Executive Editor's Comments

By Thomas, Lori G. | School Community Journal, Fall/Winter 2017 | Go to article overview

Executive Editor's Comments


Thomas, Lori G., School Community Journal


It seems we are going to be running into a new year as we post this issue, so I'm thinking about party mix and how you might enjoy these articles-maybe you will go straight for your favorite topic (I see you going straight for the cashews), or maybe you will enjoy a whole handful and the mingled flavors. All look at a different facet of collaboration among adults on behalf of children to create a stronger school community-a goal worthy of celebration.

First, Miller, Wanless, and Weissberg study how social and emotional learning research and parenting might easily overlap with some shared language for the benefit of both home and school. In light of this, it is fitting that Roy and Giraldo-García review literature on the intersection of parental involvement and social/emotional skills in research around the globe.

Pham, Murray, and Good examine relationships among students, families, and teachers in a population particularly at risk-adolescents with disabilities. Azad, Wolk, and Mandell focus on hearing the views of both parents and teachers of children with autism spectrum disorder and how they hope to collaborate with one another. Then Gerzel-Short describes an intervention with families of young children receiving Tier 2 supports in reading.

Snell's interviews with immigrant and refugee families in southern Arizona offer a model for how school staff might listen and respond to linguistically diverse parents. …

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