Family involvement contributes to student success, and family-school communication (FSC) is intended to promote parent involvement; however, little is known about the communication processes that enlist that involvement.
This qualitative study used an ecological framework to explore educator perceptions of family-school communication at two elementary schools serving U.S. Military families.
A unique observational data set was used to explore quality at the point of service in after-school programs. Staff practices in after-school settings were represented on a series of unidimensional scales closely indexed to staff behavior.
Observational data were used to explore common staff practices (pedagogies) at an after-school youth program to explore profiles of staff behavior in youth programs, and to determine how practices are bundled together as coherent pedagogies.
Purpose: With nearly 3 million US troops having deployed for Operations Enduring Freedom, Iraqi Freedom, and New Dawn (OEF/OIF/OND) since the conflicts began, an estimated 2 million children have been separated from a parent.
A workshop was held for school counselors to train them on best practices for helping children with a deployed parent. Attendees participated in discussion groups about their own experiences and rated the usefulness of the training for their careers.