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Spring/Summer 2010 Volume 20, Number 1 Spring/Summer 2010 Volume 20, Number 1 Academic Development Institute The School Community Journal Spring/Summer 2010 Sam Redding, Executive Editor Volume 20, Number 1 Lori G. Thomas, Editor The School Community Journal Advisory Board Paul J. Baker William H. Jeynes Illinois State University California State University, Long Beach Normal, Illinois Long Beach, California Alison A. Carr-Chellman Raquel-Amaya Martínez González Penn State University Universidad de Oviedo University Park, Pennsylvania Oviedo, Spain James P. Comer Hazel Loucks Yale Child Study Center National Education Association New Haven, Connecticut Edwardsville, Illinois Diane D’Angelo Karen L. Mapp RMC Research Corporation Harvard Graduate School of Education Washington, D.C. Cambridge, Massachusetts Rollande Deslandes Denise Maybank Universite du Quebec a Trois-Rivieres Michigan State University Quebec, Canada East Lansing, Michigan Patricia Edwards Toni Moynihan-McCoy Michigan State University Corpus Christi Independent School District East Lansing, Michigan Corpus Christi, Texas Joyce Epstein Janice M. Rosales Center on School, Family & Chicago Public Schools Community Partnerships Chicago, Illinois Baltimore, Maryland Diane Scott-Jones Patricia Gándara Boston College (retired) University of California Boston, Massachusetts Davis, California Herbert J. Walberg Thomas E. Glass Hoover Institution at Stanford University University of Memphis Chicago, Illinois Memphis, Tennessee Heather Weiss Anne T. Henderson Harvard Family Research Project Annenberg Institute for School Reform Cambridge, Massachusetts Washington, D.C. Roger Weissberg Esther Sui-chu Ho University of Illinois at Chicago The Chinese University of Hong Kong Chicago, Illinois Hong Kong SAR, China Kathleen V. Hoover-Dempsey Peabody College at Vanderbilt University Nashville, Tennessee THE SCHOOL COMMUNITY JOURNAL Spring/Summer 2010 Volume 20, Number 1 Academic Development Institute ISSN 1059-308X © 2010 Academic Development Institute Business and Editorial Office The School Community Journal 121 N. Kickapoo Street Lincoln, IL 62656 USA Phone: 217-732-6462 Fax: 217-732-3696 E-mail: [email protected] Requests for Manuscripts The School Community Journal publishes a mix of: (1) research (original, review, and interpretation), (2) essay and discussion, (3) reports from the field, including descriptions of programs, and (4) book reviews. The journal seeks manuscripts from scholars, administrators, teachers, school board mem- bers, parents, and others interested in the school as a community. Editorial Policy and Procedure The School Community Journal is committed to scholarly inquiry, discussion, and reportage of topics related to the community of the school. Manuscripts are considered in four categories: (1) research (original, review, and interpretation), (2) essay and discussion, (3) reports from the field, including descriptions of programs, and (4) book reviews. The journal follows the format suggested in thePublication Manual of the American Psycho- logical Association, Sixth Edition. Contributors should send, via e-mail attachments of electronic files (in Word if possible): the manuscript, including an abstract of no more than 250 words; a one paragraph description (each) of the author(s); and a mailing address, phone number, fax number, and e-mail address where the author(s) can be reached to: [email protected] The cover letter should state that the work is not under simultaneous consideration by other publication sources. A hard copy of the manuscript is not necessary unless specifically requested by the editor. As a refereed journal, all submissions undergo a blind peer review as part of the selection process. Therefore, please include the author’s description and other identifying information in a separate electronic file. Subscription to The School Community Journal The School Community Journal is published twice annually – Fall/Winter and Spring/Summer. The School Community Journalis now a free, open access, online-only publication. Therefore, we are no longer accepting subscriptions. The archives to the journal may be accessed (free) at http://www.adi.org/journa l Contents Urban School Reform and the Strange Attractor of Low-Risk........................9 Relationships Brian R. Beabout The Full Purpose Partnership Model for Promoting Academic.....................31 and Socio-Emotional Success in Schools Jeffrey A. Anderson, John H. W. Houser, and Allison Howland Community Paraeducators: A Partnership-Directed Approach.....................55 for Preparing and Sustaining the Involvement of Community Members in Inner-City Schools Patricia H. Manz, Thomas J. Power, Marika Ginsburg-Block, and Peter W. Dowrick Connecting Worlds: Using Photo Narrations to