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Journal Articles
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Chapter 1: Family Involvement and the Beginning Educator
» Journal Articles
Garcia, D. (2004). Exploring connections between the construct of teacher efficacy and family involvement practices. Urban Education, 39(3), 290-315.
The current study explores the relationship between perceived teacher efficacy and specific practices of family involvement exhibited by 110 elementary schoolteachers from a large urban school district. Bandura's construct of self-efficacy provided the theoretical framework for examining teacher efficacy. The study investigated the predictive value of self-efficacy beliefs for determining specific family involvement practices exhibited by teachers. Self-efficacy was measured with the Teacher Efficacy Scale and the Family Involvement Teacher Efficacy Scale. Results from this investigation revealed that teacher efficacy was significantly correlated to and was a predictor of five different types of family involvement practices, as reflected in Epstein's typology of home-school and community partnerships. The study raised questions related to the effective preparation of teachers in this area and the types of experiences that facilitate the development of teacher efficacy beliefs in the area of home-school and community partnerships.
Focus Questions:
- Appraise your self-efficacy based on Bandura's theoretical framework. How do you believe you would rate yourself as an emerging practitioner in family involvement?
- What changes in action, perceptions, or thinking might occur for you to rate yourself higher on the scale?
- How do the five types of family involvement (Epstein) correlate to activities in your school-community?
Lawson, M. (2003). School-family relations in context. Urban Education, 38(1), 77-133.
This study addressed teachers' and parents' perceptions of the meanings and functions of parent involvement. Twelve teachers and 13 parents participated in semi structured ethnographic interviews. All actors were either employed by or involved in an ethnically concentrated elementary school in a low-income, culturally diverse, urban community. Analyses revealed that teachers and parents have different perceptions of parent involvement. These different perceptions implicate diverse epistemologies, differential power, and some competing purposes. On the other hand, teachers and parents both claim that firm, mutually beneficial partnerships (or collaboration) between them are essential to children's learning, healthy development, and success in school. Perceived barriers need to be addressed for these partnerships to eventuate.
Focus Questions:
- Review the findings of this study contrasting different perceptions of parent involvement. Although both parents and teachers recognized the need for partnerships, how can you account for the dichotomous responses revealed through the study?
- How would you personally define parent involvement in schools?
- Are there certain characteristics which support effective parent involvement?
Starrels, M. E., Bould, S., & Nicholas, L. J. (1994). The feminization of poverty in the United States. Journal of Family Issues, 15 (4), 590-607.
This article delineates the contribution of gender, race, ethnicity, marital, and parental status to the feminization of poverty. Its analysis of recent published and unpublished census data suggests that gender, race, and ethnicity strongly affect poverty rates. However, parenthood interacts with gender in such a way as to affect only women and to affect White women more than Blacks and Hispanics. By examining these sources of poverty separately, the authors articulate more clearly the forces that have generated rapid feminization of poverty. They also specify trends across White, Black, Puerto Rican, Mexican American, and other Hispanic populations as well as preschool and school-age children in female-householder families. The analysis takes into account a range of factors that have contributed significantly to women's poverty. It also evaluates competing arguments regarding public policies that best alleviate the problem.
Focus Questions:
- It is clear through research that poverty affects children raised in female –headed households and that trend carries over into the school setting in clear ways that may impact a child in the classroom. How can you support school wide efforts to bring awareness of the effects of poverty on children in ways that bolster academic gains?
- What community resources should you be aware of that might provide opportunities for women returning to the work force?
- How can you get that information and disseminate it to colleagues throughout your school?
Chapter 2: Theories and Models for Family Involvement in Schools
» Journal Articles
Cook, T. D, Murphy, R. F., & Hunt, H. D. (2000). Comer's school development program: A theory-based evaluation. American Educational Research Journal, 37(2), 535-597.
