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Introduction: Bibliographies Compiled by FINE

 

To compile these bibliographies we searched the electronic databases ERIC, Education Abstracts, PsychINFO, SocioFILE, Current Contents, and Dissertation Abstracts using combinations of the keywords “parent,” “family,” “home,” “teacher,” and “school.” We further revised our searches using specific terms such as “family school relationships,” “parent teacher cooperation,” “teacher training,” and “family involvement.” We read abstracts from this initial list of publications, selecting empirical studies relating to family involvement that were conducted primarily within the United States.

Please note that this compilation is not reviewed, nor does it represent the universe of recent family involvement research. We therefore invite member suggestions for additions to our listing. To make suggestions, please contact FINE at fine@gse.harvard.edu.

 

Year 2005 Publications

Year 2005 Journal Articles

Brooks-Gunn, J., & Markman, L. B. (2005). The contribution of parenting to ethnic and racial gaps in school readiness. Future of Children, 15(1), 139–168.

Buysse, V., Castro, D. C., West, T., & Skinner, M. (2005). Addressing the needs of Latino children: A national survey of state administrators of early childhood programs. Early Childhood Research Quarterly, 20(2), 146–163.

Downer, J. T., & Mendez, J. L. (2005). African American father involvement and preschool children's school readiness. Early Education and Development, 16(3), 317–340.

Duch, H. (2005). Redefining parent involvement in Head Start: A two-generation approach. Early Child Development and Care, 175(1), 23–35.

Foster, M. A., Lambert, R., Abbott-Shim, M., McCarty, F., & Franze, S. (2005). A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes. Early Childhood Research Quarterly, 20(1), 13–36.

Joshi, A., & Taylor, A. (2005). Perceptions of early childhood teachers and parents of teacher–parent interactions in an Indian context. Early Child Development and Care, 175(4), 343–359.

Lau, J. Y.-J., & McBride-Chang, C. (2005). Home literacy and Chinese reading in Hong Kong children. Early Education and Development, 16(1), 5–22.

Leibhaman, M. E., Alexander, J. M., Johnson, K. E., Neitzel, C. L., & Reis-Henrie, F. P. (2005). Parenting behaviors associated with the maintenance of preschoolers' interests: A prospective longitudinal study. Applied Developmental Psychology, 26(4), 397–414.

McAllister, C. L., Wilson, P. C., Green, B. L., & Baldwin, J. L. (2005). “Come and take a walk”: Listening to Early Head Start parents on school-readiness as a matter of child, family, and community health. American Journal of Public Health, 95(4), 617–625.

McMillan, D. J. (2005). Close encounters: Issues in pre-school parental involvement in Northern Ireland. Child Care in Practice, 11(2), 119–134.

Ou, S. R. (2005). Pathways of long-term effects of an early intervention program on educational attainment: Findings from the Chicago longitudinal study. Journal of Applied Developmental Psychology, 26(5), 578–611.

Patrick, M. R., Snyder, J., Schrepferman, L. M., & Snyder, J. (2005). The joint contribution of early parental warmth, communication and tracking, and early child conduct problems on monitoring in late childhood. Child Development, 76(5), 999–1014.

Pelletier, J., & Corter, C. (2005). Design, implementation, and outcomes of a school readiness program for diverse families. School Community Journal, 15(1), 89–116.

Raikes, H. H., Summers, J. A., & Ruggman, L. A. (2005). Family involvement in Early Head Start programs. Fathering, 3(1), 29–58.

Rasinski, T., & Stevenson, B. (2005). The effects of Fast Start reading: A fluency-based home involvement reading program, on the reading achievement of beginning readers. Reading Psychology, 26(2), 109–125.

Rimm-Kaufman, S. E., & Pianta, R. C. (2005). Family–school communication in preschool and kindergarten in the context of a relationship-enhancing intervention. Early Education and Development, 16(3), 287–316.

Rimm-Kaufman, S. E., & Zhang, Y. B. (2005). Father–school communication in preschool and kindergarten. School Psychology Review, 34(3), 287–308.

 

Year 2005 Dissertations and Theses

Cole, M. C. (2005). Mexican-origin mothers' views of preschoolers' transition to prekindergarten. Dissertation Abstracts International, 66(8), 2828A. (UMI No. 3187233)

Durand, T. M. (2005). Child, parent, and ecological factors related to kindergarten success for Latino children: A mixed-methods investigation. Dissertation Abstracts International, 66(04), 2324B. (UMI No. 3173662)

Fuller, S. M. (2005) Home-initiated family–school communication in preschool and kindergarten. Dissertation Abstracts International, 65(08), 2890A. (UNI No. 3144661)

Smith, L. C. (2005) Parent–teacher relationships and child outcomes during the transition into kindergarten. Dissertation Abstracts International, 66(04), 2328B. (UMI No. 3173193)

 

Year 2005 Research Briefs, Papers, and Reports

Ferguson, C., & Wood, L. (2005, October). Easing the transition from pre-K to kindergarten: What schools and families can do to address child readiness. Austin, TX: Southwest Educational Development Lab. [Available at www.sedl.org/connections/resources/rb/rb6-readiness.pdf]

 

Year 2005 Books/Book Chapters

Cowan, P. A., Cowan, C. P., Ablow, J. C., Kahen-Johnson, V., & Measelle, J. (Eds.). (2005). The family context of parenting in children's adaptation to elementary school. Mahwah, N.J.: L. Erlbaum Associates.

Saracho, O. N., & Spodek, B. (Eds.) (2005). Contemporary perspectives on families, communities, and schools for young children. Greenwich, CT: Information Age Publishers.

Serpell, R., Baker, L., & Sonnenschein, S. (2005). Processes of literacy enculturation in the home. In Becoming literate in the city: The Baltimore Early Childhood Project (pp. 103–133). UK: Cambridge University Press.

 

Year 2004 Publications

Year 2004 Journal Articles

Bailey, L. B., Silvern, S. B., Brabham, E., & Ross, M. (2004). The effects of interactive reading homework and parent involvement on children's inference responses. Early Childhood Education Journal, 32(3), 173–178.

Baum, A. C., & McMurray-Schwarz, P. (2004). Preservice teachers' beliefs about family involvement: Implications for teacher education. Early Childhood Education Journal, 32(1), 57–61.

Benigno, J. P., & Ellis, S. (2004). Two is greater than three: Effects of older siblings on parental support of preschoolers' counting in middle-income families. Early Childhood Research Quarterly, 19(1), 4–20.

Castro, D. C., Bryant, D. M., Peisner-Feinberg, E. S., & Skinner, M. L. (2004). Parent involvement in Head Start programs: The role of parent, teacher and classroom characteristics. Early Childhood Research Quarterly, 19(3), 413–430.

