Academic journal article School Community Journal

Editor's Comments

Academic journal article School Community Journal

Editor's Comments

Article excerpt

To begin this issue, we are very pleased to share with you a guest editorial by William Jeynes. He has recently published multiple meta-analyses, yet he acknowledges to us that while this work answers many questions, it raises "about as many questions as answers" (p. 14). As a result, he presents for us an inspiring call for further research, one which I hope many of you will answer and then share in future issues of The School Community Journal.

Our regular articles begin with two in the realm of supporting students with Autism Spectrum Disorders (ASD) and their families. Murray and her colleagues relate the value found in educating parents and service professionals together in a collaborative, train-the-trainer model. Dreuth Zeman, Swanke, and Doktor studied blogs of mothers of children with ASD, hoping that these families' publicly revealed experiences will help strengthen future home-school relationships. Next, Gregg, Rugg, and Souto-Manning's case study examines the use of a family-created portfolio as a tool to aid families of children with special needs in communicating about their child from a strengths perspective.

Smith and her colleagues examine parental involvement within urban charter schools, finding that while activities used are fairly typical, "the strategies used to implement these activities and to attract hard-to-reach parents are fairly innovative" (p. …

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