Using fifth through eighth-grade students, the Comer School Development Program was evaluated in 10 inner city Chicago schools over 4 years, contrasting them with nine randomly selected no-treatment comparison schools. Comer schools implemented more program details than the controls but were not faithful to all program particulars. Students' ratings of the school's social climate improved soon after the program began. By the last 2 study years, both the students' and teachers' perceptions of the school's academic climate had also improved relative to the control schools. By these last years, Comer schools had gained about 3 percentile points more than the controls in both reading and math and students reported less acting out on a scale whose items are correlated with more serious offending in later life. Students in Comer schools also endorsed more conventional norms about misbehaving and reported greater ability to control their anger. However, the Comer program did not benefit either students' mental health or their participation in activities that adults consider wholesome. Explanations for the achievement and acting out results are offered based on student and staff data about school climate, on insights from an ethnography conducted in the program schools, and on contrast with the evaluation results from Prince George's County MD, where a different variant of the program failed to achieve any positive outcomes.
Focus Questions:
- This program evaluation study looked at the perceived benefits and barriers to the Comer Program Model. What school variables impacted the findings, both positively and negatively?
- What did you learn from this article about program development and continuation?
- What did you discover about the Comer Model from this research?
Gonzalez, N. & Moll, L.C. (2002). Cruzando el Puente: Building bridges to funds of knowledge. Educational Policy, 16(4), 623-641.
What can be learned from the Puente experience about identifying and incorporating local funds of knowledge of Latino communities into precollege preparation? This article focuses on how Puente teachers and students can enhance their practice and mutual learning through ethnographic fieldwork in the students' home community. Through investigating the many local funds of knowledge that can be utilized to validate students' identities as knowledgeable individuals who can use such knowledge as a foundation for future learning, both teachers and students can engage in a critical pedagogy predicated on resources and not deficits.
Focus Questions:
- How can schools incorporate the "funds of knowledge" into their everyday unit and lesson planning?
- How can teachers invite parents to become more involved in the curricular planning of the classroom?
- How can the expertise of families help connect homes and schools in ways motivational for students?
Mattingly, D.J., Prislin, R., Mckenzie, T.L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating evaluations: The case of parent involvement programs. Review of Educational Research, 72(4), 549-576.
This article analyzes 41 studies that evaluated K–12 parent involvement programs in order to assess claims that such programs are an effective means of improving student learning. It examines the characteristics of the parent involvement programs, as well as the research design, data, and analytical techniques used in program evaluation. Our examination of evaluations found little empirical support for the widespread claim that parent involvement programs are an effective means of improving student achievement or changing parent, teacher, and student behavior. We do not conclude that programs are ineffective. Rather, serious design, methodological, and analytical flaws inherent in studies evaluating the effectiveness of parent involvement programs must be addressed before definite conclusions about program effectiveness can be reached. The findings of this study are particularly significant given the substantial federal support for parent involvement.
Focus questions:
- What serious design, methodological, and analytical flaws did the authors point out in the article which could hinder effective evaluation of family involvement programs?
- What suggestions do you have for remedying these flaws in program evaluating?
- On a smaller scale, how can you judge the success of your family involvement efforts in your own classroom?
- What instruments or techniques might allow you to gauge the effectiveness of classroom-based programs?
Chapter 3: Family Support Strategies and Standards Promoting Collaborative Practices
» Journal Articles
Dunst, C. J. (2002). Family-centered practices. The Journal of Special Education, 36(3), 141-149.
Quantitative and qualitative research evidence is reviewed and synthesized with regard to the family-centeredness of early intervention, preschool, and elementary and secondary school practices. Early intervention and school practices are not as family-centered as is generally claimed, and one finds less presumption of being family-centered at each level from early intervention to preschool to elementary school to secondary school programs. The need for better research is noted, and research that would advance our understanding of family-centered practices is suggested.
Focus Questions:
- How would you define "family-centeredness" in your classroom or school?
- What "family-centered" practices do you undertake in your classroom?
- How can we increase "family-centeredness" as the grade levels progress? What does the research suggest?
Rosas, S.R. (2005). Concept mapping as a technique for program theory development. American Journal of Evaluation, 26(3), 389-401.
The emergence of theory-driven evaluation has drawn attention to the need for practical ways for evaluators to construct program theory to achieve the benefits of the approach. This article illustrates the use of concept mapping as a technique to explicate underlying program theory in the context of family support programs. In this example, 29 professional staff members from a statewide family support program brainstormed 96 specific benefits for participant families. Fourteen direct service staff members sorted and rated the items and interpreted the map produced by multidimensional scaling analysis and hierarchical cluster analysis. Some of the benefits of the technique for evaluators conducting theory-driven evaluations are highlighted. These include helping evaluators decide what to measure, capturing the complexity of programs in the context of implementation, and managing good stakeholder-evaluator relations. The general limitations and issues of concept mapping as it applies to theory development are also discussed.
