Bedtime Stories and Book Reports is the right book at the right
time... The editors have gathered an impressive group of
researchers and practitioners to provide insights into working with
families in productive and empowering ways. . . . Happy reading!
-Patricia A. Edwards, president, International Reading Association,
2010-2011. ""The fundamental ideological orientation of the
volume's authors is to set right the prevailing parents-as-problem
orientation sometimes put forward by school administrators,
teachers, and policymakers."" -From the Afterword by Shirley Brice
Heath, professor emerita, Stanford University. ""Children can't
reach their full potential for literacy development without the
participation of parents. The editors have brought together an
excellent group of authors who provide new information and a
hopeful look at family literacy. This is a must-read."" -Lesley
Morrow, Graduate School of Education, Rutgers University. This book
brings together the newest research on parent involvement and
family literacy-two strands of research that rarely exist in
conversation with one another. The discussion highlights how race,
class, gender, and history serve as potent factors that shape
children's school experiences. Each chapter offers portraits of
real families and schools that illustrate parents' awareness of
their children's school progress, their perceptions of teachers,
and their involvement in teaching their children life lessons that
extend beyond school achievement. Translating theory into action,
this resource: Extends conversations about parent involvement and
family literacy across time and multiple spaces-home, school,
church, and community; Challenges accepted notions by listening to
parents' counter-stories of how they are involved with their
children both in and out of school; Highlights the significance of
race, class, gender, religion, sexual preference, and history in
literacy learning and schooling.|""Bedtime Stories and Book Reports
is the right book at the right time... The editors have gathered an
impressive group of researchers and practitioners to provide
insights into working with families in productive and empowering
ways. . . . Happy reading!"" -Patricia A. Edwards, president,
International Reading Association, 2010-2011. ""The fundamental
ideological orientation of the volume's authors is to set right the
prevailing parents-as-problem orientation sometimes put forward by
school administrators, teachers, and policymakers."" -From the
Afterword by Shirley Brice Heath, professor emerita, Stanford
University. ""Children can't reach their full potential for
literacy development without the participation of parents. The
editors have brought together an excellent group of authors who
provide new information and a hopeful look at family literacy. This
is a must-read."" -Lesley Morrow, Graduate School of Education,
Rutgers University. This book brings together the newest research
on parent involvement and family literacy-two strands of research
that rarely exist in conversation with one another. The discussion
highlights how race, class, gender, and history serve as potent
factors that shape children's school experiences. Each chapter
offers portraits of real families and schools that illustrate
parents' awareness of their children's school progress, their
perceptions of teachers, and their involvement in teaching their
children life lessons that extend beyond school achievement.
Translating theory into action, this resource: Extends
conversations about parent involvement and family literacy across
time and multiple spaces-home, school, church, and community;
Challenges accepted notions by listening to parents'
counter-stories of how they are involved with their children both
in and out of school; Highlights the significance of race, class,
gender, religion, sexual preference, and history in literacy
learning and schooling.
General
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