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Titolo:
Perspectives and practices in family-school partnerships: A national survey of school psychologists
Autore:
Pelco, LE; Jacobson, L; Ries, RR; Melka, S;
Indirizzi:
Coll William & Mary, Sch Educ, Williamsburg, VA 23187 USA Coll William & Mary Williamsburg VA USA 23187 Williamsburg, VA 23187 USA Charlotte Mecklenburg Sch Dist, Charlotte, NC USA Charlotte Mecklenburg Sch Dist Charlotte NC USA Dist, Charlotte, NC USA Bound Brook Sch Dist, Bound Brook, NJ USA Bound Brook Sch Dist Bound Brook NJ USA ok Sch Dist, Bound Brook, NJ USA
Titolo Testata:
SCHOOL PSYCHOLOGY REVIEW
fascicolo: 2, volume: 29, anno: 2000,
pagine: 235 - 250
SICI:
0279-6015(2000)29:2<235:PAPIFP>2.0.ZU;2-#
Fonte:
ISI
Lingua:
ENG
Soggetto:
PARENTAL INVOLVEMENT; STUDENT-ACHIEVEMENT; STRUCTURAL-ANALYSIS; ACCEPTABILITY; CONSULTATION;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
49
Recensione:
Indirizzi per estratti:
Indirizzo: Pelco, LE Coll William & Mary, Sch Educ, POb 8795, Williamsburg, VA 23187 USA Coll William & Mary POb 8795 Williamsburg VA USA 23187 23187 USA
Citazione:
L.E. Pelco et al., "Perspectives and practices in family-school partnerships: A national survey of school psychologists", SCH PSYCH R, 29(2), 2000, pp. 235-250

Abstract

The purpose of this study was to describe the perspectives and practices of school psychologists toward family-school partnership activities. A national sample of 417 school psychology practitioners rated (a) their perspectives about family-school partnership activities in general, (b) how important it is for them to engage in partnership activities, and (c) whether or not they had engaged in 12 specific partnership activities during the past 12months. Respondents overwhelmingly supported the general concept of parentinvolvement in education and perceived their own involvement in family-school partnership activities as important. The activity, "Consulting with families about specific ways they can support their child's learning and behavior at school" received the highest importance rating and was engaged in bymore than 95% of the respondents during the last 12-month period. Practitioners who worked primarily within the lower grade levels and those who weremore likely to agree with the statement, "Every family has some strengths that can be tapped to increase student success in school" participated in more family-school partnership activities during the past 12 months. Implications of this study for practice and research are discussed.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 19/09/20 alle ore 15:27:04