Focus Questions:
- How do you think the practice of "concept mapping' might be useful to other family involvement programs besides those in the area of family support?
- How can "brainstorming" on a school wide level (with parents, teacher, and administrators) present possibilities for expanded family involvement?
Tenenbaum, H.R. & Callahan, M.A. (2008). Parents' science talk to their children in Mexican-descent families residing in the USA. International Journal of Behavioral Development, 32(1), 1-12.
Everyday parent—child conversations may support children's scientific understanding. The types and frequency of parent—child science talk may vary with the cultural and schooling background of the participants, and yet most research in the USA focuses on highly schooled European-American families. This study investigated 40 Mexican-descent parents' science talk with their children (mean age = 5 years 7 months, range = 2 years 10 months to 8 years 6 months). Parents were divided between a higher schooling group who had completed secondary school, and a basic schooling group who had fewer than 12 years of formal schooling. Parents and children were videotaped engaging with science exhibits at a children's museum and at home. Conversations were coded in terms of parents' explanatory talk. In both contexts, Mexican-descent parents engaged children in explanatory science talk. At the museum, parents in the higher schooling group used more causal explanations, scientific principles explanations, and encouraging predictions types of explanations than did parents in the basic schooling group. By contrast, the only difference at home was that parents in the higher schooling group used more encouraging predictions talk than parents in the basic schooling group. Parents who had been to museums used more explanations than parents who had never visited a museum. The results suggest that while explanatory speech differed somewhat in two groups of Mexican-descent parents varying in formal schooling, all of these children from Mexican-descent families experienced some conversations that were relevant for their developing science literacy.
Focus Questions:
- What types of workshops could your school host that promote "science talk" between parents and their children?
- What role would a teacher have in such a workshop?
- How could teachers check that "science talk" was going on in the home environment?
- What specific "home extensions" would support increasing "science talk?"
Chapter 4: Parenting Today's Children
» Journal Articles
Barry, C.T., Frick, P.J., Grafeman, S.J. (2008). Child versus parent reports of parenting practices: Implications for the conceptualization of child behavioral and emotional problems. Assessment, 15(3), 294-303.
This study examined parent and child reports of parenting practices separately to predict child and parent reports of child externalizing and internalizing features, as well as delinquent activity. Participants included 98 children (51 male, 47 female) from a community sample, aged 9-15 at the beginning of the study. Results revealed that child reports of parenting practices were significantly correlated with a greater number of indices of delinquency and conduct problems than were parent reports. Child reports of parenting also showed some association with delinquency at three yearly follow-ups, whereas parent reports did not. Finally, reports of negative parenting from both informants were concurrently related to internalizing characteristics. Implications for child assessment and planning interventions for children and parents are discussed.
Focus Statement:
- List and discuss the implications for child assessment and planning interventions for children and parents that might impact the classroom teacher.
- How can educators be sensitive to differing parenting styles yet remain mindful of accounts that surface (child versus parent reports) describing potentially harmful parenting practices?
Porter, C.L., Hart, C.H., Yang, C., Robinson, C.C., Olsen, S.F., Zeng, Q., Olsen, J.A., & Jin, S. (2005). A comparative study of child temperament and parenting in Beijing, China and the western United States. International Journal of Behavioral Development, 29(6), 541-551.
The purpose of this investigation was to examine comparable dimensions and linkages between child temperament and parenting styles with samples from Beijing, China and the western United States. Participants included 404 mothers and fathers from Beijing, China and 325 mothers and fathers from the western United States. Both mothers and fathers completed Buss and Plomin's (1984) EAS Temperament Scale as well as a spousal-report measure of parenting styles. Structural equation modeling was used to identify invariant (statistically comparable) factors for child temperament and parenting styles. Within-culture gender comparisons showed that Chinese fathers (relative to mothers) viewed their sons as being more active and sociable than daughters while US mothers (relative to fathers) rated their sons as being more active. Across-culture differences revealed that US parents (relative to Chinese parents) viewed children as more emotional while Chinese fathers (relative to US fathers) rated their children as more active. Similar and differential cultural patterns of linkages were also found between parenting styles and child temperament. Child emotionality was positively associated with authoritarian parenting in both cultures while child activity level was linked to more authoritative and less authoritarian parenting styles, but only in the Chinese sample. Finally, child sociability was found to be negatively linked to cross-gender patterns of authoritarian parenting in the US while mothers' and fathers' authoritarian parenting in China was linked to lower sociability in daughters only.