Clements, M. A., Reynolds, A., J., & Hickey, E. (2004). Site-level predictors of children's school and social competence in the Chicago Child–Parent Centers. Early Childhood Research Quarterly, 19(2), 273–296

Desimone, L., Payne, B., Fedoravicius, N., Henrich, C. C., & Finn-Stevenson, M. (2004). Comprehensive school reform: An implementation study of preschool programs in elementary schools. Elementary School Journal, 104(5), 369–389.

Evans, M. A., Fox, M., Cremaso, L., & McKinnon, L. (2004). Beginning reading: The views of parents and teachers of young children. Journal of Educational Psychology, 96(1), 130–141.

Gallagher, P. A., Rhodes, C. A., & Darling, S. M. (2004). Parents as professionals in early intervention: A parent educator model. Topics in Early Childhood Special Education, 24(1), 5–13.

Gillanders, C., & Jimenez, R. T. (2004). Reaching for success: A close-up of Mexican immigrant parents in the U.S.A. who foster literacy success for their kindergarten children. Journal of Early Childhood Literacy, 4(3), 243–269.

Graue, E., Clements, M. A., Reynolds, A. J., & Niles, M. D. (2004). More than teacher directed or child initiated: Preschool curriculum type, parent involvement and children's outcomes in the Child–Parent Centers. Education Policy Analysis Archives, 12(72), 1–38. [Available at epaa.asu.edu/epaa/v12n72/v12n72.pdf]

Green, C. R., & Halsall, S. H. (2004). Head Start families sharing literature. Early Childhood Research & Practice, 6(2). [Available at ecrp.uiuc.edu/v6n2/green.html]

Haney, M., & Hill, J. (2004). Relationships between parent-teaching activities and emergent literacy in preschool children. Early Child Development and Care, 174(3), 215–228.

Lahman, M. K., & Soyeon, P. (2004). Understanding children from diverse cultures: Bridging perspectives of parents and teachers. International Journal of Early Years Education, 12(2), 131–142.

MacCleod, F. (2004). Literacy identity and agency: Linking classrooms to communities. Early Child Development & Care, 174(3), 243–252.

McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in Schools, 41(3), 363–377.

Nelson, R. F. (2004). The transition to kindergarten. Early Childhood Education Journal, 32(3), 187–190.

Parmar, P., Harkness, S., & Super, C. M. (2004). Asian and Euro-American parents' ethnotheories of play and learning: Effects on preschool children's home routines and school behaviour. International Journal of Behavioral Development, 28(2), 97–104.

Porter DeCusati, C. L., & Johnson, J. E. (2004). Parents as classroom volunteers and kindergarten students' emergent reading skills. Journal of Educational Research, 97(5), 235–246.

Reynolds, A. J., & Ou, S.-R. (2004). Alterable predictors of child well-being in the Chicago longitudinal study. Children and Youth Services Review, 26, 1–14.

Reynolds, A. J., Ou, S.-R., & Topitzes, J. W. (2004). Paths of effects of early childhood intervention on educational attainment and delinquency: A confirmatory analysis of the Chicago Child–Parent Centers. Child Development, 75(5), 1299–1328.

Shiver, E. M., Howes, C., & Wishard, A. G. (2004). Teacher-articulated perceptions and practices with families: Examining effective teaching in diverse high quality child care settings. Early Education and Development, 15(2), 167–186.

Stahl, S. A., & Yaden, D. B., Jr. (2004) The development of literacy in preschool and primary grades: Work by the Center for the Improvement of Early Reading Achievement. Elementary School Journal, 105(2), 141–165.

Supplee, L. H., Shaw, D. S., Hailstones, K., & Hartman, K. (2004). Family and child influences on early academic and emotion regulatory behaviors. Journal of School Psychology, 42(3), 221–242.

Taylor, L. C., Clayton, J. D., & Rowley, S. J. (2004). Academic socialization: Understanding parental influences on children's school-related development in the early years. Review of General Psychology, 8(3), 163–178.

Webster-Stratton, C., Reid, M. J., & Hammond, M. (2004). Treating children with early-onset conduct problems: Intervention outcomes or parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology, 33(1), 105–124.

 

Year 2004 Dissertations and Theses

Brooks, J. E. (2004). Family involvement in early childhood education: A descriptive study of family involvement approaches and strategies in early childhood classrooms. Dissertation Abstracts International, 65(08), 2890A. (UMI No. 3142799)

Cross, C. M. (2004). The effects of mothers' participation in a preschool family literacy program on mothers' English language and literacy. Dissertation Abstracts International, 65(1), 94A. (UMI No. 3119733)

Davies, D. W. (2004). A comparison of the importance attributed to early childhood literacy activities by parents and early childhood educators with the activities suggested by the Pennsylvania Early Childhood Learning Continuum Indicators. Dissertation Abstracts International, 64(12), 4349A. (UMI No. 3116328)

Dogaru, C. M. (2004). Transition to kindergarten for children with disabilities: School practices and parent involvement. Unpublished master's thesis, Oregon State University, Corvallis.

Ewing, K. A. (2004). Do parents matter?: An examination of parental attitudes and involvement as predictors of children's social success within integrated and general education preschools. Unpublished master's thesis, Wake Forest University, Winston-Salem, NC.

Gaudette, J. E. (2004). A program evaluation: The impact of Shakopee early childhood family education (ECFE) and school readiness (SR) programs on student success and parent involvement in kindergarten through fourth grade. Unpublished master's thesis, Minnesota State University, Mankato.

Hahn, K. J. (2004). Attitudes toward parent education in a Montessori preschool environment. Unpublished master's thesis, Maryville University of Saint Louis, MO.

Hiscock, J. C. (2004). Entering public school kindergarten: Family attitudes and expectations affecting young, Black, working class mothers' school involvement. Dissertation Abstracts International, 65(09), 3273A. (UMI No. 3148294)

Johnson, K. (2004). The effects of parent involvement and peer relationships on school readiness outcomes. Unpublished master's thesis, University of South Carolina, Columbia.

Machara, M. E. (2004). Congruence of parents' and teachers' role perceptions: Preparing Head Start children for kindergarten. Dissertation Abstract International, 65(07), 2485A. (UMI No. 3140114)

McCubbins, J. L. (2004). Transition into kindergarten: A collaboration of family and educational perspectives. Unpublished master's thesis, Virginia Polytechnic Institute and State University, Blacksburg.

Perez, A. S. (2004). School readiness transition practices: Strategies used by immigrant Latino families. Unpublished master's thesis, California State University, Northridge.

Ruiz, C. L. (2004). A parent involvement handbook of literacy and math strategies for parents of kindergarten students. Unpublished master's project, California State Polytechnic University, Pomona.

Scott, A. M. (2004). Factors affecting goodness of fit in kindergarten classrooms. Dissertation Abstracts International, 64(7), 2385A. (UMI No. 3096669)

Storer Smith, E. (2004). Multiple meanings of parent involvement in Head Start: Parents and staff make sense. Dissertation Abstracts International, 65(3), 826A. (UMI No 3125901)

 

Year 2004 Research Briefs, Papers, and Reports

Boethel, M. (2004). Readiness: School, family, & community connections. Austin, TX: Southwest Educational Development Laboratory. [Available at www.sedl.org/connections/research-syntheses.html]

Kato-Otani, E. (2004). Story time: Mothers' reading practices in Japan and the U.S. Cambridge, MA: Harvard Family Research Project. 

