Academic journal article School Community Journal

Editor's Comments

Academic journal article School Community Journal

Editor's Comments

Article excerpt

We begin this Spring/Summer 2012 issue with a very important article-a follow-up to a study we published in the Spring/Summer 2006 issue. That small but significant quasi-experimental study has now become a longitudinal look at the lasting effects of an intervention with migrant parents of ELL children in an Even Start family literacy program. The children whose parents participated had significantly higher scores on the statewide reading assessment in 5th or 6th grade, compared to those in the control group. We echo the call of the authors of the study, St. Clair, Jackson, and Zweiback, for further research to examine this phenomenon in more depth so that these positive results can be replicated broadly. Semke and Sheridan provide us with a thorough review of research on family and school connections in rural settings, again calling for more rigorous studies, in particular, those with well-defined contexts and sound methods to fill the void on this topic.

Then we have several examples of various projects designed to improve parent and school relationships, from a variety of approaches. Ferreira, Grueber, and Yarema describe a collaborative project that involved a university, community organization, and parents with schools and teachers to engage students in outdoor learning. Symeou, Roussounidou, and Michaelides describe a successful approach to professional development that helped school professionals practice skills to facilitate improved communication with students' parents. …

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