Focus Questions:
- What will you have to keep in mind when considering different parenting styles across cultures and genders (mother versus father)?
- How might teachers and parents sensitively discuss some of the child temperament issues that emerged through this research, such as emotionality, socialization, and activity/passivity of students?
- What should the teacher keep in mind after reading this article armed with further information on differing parenting styles and considerations?
Rane, T.R. & McBride, B. (2000). Identity theory as a guide to understanding fathers' involvement with their children. Journal of Family Issues, 21(3), 347-366.
Identity theory was used to explore fathers' involvement with their children. Eighty-nine married couples with preschool children completed questionnaires and interviews providing information on how involved they were in child-rearing activities. Participants rated the centrality of their parent versus worker status and of the nurturing role. Results indicated that fathers did not differ on any involvement measures regardless of whether they rated the parent or worker status most central. However, fathers who considered the nurturing role highly central to their sense of self engaged in significantly more interaction and responsibility behaviors with their children and were significantly more involved overall than fathers low on nurturing role centrality. Specific behaviors and attitudes of mothers were significantly related to fathers' assessments of nurturing role centrality. Results hold important implications for the refinement of identity theory and for the development of parenting programs and public policy initiatives designed to increase father involvement.
Focus Questions:
- Father involvement in a nurturing role can be a powerful stimulus for positive child rearing practices. What can schools do to encourage more father involvement?
- How can schools present programs that appeal to fathers and their children at a time best suited to meet their needs?
- How can teachers support more father involvement in their individual classrooms?
Chapter 5: Structurally Diverse Families
» Journal Articles
Hampton, F.M., Mumford, D.A., & Bond, L. (1998). Parent involvement in inner-city schools. Urban Education, 33(3), 410-427.
This article examines the parent involvement practices and philosophies of an urban education model that has been integral in developing collaborative relationships between parents and schools. This model sought to enhance student performance by redefining school as the extended family for urban students and parents. A 4-year study concluded that when parents were involved with this process, student achievement and parental commitment to education far surpassed that of students and parents who remained in the more traditional school setting.
Focus Questions:
- How might your school act as an extended family for students and parents?
- What components of a "full service school" might be beneficial for children and their parents?
- How could the staff and administrators help actualize the process?
Heywood, E.M. (1999). Custodial grandparents and their children. The Family Journal, 7(4), 367-372.
Grandparents raising grandchildren in the absence of the grand-children's biological parents are responsible for the emotional, social, and financial wellbeing of 1.35 million children in the United States (Woodworth, 1996). These custodial grandparents, while providing their grandchildren with a sense of continuity, stability, and security (O'Reilly & Morrison, 1993), often do so at serious emotional, physical, and financial cost to themselves (Pinson-Millburn, Fabian, Schlossberg, & Pyle, 1996). The prevalence and population of grandparents raising grandchildren and identified problem- and treatment-focus areas for them are described through a review of the literature. Research into specific treatment modalities for these family constellations is significantly lacking. Narrative family therapy is suggested as a viable clinical intervention for this group.
Focus Questions:
- What programs can schools offer to grandparents to support the emotional and social well-being of the children they are raising?
- Brainstorm a list of some resource specialists who may play important roles in school-based grandparent workshops and programs.
- Also, what suggestions for partnering with grandparents can teachers learn from this article?
James, S.E. (2002). Clinical themes in gay-and-lesbian parented adoptive families. Clinical Child Psychology and Psychiatry, 7(3), 475-486.
When gay and lesbian people choose to create families by adoption, there is a complex intersection of issues relevant to the work of clinicians treating such families, especially their children. This article identifies identity and responsibility as two clinical themes emergent in the confluence of these issues and gives special attention to those themes' importance to clinical work with children and adolescents in families, as they form and continue through their post-adoption years. The changing face of gay and lesbian parenting demands that researchers, educators, clinicians, and policy makers explore the issues of gay and lesbian adoptive parents and their children in their own right, not assuming that they are necessarily the same as those faced by other lesbian and gay families.