McWayne, C., & Owsianik, M. (2004). Parent involvement and the social and academic competencies of urban kindergarten children. Cambridge, MA: Harvard Family Research Project. 

 

Year 2004 Books/Book Chapters

Fitzgerald, D. (2004). Parent partnership in the early years. London: Continuum.

Gregory, E., Long, S., & Volk, D. (Eds.). (2004). Many pathways to literacy: Young children learning with siblings, grandparents, peers, and communities. New York: RoutledgeFalmer.

Swick, K. J. (2004). Empowering parents, families, schools, and communities during the early childhood years. Champaign, IL : Stipes Pub.

 

Year 2003 Publications

Year 2003 Journal Articles

Allhusen, V., Belsky, J., Kersey, H. B., Booth, C., Bradley, R., Brownell, C. A., et al. (2003). Do children's attention processes mediate the link between family predictors and school readiness? Developmental Psychology, 39(3), 581–593.

Bruckman, M., & Blanton, P. (2003). Welfare-to-work single mothers' perspectives on parent involvement in Head Start: Implications for parent–teacher collaboration. Early Childhood Education Journal, 30(3), 145–150.

Conyers, L. M., & Reynolds, A. J. (2003). The effect of early childhood intervention and subsequent special education services: Findings from the Chicago Child-Parent Centers. Educational Evaluation & Policy Analysis, 25(1), 75–95.

Dworkin, P. H. (2003). Families matter—even for kids in child care. Journal of Developmental and Behavioral Pediatrics, 24(1), 58–63.

Gross, D., Fogg, L., Webster-Stratton, C., Garvey, C., Julion, W., & Grady, J. (2003). Parent training of toddlers in day care in low-income urban communities. Journal of Consulting & Clinical Psychology, 71(2), 261–278.

Hammer, C. S., Miccio, A. W., & Wagstaff, D. A. (2003). Home literacy experiences and their relationship to bilingual preschoolers' developing English literacy abilities: An initial investigation. Language, Speech, & Hearing Services in the Schools, 34(1), 20–30.

La Paro, K. M., Kraft-Sayre, M., & Pianta, R. C. (2003). Preschool to kindergarten transition activities: Involvement and satisfaction of families and teachers. Journal of Research in Childhood Education, 17, 147–158.

Mantzicopoulos, P. (2003). Flunking kindergarten after Head Start: An inquiry into the contribution of contextual and individual variables. Journal of Educational Psychology, 95(2), 268–278.

McBride, B. A., Bae, J.-H., & Blatchford, K. (2003). Family–school–community partnerships in rural preK at-risk programs. Journal of Early Childhood Research, 1(1), 49–72.

Molfese, V. J., Modglin, A., & Molfese, D. L. (2003). The role of environment in the development of reading skills: A longitudinal study of preschool and school-age measures. Journal of Learning Disabilities, 36(1), 59–67.

Morrison, E. F., Rimm-Kauffman, S., & Pianta, R. C. (2003). A longitudinal study of mother–child interactions at school entry and social and academic outcomes in middle school. Journal of School Psychology, 41(3), 185–200.

Park, H. S. (2003). Impact of school type on parent involvement and academic achievement of kindergarten students controlling socioeconomic status. International Journal of Educational Reform, 12(2), 135–145.

Reynolds, A. J., & Robertson, D. L. (2003). School-based early intervention and later child maltreatment in the Chicago Longitudinal study. Child Development, 74(1), 3–26.

Rimm-Kaufman, S. E., Pianta, R. C., Cox, M. J., & Bradley, R. H. (2003). Teacher-rated family involvement and children's social and academic outcomes in kindergarten. Early Education & Development, 14(2), 179–198.

Votruba-Drzal, E. (2003). Income changes and cognitive stimulation in young children's home learning environments. Journal of Marriage & the Family, 65(2), 341–355.

Wesley, P. W., & Buysse, V. (2003). Making meaning of school readiness in schools and communities. Early Childhood Research Quarterly, 18(3), 351–375.

Zevenbergen, A. A., Whitehurst, G. J., & Zevenbergen, J. A. (2003). Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families. Journal of Applied Developmental Psychology, 24(1), 1–15.

 

Year 2003 Dissertations

Finding Dissertations and Theses
Dissertations published by Dissertation Abstracts International are available from ProQuest Digital Dissertations through your library or institution. If your library does not subscribe to ProQuest or if you are looking for a dissertation that is not published, your library may be able to borrow the item through an interlibrary loan. Another option is to check the website www.theses.org where some U.S. and international universities make their dissertations and theses available electronically.

Barbre, J. G. (2003). Effects of an early childhood education program with parent involvement on oral language acquisition. Dissertation Abstracts International, 64(5), 1520A. (UMI No. 3090206)

Gramzow, J. A. (2003). The self in low-income urban, African American preschoolers: Longitudinal and concurrent relationships with attachment, parenting, and school functioning. Dissertation Abstracts International, 63(11), 5516B. (UMI No. 3071783)

Kelly, M. K. (2003). Getting ready for school: A cross-cultural comparison of parent and child beliefs about and preparations for entry into first grade (China, United States). Dissertation Abstracts International, 63(11), 5550B. (UMI No. 3070347)

Lin, Q. (2003). Beginning school ready to learn: Understanding racial-ethnic and income differences in parent involvement and first-time kindergartners' academic performance. Dissertation Abstracts International, 64(2), 391A. (UMI No. 3080435)

Palenchar, D. R. (2003). Family involvement in children's education and early school functioning in an urban, low-income sample. Dissertation Abstracts International, 63(10), 4943B. (UMI No. 3066975)

Sy, S. R. (2003). Parent involvement and children's transition to school in Asian American and European American families. Dissertation Abstracts International, 63(7), 3499B. (UMI No. 3058057)

Waanders, C. E. (2003). Understanding the family–school connection: Neighborhood, teacher, and parent determinants of parent involvement in Head Start. Dissertation Abstracts International, 64(1), 435B. (UMI No. 3076804)

 

Year 2003 Research Briefs, Papers, and Reports

Bettler, R. F., & Burns, B. (2003). Enhancing parental involvement through goal-based interventions. Cambridge, MA: Harvard Family Research Project. 

Jones, J. D. (2003, March). Racial differences in reading, math, and general knowledge achievement of beginning kindergartners: The effects of family structure, parental involvement, and pre-K schooling experiences. Paper presented at the Southern Sociological Society annual meeting, New Orleans, LA.

