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Based on the presentations and discussions from a national
symposium on family-school links held at the Pennsylvania State
University, this volume brings together psychologists,
sociologists, educators, and policymakers studying the
bidirectional effects between schools and families. This topic --
the links between families and schools, and how these affect
children's educational achievement -- encompasses a host of
questions, each of key social and educational significance. * How
far does parental involvement in schools affect children's
experiences and achievement at school? * What explains the great
differences between schools, families, and communities in the
extent of such involvement? * Are these differences a matter of
school practices, or do they reflect much broader social and
cultural divisions? * What is the nature of the impact schools have
on children and their families? * How can
family-school-partnerships be fostered in a way that helps
children? The chapter authors consider these questions and related
issues, present different perspectives, highlight various aspects
of the issues, and suggest widely differing answers. This volume's
goal is to provide the reader with current information on what is
known about family-school-community links, and to provoke new ways
of thinking about these links and their implications for children's
education and well-being.
Stepfamilies represent an increasing number of American households
and shape the upbringing of countless stepchildren. Despite their
prominence in society, our knowledge about these families is very
limited. To address this deficit, the editors have drawn together
the work of 16 nationally known scholars to deal with four
questions:
* Marriages that create stepfamilies: Why do they occur? Fail?
Succeed?
* How do stepfamilies function as child rearing environments?
* How do stepfamilies function as sources of support in later
life?
* Building research and policy agendas: What is needed?
In seeking answers to these questions, the book bridges the
disciplines of psychology, sociology, social psychology, child
development, demography, law and policy. Readers will gain an
understanding of the current knowledge about stepfamilies, obtain
an appreciation of the diverse views on a variety of stepfamily
issues, learn about existing and anticipated laws and policies that
affect stepfamilies, and acquire ideas on needed research and
policy agendas. Chapter authors are leading figures in psychology,
sociology, demography, human development, and family law; their
contributions are valuable to researchers, teachers, and students
as well as policymakers and legislatures.
Based on the presentations and discussions from a national
symposium on family-school links held at the Pennsylvania State
University, this volume brings together psychologists,
sociologists, educators, and policymakers studying the
bidirectional effects between schools and families. This topic --
the links between families and schools, and how these affect
children's educational achievement -- encompasses a host of
questions, each of key social and educational significance. * How
far does parental involvement in schools affect children's
experiences and achievement at school? * What explains the great
differences between schools, families, and communities in the
extent of such involvement? * Are these differences a matter of
school practices, or do they reflect much broader social and
cultural divisions? * What is the nature of the impact schools have
on children and their families? * How can
family-school-partnerships be fostered in a way that helps
children? The chapter authors consider these questions and related
issues, present different perspectives, highlight various aspects
of the issues, and suggest widely differing answers. This volume's
goal is to provide the reader with current information on what is
known about family-school-community links, and to provoke new ways
of thinking about these links and their implications for children's
education and well-being.
In the last decade, the significance of siblings in children's
development and adjustment has been widely recognized, and research
on brothers and sisters has increased dramatically. Bringing
together exciting research on siblings by leading developmental
psychologists and clinicians, this volume's contributions were
originally presented at the First International Symposium on
Siblings held in Leiden. This book focuses on both the significance
of siblings as influences on individual development, and on the
importance of the relationship in families with sick, disabled or
troubled children. It covers the recent developmental research with
chapters on the development of sibling relationships in early and
middle childhood, the links between sibling relationships and those
with parents, peers and friends, and the influence of siblings on
children's adjustment. It then focuses on clinical issues such as
siblings as sources of support for unhappy or sick children, or for
children in disharmonious homes, and the vulnerability of siblings
of disabled children. These clinical issues are discussed in
practical terms by leading practitioners. Clear in presentation,
comprehensive in its coverage of the exciting recent research, and
full of practical insights, this volume brings to light important
developmental principles, and raises questions regarding the
assumptions about family processes and how different relationships
within the family affect one another. For family researchers, those
interested in the individual development of children, and for
clinicians concerned about the impact of troubled or disabled
children on their siblings or the potential of siblings as
therapists, this book will be the key. No other book covers the
recent research in this important topic and discusses the clinical
issues in depth and in practical terms.
In the last decade, the significance of siblings in children's
development and adjustment has been widely recognized, and research
on brothers and sisters has increased dramatically. Bringing
together exciting research on siblings by leading developmental
psychologists and clinicians, this volume's contributions were
originally presented at the First International Symposium on
Siblings held in Leiden. This book focuses on both the significance
of siblings as influences on individual development, and on the
importance of the relationship in families with sick, disabled or
troubled children. It covers the recent developmental research with
chapters on the development of sibling relationships in early and
middle childhood, the links between sibling relationships and those
with parents, peers and friends, and the influence of siblings on
children's adjustment. It then focuses on clinical issues such as
siblings as sources of support for unhappy or sick children, or for
children in disharmonious homes, and the vulnerability of siblings
of disabled children. These clinical issues are discussed in
practical terms by leading practitioners.
Clear in presentation, comprehensive in its coverage of the
exciting recent research, and full of practical insights, this
volume brings to light important developmental principles, and
raises questions regarding the assumptions about family processes
and how different relationships within the family affect one
another. For family researchers, those interested in the individual
development of children, and for clinicians concerned about the
impact of troubled or disabled children on their siblings or the
potential of siblings as therapists, this bookwill be the key. No
other book covers the recent research in this important topic and
discusses the clinical issues in depth and in practical
terms.
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