Focus questions:
- What issues faced by gay and lesbian adoptive parents might arise in a classroom setting which may impact a student's social, academic, or emotional status?
- How can clinicians be particularly helpful in working with parents and schools to help mediate issues?
- What role can teachers play in working with clinicians to help ease the transition of adoptive children in schools?
Chapter 6: Culturally Diverse Families
» Journal Articles
Campos, R. (2008). Considerations for studying father involvement in early childhood among Latino families. Hispanic Journal of Behavioral Sciences, 30(2), 133-160.
Over the last three decades there has been a notable increase in interest about fathers and their role in the socioemotional, academic, and cognitive development of young children. Concurrently, there has been a shift in this nation's ethnic minority demography, where Latinos are now the nation's largest minority group. The father-involvement literature in early childhood is scarce, particularly the scholarship focused on Latino fathers. Furthermore, several conceptual and methodological shortcomings in the exploration of Latino fathers exist. This review explores the following questions: To what extent has the literature explored father involvement in early childhood among Latino fathers? What is the quality of the conceptual and methodological rigor of these studies? What are the salient themes of the literature? Finally, the review will present considerations for studying fathers of young children within Latino communities.
Focus Questions:
- How can teachers authentically connect with Latino fathers in their classroom communities?
- What deficits in the research were noted concerning exploration of the role of Latino fathers and involvement with their children?
- How do the researchers recommend studies be undertaken in this area?
Civettini, N. H. W. & Glass, J. (2008). The impact of religious conservatism on men's work and family involvement. Gender and Society, 22(2), 172-193.
The social conservatism of evangelical and fundamentalist groups includes their support for premarital sexual restraint, husband leadership, and father involvement. The authors explore whether religious conservatism affects work–family outcomes of men using the National Survey of Families and Households, 1988 and 1993 waves. The authors hypothesize that men from conservative households will make earlier transitions to adulthood, work fewer hours, and earn less money. Moreover, the belief in strong paternal involvement should lead religiously conservative men to spend more time in housework and child care. Results show that conservative religious affiliation does not hasten the transition to adulthood among men. Current religious conservatism results in lower wages but not reduced work hours, and religious affiliation does not affect housework or child care.
Focus Questions:
- Familial religious preferences may be similar or different than those of the teacher. How can the teacher maintain objectivity when differing religious beliefs influence such school issues as a student not attending a holiday celebration or staying at school when the rest of the class goes on a field trip?
- How can familiarity with the diversity of religious beliefs aid educators in recognizing and honoring family preferences?
Samaras, A.P. & Wilson, J.C. (1999). Am I invited: Perspectives of family involvement with technology in inner-city schools. Urban Education, 34(4), 499-530.
This article reports on an investigation of African American families' perceptions and experiences in an after-school family-school involvement program at two inner-city schools. Centered in the sphere of sociocultural theory and situated cognition, this study focuses on family-child relationships to improve children's literacy using oral histories and technology. It also explores a model for preparing preservice teachers to work with families. Families indicated that prior to program implementation; they had received bureaucratic invitations of school involvement and empathized with other families' lack of involvement. After program implementation, families reported positive academic outcomes for children, a sense of efficacy, and a community atmosphere of adults dedicated to supporting children's learning. They noted that computer usage was a major motivational factor in their participation. Preservice teachers reported on broadened notions of family involvement and a need for family-school partnerships. Theoretical and practical implications for implementing a family-school involvement program are offered.
Focus statements:
- Describe the module for preparing preservice teachers to work with families advocated through this research.
- Contrast a description of a bureaucratic invitation sent to parents with a letter from a teacher inviting parents to join a celebration.
- Indicate how a school might utilize technology to support efforts in family involvement.
Chapter 7: Students of Families in Transition
» Journal Articles
Lasser, J. & Adams, K. (2007). The effects of war on children: School psychologists' role and function. School Psychology International, 28(1), 5-10.
War may be the most profound psychosocial stressor on child and adolescent development, for it has the potential to inflict loss, disruption of stability, deleterious health effects and family/community system disorganization. This article reviews the literature regarding the effects of war on children and explores the role and function of the school psychologist with respect to the profession's responsibilities regarding war and peace. Recommendations are made for local, national and international efforts.