Levin-Rozalis, M., & Shafran, N. (2003). A sense of belonging: A tracer study of ALMAYA's Parents Cooperative Kindergarten, Israel (Early Childhood Development: Practice and Reflections No. 19. Following Footsteps). The Hague, Netherlands: Bernard Van Leer Foundation. [Available at www.bernardvanleer.org]

 

Year 2003 Books/Book Chapters

Baker, J. A., Dilly, L. J., & Lacey, C. L. (2003). Creating community-oriented classrooms: Nurturing development and learning. In C. Howes (Ed.), Teaching 4- to 8-year olds: Literacy, math, multiculturalism, and classroom community (pp. 157–172). Baltimore, MD: Paul H. Brookes Publishing.

Compton-Lilly, C. (2003). Reading families: The literate lives of urban children. New York: Teachers College Press.

Edwards, P. A. (2003). Children's literacy development: Making it happen through school, family, and community involvement. Boston: Allyn & Bacon.

Lilly, E., & Green, C. (2003). Developing partnerships with families through children's literature. Upper Saddle River, NJ: Pearson Education/Prentice Hall.

Mendoza, J., Katz, L. G., Robertson, A. S., & Rothenberg, D. (2003). Connecting with parents in the early years. University of Illinois, Urbana-Champaign. [Available at
ceep.crc.uiuc.edu/pubs/connecting.html]

Ray, A. (2003). Understanding multicultural and anti-bias education. In C. Howes (Ed.), Teaching 4- to 8-year olds: Literacy, math, multiculturalism, and classroom community (pp. 135–156). Baltimore, MD: Paul H. Brookes Publishing.

Sampson, W. (2003). Poor Latino families and school preparation: Are they doing the right things? Lanham, MD: Scarecrow Press.

 

Year 2002 Publications

Year 2002 Journal Articles

Beasley, M. T. (2002). Influence of culture-related experiences and sociodemographic risk factors on cognitive readiness among preschoolers. Journal of Education for Students Placed at Risk, 7, 3–23.

Bennett, K. K., Weigel, D. J., & Martin, S. S. (2002). Children's acquisition of early literacy skills: Examining family contributions. Early Childhood Research Quarterly, 17(3), 295–317.

Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40(5), 415–436.

Cairney, T. H. (2002). Bridging home and school literacy: In search of transformative approaches to curriculum. Early Child Development & Care, 172, 153–172.

Connell, C. M., & Prinz, R. J. (2002). The impact of childcare and parent-child interactions on school readiness and social skills development for low-income African American children. Journal of School Psychology, 40(2), 177–193.

Dickinson, D. K., & Tabors, P. O. (2002). Fostering language and literacy in classrooms and homes. Young Children, 57, 10–18.

Dunst, C. J. (2002). Family-centered practices: Birth through high school. The Journal of Special Education, 36(3), 139–147.

Fantuzzo, J., & McWayne, C. (2002). The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children. Journal of Educational Psychology, 94, 79–87.

Foot, H., Howe, C., Cheyne, B., Terras, M., & Rattray, C. (2002). Parental participation and partnership in pre-school provision. International Journal of Early Years Education, 10(1), 5–19.

Frieman, B. B., & Berkeley, T. R. (2002). Encouraging fathers to participate in the school experiences of young children: The teacher's role. Early Childhood Education Journal, 29, 209–213.

Gadsden, V. (2002). Engaging fathers: Issues and considerations for early childhood education. Young Children, 57(6), 32–42.

Hundt, T. A. (2002). Videotaping young children in the classroom: Parents as partners. Teaching Exceptional Children, 34, 38–43.

Jayakody, R., & Kalil, A.(2002). Social fathering in low-income, African American families with preschool children. Journal of Marriage and Family, 64(2), 504–516.

Kagan, J. (2002). Empowerment and education: Civil rights, expert-advocates, and parent politics in Head Start, 1964–1980. Teachers College Record, 104, 516–562.

Levenstein, P., Levenstein, S., & Oliver, D. (2002). First grade school readiness of former child participants in a South Carolina replication of the Parent–Child Home Program. Journal of Applied Developmental Psychology, 23(3), 331.

Linder, P. E., & Foote, M. M. (2002). Why should we care about family literacy? Preservice and mentor teachers' awareness. Journal of Reading Education, 27, 8–16.

Machida, S., Taylor, A. R., & Kim, J. (2002). The role of maternal beliefs in predicting home learning activities in Head Start families. Family Relations, 51(2), 176–184.

McBride, B. A., Bae, J., & Wright, M. (2002). An examination of family–school partnership initiatives in rural prekindergarten programs. Early Education & Development, 13, 107–127.

Mendez, J. L., McDermott, P., & Fantuzzo, J. (2002). Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations. Psychology in the Schools, 39, 111–123.

NICHD Early Child Care Resource Network. (2002). Early child care and children's development prior to school entry: From the NICHD study of early child care. American Educational Research Journal, 39, 133–164.

Perrin, E. C. (2002). A difficult adjustment to school: The importance of family constellation. Journal of Developmental & Behavioral Pediatrics, 23(3), 171–174.

Pianta, R. C., La Paro, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family and school characteristics and child outcomes. Elementary School Journal, 102, 225–238.

Senechal, M., & LeFevre, J. (2002). Parental involvement in the development of children's reading skills: A five-year longitudinal study. Child Development, 73, 445–460.

Sonnenschein, S., & Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-olds' reading motivations and early literacy development. Early Childhood Research Quarterly, 17(3), 318–337.

Wagner, M, Spiker, D, & Linn, M. I. (2002). The effectiveness of the Parents as Teachers program with low-income parents and children. Topics in Early Childhood Special Education, 22(2), 67–81.

Wood, C. (2002). Parent–child pre-school activities can affect the development of literacy skills. Educational Psychology, 24(1), 3–11.

 

Year 2002 Dissertations

Finding Dissertations and Theses
Dissertations published by Dissertation Abstracts International are available from ProQuest Digital Dissertations through your library or institution. If your library does not subscribe to ProQuest or if you are looking for a dissertation that is not published, your library may be able to borrow the item through an interlibrary loan. Another option is to check the website www.theses.org where some U.S. and international universities make their dissertations and theses available electronically.

Barza, L. C. (2002). Early reading acquisition: Perceptions and interactions of Haitian American, Jamaican American, and Cuban American families. Dissertations Abstracts International, 63(4), 1259. (UMI No. 3050710)

Gray-Smith, K. Y. (2002). African-American mothers' attitudes and feelings of efficacy regarding their involvement in their children's 1st year in kindergarten. Dissertation Abstracts International, 62(8), 2681A. (UMI No. 3022266)

Guercio, A. M. (2002). Directing a preschool for children with disabilities. Confusion in communication: Parents and teachers. Dissertation Abstracts International, 63(5), 1644. (UMI No. 3052882)

McCullough, J. R. (2002). Developmental changes in the relationship between parent involvement in education and children's academic achievement. Dissertation Abstracts International, 63(1), 567. (UMI No. 3040743)

 

Year 2002 Research Briefs, Papers, and Reports

Bohan-Baker, M., & Little, P. M. D. (2002). The transition to kindergarten: A review of current research and promising practices to involve families. Cambridge, MA: Harvard Family Research Project. 