Connect............................81 Immigrant Children, Preschool Teachers, and Immigrant Families Martha J. Strickland, Jane B. Keat, and Barbara A. Marinak A Review of Research on Effective Community Programs for....................103 English Language Learners Kip Téllez and Hersh C. Waxman Meetings Without Dialogue: A Study of ESL Parent–Teacher....................121 Interactions at Secondary School Parents’ Nights Yan Guo In(Formal) Conversation with Minority Parents and Communities...........141 of a Canadian Junior School: Findings and Cautions from the Field John Ippolito Challenges Balancing Collaboration and Independence in Home–............159 School Relationships: Analysis of Parents’ Perceptions in One District Carolyn L. Wanat Contents continued next page A Multisite Program Evaluation of Families and Schools...........................187 Together (FAST): Continued Evidence of a Successful Multifamily Community-Based Prevention Program Mary Crozier, Laurie Rokutani, Jill L. Russett, Emilie Godwin, and George E. Banks Book Review of (Mis)Understanding Families: Learning...........................209 from Real Families in Our Schools Lee Shumow Editor’s Comments This issue is loaded with examples of collaboration in the real world. We hope that you will find them useful and informative, whether you are a practi- tioner in the field, a concerned parent, or a researcher. We begin with Beabout’s look into the crucible of post-Katrina New Orleans and the lessons learned there about community–school partnerships. Next, Anderson, Houser, and Howland describe a partnership program in Indiana integrating schoolwide PBIS and systems of care principles, including the use of a Care Coordinator to assist teachers and parents to help each child excel. Manz, Power, Ginsburg- Block, and Dowrick also use a case example, highlighting the potential for local paraeducators to bridge gaps between inner-city schools and students’ families if both the supervising teachers and paraeducators are adequately prepared. Using photos and stories from home within preschool classrooms, Strick- land, Keat, and Marinak studied a novel approach to connecting the disparate worlds of mainstream teachers and their immigrant students and their families. Téllez and Waxman synthesize research on helps available to English language learners and their families under the categories of parents, community resourc- es, and peers. They note the need for further research in this critical area and the need for careful program design and implementation to ensure success. Guo and Ippolito each provide an article regarding lessons learned from rela- tions between minority parents and schools in Canada. While Guo describes difficult communication between educators and Chinese parents whose chil- dren were enrolled in secondary school ESL programs, Ippolito examined a program for parents and elementary children. Both researchers provide valu- able insights for those who wish to help connect diverse families and schools. Wanat examines home–school relationships from the point of view of vis- ibly involved parents and those whose involvement in their child’s education is not so visible, providing insights into possible reasons for these differences and much food for thought for concerned educators. In their thorough program evaluation, Crozier, Rokutani, Russett, Godwin, and Banks describe the Fami- lies and Schools Together (FAST) program and its results in the Virginia Beach public schools. Finally, Shumow’s book review gives us a peek into a recent book edited by Monica Miller Marsh and Tammy Turner-Vorbeck. This issue highlights again and again the rewards possible when we accept the challenge and work hard to truly collaborate for the benefit of students. Lori Thomas June 2010 Editorial Review Board Jeffrey A. Anderson Kate McGilly Indiana University, Bloomington Parents as Teachers National Center, St. Louis Ji-Hi Bae Oliver Moles Sungshin Women’s University, Seoul, Korea Social Science Research Group, LLC Jerold P. Bauch Rockville, MD Vanderbilt University, Nashville, TN Shadrack Msengi Brian R. Beabout Notre Dame de Namur University, CA University of New Orleans, LA Judith Munter Alison Carr-Chellman University of Texas at El Paso Penn State University, University Park Marilyn Murphy Susan DeMoss Center on Innovation & Improvement, PA School Administrator, Oklahoma City, OK Osamha M. Obeidat Karen Estep Hashemite University, Jordan Lincoln Christian College, Lincoln, IL Reatha Owen Laureen Fregeau Academic Development Institute, Lincoln, IL University of South Alabama, Mobile Eva Patrikakou Alyssa R. Gonazalez-DeHass DePaul University, Chicago, IL Florida Atlantic Univeristy, Jupiter, FL Reyes Quezada Karen Guskin University of San Diego, CA Parents as Teachers National Center,
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