Focus Questions:
- How can teachers work with school psychologists to help support students whose parents have been deployed?
- What effects of war on students are noted that teachers should be aware of?
- How can a classroom become a safe haven for those children whose parents are fighting in a war?
Pingree, S., Hawkins, R. P. & Botta, R. A. (2000). The effect of family communication patterns on young people's science literacy. Science Communication, 22(2), 115-132.
Given the rapid pace and complexity of science today, science literacy cannot mean understanding all of science. Rather, science literacy more appropriately means the critical evaluation of sources of information and basic standards of scientific performance as a guide to accepting and applying scientific knowledge to one's own life. The development of science literacy in children is probably shaped by other norms and experiences. This study examined the impact of family communication patterns on children's evaluations of a science story that contained a number of weaknesses. A family orientation toward concepts led to children's self-reported thinking about science issues when they considered the science information in the story. However, this led to actual critiques of the science in the story only when the concept-orientation was not accompanied by a simultaneous socio-orientation, the family orientation toward harmony and hierarchy.
Focus Questions:
- How can school-based science programs support the development of science literacy?
- How can teachers encourage parents to take an active role in discussing science concepts and applying science principles to everyday life events?
Pope, V. (1987). "We all went to prison:" The distress of prisoners' children. Probation Journal, 34(3), 92-96.
The pain and problems of children with a parent in prison is conveniently avoided and forgotten, unless they become particularly disturbed. Using two children's experience as indicative of widespread need, the author challenges the penal system to take their need seriously and provide humane and sensitive resources to minimize damage.
Focus Questions:
- How can a teacher be particularly sensitive to the struggles of a child whose parent has been incarcerated?
- After a child has a scheduled visit to prison, what signs might be evident as the child returns to school?
- How can a teacher interpret these signs and provide appropriate support?
Chapter 8: Families Overcoming Obstacles
» Journal Articles
Gersti-Pepin, C.I. (2006). The paradox of poverty narratives: Educators struggling with children left behind. Educational Policy, 20(1), 143-162.
This article utilizes narrative policy analysis to examine social justice narratives embedded within No Child Left Behind with respect to economic inequities. It juxtaposes national educational policy dialogues against the stories of educators working within an elementary school that serves a high-poverty community. The qualitative research findings suggest that it is vitally important for policymakers to acknowledge and value the challenges faced by teachers and staff who serve children whose families lack proper healthcare, affordable and quality early childhood education, nutrition, literacy, safety, and livable wages.
Focus Questions:
- What challenges are faced by teachers and staff who work in schools in high poverty communities, according to the article?
- How can a school community sensitize policy makers on the local and national levels to acknowledge and value these particular challenges?
- What is your understanding of the term "social justice" and its implications under the No Child Left Behind legislation?
- How can social justice become actualized through community/school collaborative efforts?
Holm, K.E., Patterson, J.M., & Gurney, J.G. (2003). Parental involvement and family-centered care in the diagnostic and treatment phases in childhood cancer: Results from a qualitative study. Journal of Pediatric Nursing, 20(6), 301-313.
Few research studies have addressed the ways parents participate in their child's medical care, particularly in relation to the cancer experience. The purpose of this study was to explore parents' descriptions of their participation in medical care for their children with cancer. For this study, seven focus groups were conducted with 45 parents of 26 children who had completed cancer treatment at least one year prior, and who were still alive. Data were coded using thematic analysis procedures. It was found that parents emphasized their role as advocates during the diagnosis and treatment phases, by informing themselves about their children's medical conditions, making medical care decisions, limiting the actions of medical professionals, and affirming and supporting medical professionals. These results emphasize the need to employ a family-centered approach in cancer care medical settings, by fostering and supporting the active inclusion of parents in their child's treatment and management.
Focus Questions:
- Parents acting as advocates for their children who have cancer can effectively provide information to teachers on the special needs of their children in the classroom setting. How can a teacher be proactive in reaching out to these parents and including them in dialogue about their child's illness and classroom modifications to support their learning?
- What family-centered considerations might a teacher keep in mind when meeting with parents who have a very ill child?
Varney, D. & van Vliet, W., (2008). Homelessness, children, and Youth: Research in the United States and Canada. American Behavioral Scientist, 51(6), 715-720.