Brenner, D., Jayroe, T., & Boutwell, A. (2002). Working with families in the rural south: Findings from the REA-funded Promising Readers Program. Cambridge, MA: Family Involvement Network of Educators, Harvard Family Research Project. 

Kauffman Foundation. (2002). Set for success: Building a strong foundation for school readiness based on the social-emotional development of young children. Kansas City, MO: Author.

Kreider, H. (2002). Getting parents “ready” for kindergarten: The role of early childhood education. Cambridge, MA: Harvard Family Research Project. 

Levine, L. A. (2002). Teachers' perceptions of parental involvement: How it effects our children's development in literacy. New York: Author. (ERIC Document Reproduction Service No. ED465438)

Magnuson, K. A., & McGroder, S. M. (2002). The effect of increasing welfare mothers' education on their young children's academic problems and school readiness. Evanston, IL: Child Trends, Joint Center on Poverty Research. 

Pelletier, J. (2002). Parents come to kindergarten: A unique junior kindergarten program for four-year-olds and their families. Cambridge, MA: Family Involvement Network of Educators, Harvard Family Research Project. 

Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2002). Age 21 cost-benefit analysis of the Title I Chicago child-parent centers. Madison, WI: Institute for Research on Poverty. (ERIC Document Reproduction Service No. ED462523). [Available at www.irp.wisc.edu/publications/dps/pdfs/dp124502.pdf]

 

Year 2002 Books/Book Chapters

Barnett, W. S. (2002). Preschool education for economically disadvantaged children: Effects on reading achievement and related outcomes. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 421–443). New York: Guilford Press.

Dickinson, D. K., & Sprague, K. E. (2002). The nature and impact of early childhood care environments on the language and early literacy development of children from low-income families. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 263–280). New York: Guilford Press.

Goldenburg, C. (2002). Making schools work for low-income families in the 21st century. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 211–231). New York: Guilford Press.

Howes, C., & Ritchie, S. (2002). A matter of trust: Connecting teachers and learners in the early childhood classroom. New York: Teachers College Press.

Strickland, D. S. (2002). Early intervention for African American children considered to be at risk. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 322–332). New York: Guilford Press.

Tabors, P. O., & Snow, C. E. (2002). Young bilingual children and early literacy development. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol.1, pp. 159–178). New York: Guilford Press.

 

Year 2001 Publications

Year 2001 Journal Articles

Bridge, H. (2001). Increasing parental involvement in the preschool curriculum: What an action research case study revealed. International Journal of Early Years Education, 9, 5–21.

Collins, L., & Matthey, S. (2001). Helping parents to read with their children: Evaluation of an individual and group reading motivation programme. Journal of Research in Reading, 24, 65–81.

Dever, M. T. (2001). Family literacy bags: A vehicle for parent involvement and education. Journal of Early Education & Family Review, 8, 17–28.

Duran, R., Duran, J., Perry-Romero, D., & Sanchez, E. (2001). Latino immigrant parents and children learning and publishing together in an after-school setting. Journal of Education for Students Placed at Risk (Jespar), 6, 95–113.

Early, D. M., Pianta, R. C., Taylor, L. C., & Cox, M. J. (2001). Transition practices: Findings from a national survey of Kindergarten teachers. Early Childhood Education Journal, 28(3), 199–206.

Eldridge, D. (2001). Parent involvement: It's worth the effort. Young Children, 56, 65–69.

Entwisle, D. R., Alexander, K. L., & Olson, L. S. (2001). Keep the faucet flowing: Summer learning and home environment. American Educator, Fall 2001, 10–15.

Greene, S., Powers, L. E., & Lopez-Vazquez, A. (2001). Multicultural aspects of parent involvement in transition planning. Exceptional Children, 67, 265–282.

Hall, R. L., & Schaverien, L. (2001). Families' engagement with young children's science and technology learning at home. Science & Education, 85, 454–481.

Hill, N. E. (2001). Parenting and academic socialization as they relate to school readiness: The roles of ethnicity and family income. Journal of Educational Psychology, 93(4), 686–697.

Hughes, P., & MacNaughton, G. (2001). Building equitable staff–parent communication in early childhood settings: An Australian case study. Early Childhood Research & Practice, 3.

Huston, A. C., Duncan, G. J., Graiger, R., Bos, J., McLoyd, V., Mistry, R., et al. (2001). Work-based antipoverty programs for parents can enhance the school performance and social behavior of children. Child Development, 72, 318–337.

Janes, H., & Kermani, H. (2001) Caregivers' story reading to young children in family literacy programs: Pleasure or punishment. Journal of Adolescent and Adult Literacy, 44, 458–466.

Kagitcibasi, C., Sunar, D., & Bekman, S. (2001). Long-term effects of early intervention: Turkish low-income mothers and children. Applied Developmental Psychology, 22, 333–361.

Kinlaw, R. C., Kurtz-Costes, B., & Goldman-Fraser, J. (2001). Mothers' achievement beliefs and behaviors and their children's school readiness: A cultural comparison. Applied Developmental Psychology, 22(2001), 493–506.

Lamb-Parker, F., Piotrkowski, C. S., Baker, A. J. L., Kessler-Sklar, S., Clark, B., & Peay, A. (2001). Understanding barriers to parent involvement in Head Start: A research-community partnership. Early Childhood Research Quarterly, 16, 35–53.

Manning, M. L., & Lee, G. L. (2001). Working with parents-cultural and linguistic considerations. Kappa Delta Pi Record, 37, 160–163.

Marsh, J., & Thompson, P. (2001). Parental involvement in literacy development: Using media texts. Journal of Research and Reading, 24, 266–278.

Marshall, N. L., Noonan, A. E., McCartney, K., Marx, F., & Keefe, N. (2001). It takes an urban village: Parenting networks of urban families. Journal of Family Issues, 22, 163–182.

Matthews, J. M., & Hudson, A. M. (2001). Guidelines for evaluating parent training programs. Family Relations, 50, 177–186.

McBride, B. A., Rane, T. R., & Bae, J. (2001). Intervening with teachers to encourage father/male involvement in early childhood programs. Early Childhood Research Quarterly, 16, 77–95.

McCurdy, K., & Daro, D. (2001). Parent involvement in family support programs: An integrated theory. Family Relations, 50, 113–121.

McIntyre, E., Kyle, D., Moore, G., Sweazy, R. A., & Greer, S. (2001). Linking home and school through family visits. Language Arts, 78, 264–72.

Nicholson, E., & Robinson, A. (2001). Allowing the voices of parents to help shape teaching and learning. The Educational Forum, 65, 176–185.

Niska, K. J. (2001). Therapeutic use of parental stories to enhance Mexican-American family socialization: Family transition to the community school system. Public Health Nursing, 18, 149–156.

Parent involvement [Special section]. (2001). Child Care Information Exchange, 138, 43–62.

