- -c-u-l-t-u-r-a-l-l-y-,- -l-i-n-g-u-i-s-t-i-c-a-l-l-y-,- -a-n-d- -s-o-c-i-o---e-c-o-n-o-m-i-c-a-l-l-y- -d-i-v-e-r-s-e- -b-a-c-k-g-r-o-u-n-d-s- -249
Björn Rúnar Egilsson and Jóhanna Einarsdóttir
17 C-h-i-l-d-r-e-n-’s- -e-x-p-e-r-i-e-n-c-e-s- -o-f- -p-r-e-s-c-h-o-o-l- -c-l-a-s-s- -a-n-d- -f-a-m-i-l-i-e-s-’ -e-c-o-n-o-m-i-c- -s-i-t-u-a-t-i-o-n- -– -f-u-r-t-h-e-r- -s-t-u-d-y- -o-n- -t-h-e- -C-h-i-l-d- -B-a-r-o-m-e-t-e-r- -2-0-2-0- -s-u-r-v-e-y- -i-n- -F-i-n-l-a-n-d- -261
Heidi Harju-Luukkainen and Minna Maunula
18 E-a-r-l-y- -c-h-i-l-d-h-o-o-d- -e-d-u-c-a-t-i-o-n- -a-n-d- -c-a-r-e- -a-r-o-u-n-d- -t-h-e- -w-o-r-l-d-:- -a-n- -e-a-r-l-y- -s-t-a-r-t- -t-h-a-t- -p-r-e-v-a-i-l-s- -o-n- -r-e-a-d-i-n-g- -l-i-t-e-r-a-c-y- -272
João Marôco, Heidi Harju-Luukkainen, Jorge Sinval and Jonna Kangas
19 A-u-s-t-r-a-l-i-a-n- -f-a-m-i-l-i-e-s- -‘l-e-a-r-n-i-n-g---a-t---h-o-m-e-’ -– -p-r-i-m-a-r-y- -a-n-d- -s-e-c-o-n-d-a-r-y- -s-t-u-d-e-n-t-s-’ -p-e-r-s-p-e-c-t-i-v-e-s- -293
Shane N. Phillipson, Sivanes Phillipson, Cindy Di Han and Wayne Jaeschke
20 A-u-s-t-r-a-l-i-a-n- -f-a-m-i-l-i-e-s- -‘l-e-a-r-n-i-n-g---a-t---h-o-m-e-’ -– -p-a-r-e-n-t-s-’ -p-e-r-s-p-e-c-t-i-v-e-s- -327
Shane N. Phillipson, Sivanes Phillipson, Cindy Di Han and Wayne Jaeschke
SECTION V POLICY ITERATIONS
21 School-based parent involvement policies: an international comparison study 365
Siobhan O’Brien and Kristina Turner
22 School–family–community partnerships: challenges and winning conditions 380
Rollande Deslandes
23 Locating home–school partnerships in school strategic planning, policies and school websites 394
Siobhan O’Brien
24 The development and change of early childhood education and family policy in China – based on the analysis of policy text 409
Yan Zhang, Ting Pan and Susanne Garvis
25 Children and parents – a social policy journey in Australia 429
Zarah Denese Ramoso and Guzyal Hill
SECTION VI CONCLUSION
26 A meta-theoretical understanding of families and education 442
Susanne Garvis, Wendy Goff and Sivanes Phillipson
Index 450