This issue of American Behavioral Scientist makes available some of the most recent research on the growing social, economic, and human development impacts of homelessness on families—specifically, on the lives of children and youth. The seven studies from the United States and Canada compiled here provide important evidence-based insights to inform efforts aimed at combating homelessness among children and youth. They represent a variety of methodologies, including rigorous, person-centered approaches that reveal the complexity of the homeless experience for young people and the heterogeneity of the young homeless population. As a body, the studies highlight the importance of understanding the diverse contexts in which homeless children and youth live and tailoring supportive services accordingly. Thousands of homeless young people remain unrecognized and underserved. The work in this issue illustrates the urgency of bringing researchers, policy makers, and practitioners together to work toward adequate and affordable shelter for all.
Focus Questions:
- As a classroom teacher, how can you recognize that a student may be classified as homeless yet not receiving supportive services mandated by that designation?
- How can you find out if your community offers adequate and affordable places of shelter for children and their families?
- If none exist in your community, how might you advocate for developing shelters to support homeless families?
Chapter 9: Families in Abusive Situations
» Journal Articles
Geeraert, L., Van den Noortgate, Grietens, H., & Onghena, P. (2004). The effects of early prevention programs for families with young children at risk for physical child abuse and neglect: A meta-analysis. Child Maltreatment, 9(3), 277-291.
In this article, a meta-analysis is presented on 40 evaluation studies of early prevention programs for families with young children at risk for physical child abuse and neglect with mostly nonrandomized designs. The main aim of all programs was to prevent physical child abuse and neglect by providing early family support. For the meta-analysis, a multilevel approach was used. A significant overall positive effect was found, pointing to the potential usefulness of these programs. The study demonstrated a significant decrease in the manifestation of abusive and neglectful acts and a significant risk reduction in factors such as child functioning, parent-child interaction, parent functioning, family functioning, and context characteristics.
Focus Questions:
- The issues surrounding child abuse and neglect and the risk factors associated with abusive and neglectful acts may become apparent in the classroom environment as teachers and parents communicate regularly. Factors listed in the article (parent-child interactions, family functioning, etc.) may serve as red flags for educators who are concerned about the health and well-being of particular students. What steps should be taken by the teacher when concerns arise?
- What resource personnel can be contacted to provide early family support?
- What is the role of the administration in program implementation and follow through?
Rockhill, A., Green, B.L., & Furrer, C. (2007). Is the adoption and safe families act influencing child welfare outcomes for families with substance abuse issues?
Child Maltreatment, 12(1), 7-19.
The Adoption and Safe Families Act (ASFA) was designed to promote more timely permanent placements for children in the child welfare system. To date, however, available data have said little about whether ASFA is meeting its intended goals. This study looks at the impact of ASFA on parents struggling with substance abuse issues. The authors compared child welfare outcomes, pre- and post-ASFA, for children of more than 1,900 substance-abusing women with some treatment involvement. After the implementation of ASFA, children in this study spent less time in foster care, were placed in permanent settings more quickly, and were more likely to be adopted than remain in long-term foster care. The proportion of children who were reunified with their parent or parents stayed the same. These outcomes were apparent even controlling for case and family characteristics. Results are discussed in terms of the influence of ASFA on service delivery systems.
Focus Questions:
- When teachers become aware that a student has been placed in foster care or adoptive care and taken out of the home, what considerations for the student should be put into action in the classroom environment?
- What supportive services could aid the teacher in understanding the legal aspects, treatment for the child and family, and possible effects of reunification with families for the child?
Walton, E. (2001). Combining abuse and neglect investigation with intensive family preservation services: An innovative approach to protecting children. Research on Social Work Practice, 11(6), 627-644.
Objective: Evaluate an experimental model for enhancing child protective service (CPS) investigations by teaming CPS investigators with family preservation services (FPS) caseworkers. Method: Using a posttest-only experimental design, high priority cases referred to a state child welfare agency for abuse or neglect were randomly assigned to an experimental or control group. During the interval between referral and case determination, families in the experimental group were served by a pair of caseworkers—CPS and FPS—who investigated the allegation and prepared a joint recommendation. Results: When compared 7 months later, families in the experimental group (a) had their children home for a greater percentage of time, (b) used a broader array of services, and (c) were more satisfied. Both CPS and FPS caseworkers felt that (a) better decisions were made, (b) families were strengthened, and (c) job satisfaction was greater. Conclusions: The model was effective and should be implemented on a broader scale.