Pianta, R. C., Kraft-Sayre, M., Rimm-Kaufman, S., Gercke, N., & Higgins, T. (2001). Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning's kindergarten transition intervention. Early Childhood Research Quarterly, 16, 117–132.

Reynolds, A .J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2001). Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income children in public schools. Journal of American Medical Association, 285(18), 2339–2346.

Roggman, L. A., Boyce, L. K., Cook, G. A., & Jump, V. A. (2001). Inside home visits: A collaborative look at process and quality. Early Childhood Research Quarterly, 16, 53–73.

Sanders, M. G. (2001). The role of “community” in comprehensive school, family, and community partnership programs. Elementary School Journal, 102, 19–34.

Slaughter Defoe, D. T., & Rubin, H. H. (2001). A longitudinal case study of Head Start eligible children: Implications for urban education. Educational Psychologist, 36, 31–44.

Stipek, D., & Byler, P. (2001). Academic achievement and social behaviors associated with age of entry into kindergarten. Journal of Applied Developmental Psychology, 22, 175–189.

Stright, A. D., Neitzel, C., Sears, K. G., & Hoke-Sinex, L. (2001). Instruction begins in the home: Relations between parental instruction and children's self-regulation in the classroom. Journal of Educational Psychology, 93, 456–466.

Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30, 283–302.

Yarosz, D. J., & Barnett, W. S. (2001). Who reads to young children?: Identifying predictors of family reading activities. Reading Psychology, 22, 67–79.

 

Year 2001 Dissertations

Finding Dissertations and Theses
Dissertations published by Dissertation Abstracts International are available from ProQuest Digital Dissertations through your library or institution. If your library does not subscribe to ProQuest or if you are looking for a dissertation that is not published, your library may be able to borrow the item through an interlibrary loan. Another option is to check the website www.theses.org where some U.S. and international universities make their dissertations and theses available electronically.

Barnard, W. M. (2001). Early intervention participation, parent involvement in early schooling and long-term school success. Dissertation Abstracts International, 62, 1319A.

 

Year 2001 Papers and Reports

Child Trends. (2001). School readiness: Helping communities get children ready for school and schools ready for children. Washington, DC: Author. [Available at www.childtrends.org/files/SchoolReadiness.pdf]

Children's Defense Fund. (2001). Bringing it together: State-driven community early childhood initiatives. Washington, DC: Author.

Germino-Hausken, E., & Rathbun., A. H. (2001, April). How are transition-to-kindergarten activities associated with parent involvement during kindergarten? Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.

Love, J. M., Kisker, E. E., Ross, C. M., Schochet, P. Z., Brooks-Gunn, J., Boller, K., et al. (2001). Building their futures: How early Head Start programs are enhancing the lives of infants and toddlers in low-income families (Vol. I: Technical Report). Princeton, NJ: Mathematica Policy Research, Inc. [Available at www.mathematica-mpr.com/publications/PDFs/buildingvol1.pdf]

Quality Counts 2002. (2001). Bethesda, MD: Editorial Projects in Education.

Forum on child and family statistics. (2001). America's children: Key national indicators of well-being, 2001 (highlights and list of indicators).

National Center for Education Statistics. (2001). The condition of education 2001 (Commissioner's statement). Washington, DC: Author. [Available at nces.ed.gov/pubs2001/2001072_CommStat.pdf]

National Institute of Child Health and Human Development, National Institutes of Health. (2001). NICHD study of early child care. Bethesda, MD: Author.

Palenchar, D. R., Vondra, J. I., & Wilson, J. A. (2001, April). Parental involvement and early school functioning. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.

RAND. (2001). Analyzing the costs and benefits of early childhood interventions (Research Brief No. 5051). Santa Monica, CA: Author. [Available at www.rand.org/publications/RB/RB5051]

Rathbun, A. H., & Hausken, E. G. (2001, April). How are transition-to-kindergarten activities associated with parent involvement during kindergarten? Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.

Smith, K. (2001, July). Reconstructing quality services through changes to relationships between teachers and parents. Paper presented at the Australian Early Childhood Association Biennial Conference, Excellence for Children, Sydney, Australia.

Wilson, S. (2001). States can encourage early childhood partnerships. Vienna, VA: National Childcare Information Center. [Available at www.nccic.org/library/index.cfm?do=oll.viewitem&itemid=24678]

Xiang, Z., & Schweinhart, L. J. (2001). Ready for Success: Annual report of the Michigan school readiness program. Lansing: Michigan State Board of Education.

Zill, N., & West, J. (2001). Entering kindergarten: Findings from the Condition of Education 2000 (NCES 2001-035). Washington, DC: United States Department of Education, Office of Educational Research and Improvement. [Available at nces.ed.gov/pubs2001/2001035.pdf]

 

Year 2001 Books/Book Chapters

Britto, P. R., & Brooks-Gunn, J. (2001). Beyond shared book reading: Dimensions of home literacy and low-income African American preschoolers' skills. In J. Brooks-Gunn & P. R. Britto (Eds.), New directions for child and adolescent development: Vol. 92. The role of family literacy environments in promoting young children's emerging literacy skills (pp. 73–93). New York: Jossey-Bass.

Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. New York: Guildford Press.

Dickinson, D. K., & Tabors, P. O. (Eds). (2001). Beginning literacy with language: Young children learning at home and school. Baltimore, MD: Brookes Publishing.

Fine, M., & Lee, S. W. (Eds.). (2001). Handbook of diversity in parent education: The changing faces of parenting and parent education. San Diego, CA: Academic Press.

Genishi, C., Ryan, S., Ochsner, M., & Yarnall, M. M. (2001). Teaching in early childhood education: Understanding practices through research and theory. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 1175–1210). Washington, DC: American Educational Research Association.

Kay, P., Fitzgerald, M., & McConaughy, S. H. (2001). Building effective parent–teacher partnerships. In B. Algozzine & P. Kay (Eds.), Preventing problem behaviors: A handbook of successful prevention strategies. Thousand Oaks, CA: Corwin Press.

Leseman, P. P. M., & de Jong, P. F. (2001). How important is home literacy for acquiring literacy in school? In L. Verhoeven & C. E. Snow (Eds.), Literacy and motivation: Reading engagement in individuals and groups (pp. 71–93). Mahwah, NJ: Lawrence Erlbaum Associates.

Moriarty, M. L., & Fine, M. (2001). Educating parents to be advocates for their children. In M. Fine & S. Lee (Eds.), Handbook of diversity in parent education: The changing faces of parenting and parent education (pp. 315–336). San Diego, CA: Academic Press.

Porche, M. V. (2001). Parent involvement as a link between home and school. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 313–334). Baltimore, MD: Paul H. Brookes Publishing.

Powell, D. R. (2001). Visions and realities of achieving partnership: Parent–school relationships at the turn of the century. In A. Goencue & E. L. Klein (Eds.), Children in play, story, and school (pp.333–357). New York: The Guilford Press.

Scott, J. C., & Marcus, C. D. (2001). Emergent literacy: Home–school connections. In J. L. Harris & A. G. Kamhi (Eds.),. Literacy in African American communities (pp. 77–97). Mahwah, NJ: Lawrence Erlbaum Associates.

Tabors, P. O., Snow, C. E., & Dickinson, D. K. (2001). Homes and schools together: Supporting language and literacy development. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 313–334). Baltimore, MD: Paul H. Brookes Publishing.

 

Year 2000 Publications

Year 2000 Journal Articles

Anderson, S. A. (2000). How parental involvement makes a difference in reading achievement. Reading Improvement, 37, 61–86.

Bloome, D., Katz, L., Solsken, J., Willet, J., & Wilson-Keenan, J. (2000). Interpellations of family/community and classroom literacy practices. Journal of Educational Research, 93, 155–163.

Coleman, M., & Wallinga, C. R. (2000). Connecting families and classrooms using family involvement webs. Childhood Education, 76, 209–214.

DeSteno, N. (2000). Parent involvement in the classroom: The fine line. Early Childhood Research Quarterly, 55, 13–17.

Diamond, K. E., Reagan, A. J., & Bandyk, J. E. (2000). Parents' conceptions of kindergarten readiness: Relationships with race, ethnicity, and development. The Journal of Educational Research, 94(2), 93–100.

Fantuzzo, J. W., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92, 367–376.

Hughes, P., & MacNaughton, G. (2000). Consensus, dissensus, or community: The politics of parent involvement in early childhood education. Contemporary Issues in Early Childhood, 1, 241–258.

Jordan, G. E., Snow, C. E., & Porche, M. V. (2000). Project EASE: The effect of a family literacy project on kindergarten students' early literacy skills. Reading Research Quarterly, 35(4), 524–546.

Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491–511.

Kieff, J., & Wellhousen, K. (2000). Planning family involvement in early childhood programs. Early Childhood Research Quarterly, 53, 18–25.

La Paro, K., Pianta, R., & Cox, M. (2000). Kindergarten teachers' reported use of kindergarten to first grade transition practices. The Elementary School Journal, 101, 63.

Lubeck, S., & DeVries, M. (2000). The social construction of parent involvement in Head Start. Early Education and Development, 11, 633–658.

Luster, T., Bates, L., Fitzgerald, H., Vandenbelt, M., & Key, J. P. (2000). Factors related to successful outcomes among preschool children born to low-income adolescent mothers. Journal of Marriage & Family, 62(1), 133–146.

Mensing, J. F., Desiree, F., Fuller, B., & Kagan, S. L. (2000). How mothers balance work requirements and parenting. Early Education and Development, 11, 573–596.

Ortiz, R. W. (2000). The many faces of learning to read: The role of fathers in helping their children to develop early literacy skills. Multicultural Perspectives, 2(2), 10–17.

Patrikakou, E. N., & Weissber, R. P. (2000). Parents' perceptions of teacher outreach and parent involvement in children's education. Journal of Prevention & Intervention in the Community, 20, 103–199.

Piotrkowski, C. S., Botsko, M., & Matthews, E. (2000). Parents' and teachers' beliefs about children's school readiness in a high-need community. Early Childhood Research Quarterly, 15, 537–558.

Ramey, C. T., Campbell, F. A., Burchinal, M., Skinner, M. L., Gardner, D. M., & Ramey, S. L. (2000). Persistent effects of early childhood education on high-risk children and their mothers. Applied Developmental Science, 4(1), 2–14.

Rimm-Kauffman, S., & Pianta, R. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491–511.

Shumow, L., & Harris, W. (2000). Teachers' thinking about home–school relations in low-income urban communities. The School Community Journal, 10, 9–24.

Starkey, P., & Klein, A. (2000). Fostering parental support for children's mathematical development: An intervention with Head Start families. Early Education and Development, 11, 659–681.

Stoep, J., & Verhoeven, L. (2000). Family and classroom predictors of children's early language and literacy development. National Reading Conference Yearbook, 49, 209–221.

Winton, P. (2000). Early childhood intervention personnel preparation: Backward mapping for future planning. Topics in Early Childhood Special Education, 20, 87–94.

 

Year 2000 Books and Reports

Brooks-Gunn, J., Berlin, L. J., & Fuligni, A. S. (2000). Early childhood intervention programs: What about the family? In J. Shonkoff & S. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 549–588). New York: Cambridge University Press.

Bryant, D., Peisner-Feinberg, E., & Miller-Johnson, S. (2000). Head Start parents' roles in the educational lives of their children. Paper presented at the annual conference of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED446835)

Children's Defense Fund. (2000). State developments in child care and early education. Washington, DC: Author.

Halpern, R. (2000). Early intervention for low-income children and families. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 361–386). New York: Cambridge University Press.

Harbin, G. L., McWilliam, R. A., & Gallagher, J. J. (2000). Services for young children with disabilities and their families. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 387–415). New York: Cambridge.

Kelly, J. F., & Barnard, K. E. (2000). Assessment of parent–child interaction: Implications for early intervention. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 258–289). New York: Cambridge.

Kraft-Sayre, M. E., & Pianta, R. C. (2000). Enhancing the transition to kindergarten: Linking children, families, & schools. Charlottesville, VA: National Center for Early Development and Learning.

Krauss, M. W. (2000). Family assessment within early intervention programs. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 290–308). New York: Cambridge.

Meisels, S. J., & Shonkoff, J. P. (2000). Early childhood intervention: A continuing evolution. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 3–34). New York: Cambridge.

Morris, V. G. (2000). Creating caring and nurturing educational environments for African American children. Westport, CT: Bergin and Garvey.

National PTA. (2000). Building successful partnerships: A guide for developing parent and family involvement programs. Bloomington, IN: National Educational Service.

Ochshorn, S. (2000). Partnerships for Success: Community Approaches to early Learning. New York: Child Care Action Campaign.

Osofsky, J. D., & Thompson, M. D. (2000). Adaptive and maladaptive parenting: Perspectives on risk and protective factors. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 54–75). New York: Cambridge.

Powell, D. R. (2000). Preparing early childhood professionals to work with families. In D. Horm-Wingerd, E. Hyson, & E. Marilou (Eds.), New teachers for a new century: The future of early childhood professional preparation. Washington, DC: National Institute on Early Childhood Development and Education.

Ramey, S. L., Ramey, C. T., Philips, M. M., Lanzi, R. G., Brezausek, M. S., Katholi, C. R., et al. (2000). Head Start children's entry into public school: A report on the National Head Start/Public Early Childhood Transition Demonstration Study. Civitan International Research Center, University of Alabama at Birmingham. [Available at www.acf.hhs.gov/programs/opre/hs/
ch_trans/reports/transition_study/trans_study_title.html
]

Reynolds, A. J. (2000). Success in early intervention: The Chicago Child–Parent Centers. Lincoln: University of Nebraska Press.

Rosier, K. B. (2000). Mothering inner city children: The early school years. New Brunswick, NJ: Rutgers University Press.

Sameroff, A. J., & Fiese, B. H. (2000). Transactional regulation: The developmental ecology of early intervention. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 135–159). New York: Cambridge.

Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.

Theilheimer, R. (2000). …More of a puzzle piece: Early childhood students, literacy and families from diverse backgrounds. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Turnbull, A. P., Turbiville, V., & Turnbull, H. R. (2000). Evolution of family–professional partnerships: Collective empowerment as the model for the early twenty-first century. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 630–650). New York: Cambridge.

U. S. Department of Education. (2000). Continuity in early childhood: A framework for home, school and community linkages – trainer's guide. Tallahassee, FL: Regional Educational Laboratories' Early Childhood Collaborative Network.

Wasow, E. (2000). Families and schools: New lenses, new landscapes. In N. Nager, & E. Shapiro (Eds.), Revisiting a progressive pedagogy. The developmental interaction approach. Albany: State University of New York Press.

Winton, P., Barrick, M., & Thegen, K. (2000). Spotlight #23: Parental involvement in decision-making. Retrieved March 20, 2002, from www.fpg.unc.edu/~ncedl/pdfs/spot23.pdf.

 

Year 1999 Publications

Year 1999 Journal Articles

Baker, A. J. L., Piotrkowski, C. S., & Brooks-Gunn, J. (1999). The Home Instruction Program for Preschool Youngsters (HIPPY). Future of Children, 9(9), 116–133.

Behrman, R. E. (1999). Home visiting: Recent program evaluations [Special issue]. The Future of Children, 9(1). Available at www.futureofchildren.org/pubs-info2825/pubs-info.htm?doc_id=70386.

Butera, G., Matuga, K., & Riley, S. (1999). Doing as we do: Guiding student development in family-focused early intervention using family stories and parent co-instruction. Infant-Toddler Intervention: The Transdisciplinary Journal, 9, 107–21.

Cooter, R., Jr., Mills-House, E., Marrin, P., Mathews, B., Campbell, S., & Baker, T. (1999). Family and community involvement: The bedrock of reading success. Reading Teacher, 52, 891–896.

Edwards, R., & Aldred, P. (1999). Children and young people's views of social research: The case of research on home–school relations. Childhood, 6, 261–281.

Grossman, S. (1999). Examining the origins of our beliefs about parents. Childhood Education, 76, 24–27.

Hughes, P., & MacNaughton, G. (1999). Who's the expert: Reconceptualizing parent–staff relations in early education. Australian Journal of Early Childhood, 24, 27–32.

Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children's education and school performance. American Journal of Community Psychology, 27, 817–839.

Lamb-Parker, F., Boak, A. Y., Griffin, K. W., Ripple, C., & Peay, L. (1999). Parent–child relationship, home learning environment, and school readiness. School Psychology Review, 28(3), 413–425.

Marcon, R. (1999). Positive relationships between parent school involvement and public school inner-city preschoolers' development and academic performance. School Psychology Review, 28(3), 395–412.

McBride, S. L. (1999). Family-centered practices: Research in review. Young Children, 54, 62–68.

McCarthey, S. (1999). Identifying teacher practices that connect home and school. Education & Urban Society, 32, 83–107.

Miedel, W. T., & Reynolds, A. J. (1999). Parent involvement in early intervention for disadvantaged children: Does it matter? Journal of School Psychology, 37, 379–402.

Militois, D., Sesma, A. Jr., & Masten, A. S. (1999). Parenting as a protective process for school success in children from homeless families. Early Education & Development, 10, 111–133.

Moreno, R. P., & Lopez, J. A. (1999). Latina parent involvement: The role of maternal acculturation and education. School Community Journal, 9, 83–101.

Nistler, R. J., & Maiers, A. (1999). Exploring home–school connections: A family literacy perspective on improving urban schools. Education & Urban Society, 32, 3–17.

Paratore, J. R., Hindin, A., Krol-Sinclair, B., & Durn, P. (1999). Discourse between teachers and Latino parents during conferences based on home literacy portfolios. Education & Urban Society, 32, 58–82.

Rimm-Kaufman, S. E., & Pianta, R. C. (1999). Patterns of family–school contact in preschool and kindergarten. School Psychology Review, 28, 426–438.

Robson, M., & Hunt, K. (1999). An innovative approach to involving parents in the education of their early years children. International Journal of Early Years Education, 7, 185–193.

Sanchez, S. Y. (1999). Learning from the stories of culturally and linguistically diverse families and communities: A sociohistorical lens. Rase: Remedial & Special Education, 20, 351–59.

Sperry, L. A., Whaley, K. T., Shaw, E., & Brame, K. (1999). Services for young children with autism spectrum disorder: Voices of parents and providers. Infants & Young Children, 11, 17–33.

Sumison, J. (1999). A neophyte early childhood teacher's developing relationships with parents: An ecological perspective. Early Childhood Research & Practice, 1, 16.

Vondra, J. I., Shaw, D. S., Swearingen, L., Owents, E. B., & Cohen, M. (1999). Early relationship quality from home to school: A longitudinal study. Early Education & Development, 10, 163–190.



Year 1999 Books and Reports

Brady, M. L. (1999). Parent's reported involvement in their children's literacy development and teachers' reported perceptions of that involvement. (ERIC Document Reproduction Services No. ED437210)

Kreider, H., Mayer, E., & Vaughan, P. (1999). Helping parents communicate better with schools. Cambridge, MA. Harvard Family Research Project. 

Lustberg, M. (1999). Partnering with parents to foster learning at home. Morristown, NJ: Geraldine R. Dodge Foundation. (ERIC Document Reproduction Services No. ED427141)

Mayer, E., Kreider, H., & Vaughan, P. (1999). How busy parents can help their children learn and develop. Cambridge, MA. Harvard Family Research Project. 

Nord, C. W., Lennon, J., Liu, B., & Chandler, K. (1999). Home literacy activities and signs of children's emerging literacy, 1993 and 1999 (NCES Publication No. 2000-026). Washington, DC: National Center for Education Statistics, US Department of Education, Office of Educational Research and Improvement. [Available at nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000026]

Reese, L., Gallimore, R., & Goldenberg, G. (1999). Job-required literacy, home literacy environments, and school reading: Early literacy experiences of immigrant Latino children. In J. G. Lipson & L. A. McSpadden (Eds.), Negotiating power and place at the margins: Selected papers on refugees and immigrants (Vol. 7, pp. 232–269). Arlington, VA: American Anthropological Association.

Welch, M. D., & White, B. (1999). Teacher and parent expectations for kindergarten readiness. (ERIC Document Reproduction Services ED437225)

 

Year 1999 Resources

Partnership for Family Involvement in Education. (1999). Partners for learning: Preparing teachers to involve families. Teacher & Administrator Preparation Kit [CD-ROM].

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Published by Harvard Family Research Project