Focus Questions:
- Teachers may become involved in Child Protective Services through an investigative process of child abuse or neglect. Based on the recommendations from the article, what intervention strategies at the social service levels work best to support families who are deemed high priority cases under the auspices of a state welfare agency?
- What can teachers do on the classroom level to support the student in his/her classroom?
Chapter 10: Teacher as Classroom Family Involvement Practitioner
» Journal Articles
Sheldon, S.B. & Epstein, J, L. (2002). Improving student behavior and school discipline with family and community involvement. Education and Urban Society, 35(1), 4-26.
This study reports the results of efforts of school officials to implement family and community involvement activities to reduce the number of disciplinary actions and to ensure a school climate focused on learning. Using longitudinal data from elementary and secondary schools, analyses indicate that regardless of schools' prior rates of discipline, the more family and community involvement activities were implemented, the fewer students were disciplined by being sent to principals' offices or given detention or in-school suspension. Activities for two types of involvement, parenting and volunteering, were most predictive of reducing the percentages of students who were subject to discipline. Also, schools that improved the quality of their partnership programs reported fewer students in need of discipline. The results suggest that creating more connections and greater cooperation among the school, family, and community contexts may be one way for schools to improve student behavior and school discipline.
Focus Questions:
- How can making more connections with parents reduce disciplinary action in a school? What two types of involvement, as delineated by Epstein, are most predictive of lessening discipline referrals and why do you think that is so?
- Overall, how can an individual teacher use family involvement activities to support positive classroom behavioral management?
Van Voorhis, F.L. (2001). Interactive science homework: An experiment in home and school connections. NASSP Bulletin, 85(627), 20-32.
A quasi-experimental study was conducted on whether family involvement in homework in the middle grades benefits students. Results suggest that well-designed interactive homework assignments positively engage parents and promote student achievement. Findings should be useful to middle school administrators and teachers for improving curriculum decisions and homework designs in science.
Focus Questions:
- Interactive homework provides involvement opportunities for parents on the homework front in a non-threatening way. Brainstorm an interactive homework assignment which might be appropriate at the elementary level for students in the content of science.
- What information about families should be kept in mind when designing the interactive assignment?
- How often should a teacher send home interactive homework?
- What would be the function of interactive homework in forging productive relationships with parents?
von Saliisch, M. (2001). Children's emotional development: challenges in their relationships to parents, peers, and friends. International Journal of Behavioral Development, 25(4), 310-319.
This literature review outlines the challenges and constraints which relationships to parents, peers, and friends offer for children's emotional development, including the development of appraisal, experience, expression, and regulation of emotion. Parents are important for their children's emotional development not only because they are attachment figures but also because of their cognitive and emotional expertise who instruct their offspring on the use of emotion labels, appraisals, expressions, and regulation strategies. In addition, parents introduce their children to cultural and subcultural rules on emotions. Yet parents' understanding of their children's emotions may be constrained by their social role as parents. Converging evidence suggests that display rules among peers promote the dampening of many emotions in many situations, especially those of vulnerability and anger. School-age children's increasing use of distancing strategies may help them achieve this "cool" public self-presentation. Intimate friendship's which permit (and may even require) the disclosure of private emotional experiences challenge preadolescents to learn how to be supportive to the friend in need and how to manage anger and contempt in these close relationships. Handling issues of trust and exposure, jealousy, and envy are related challenges for friendships.
Focus Questions:
- What role can teachers play in the socio-emotional development of students in the classroom?
- How can teachers connect families to this critical development?
- Present a scenario where an incident in the community has occurred that erupted in some expressions of anger and a need for revenge. Construct a dialogue to engage children in discussion about the situation tying in familial concerns.
Chapter 11: Teacher as Family Communication Facilitator
» Journal Articles
Carreon, G.P., Drake, C., & Barton, A.C. (2005). The importance of presence: Immigrant parents' school engagement experiences. American Educational Research Journal, 42(3), 465-498.
The authors have been engaged in research focused on how parents in high-poverty urban communities negotiate understandings and build sustaining relationships with others in school settings. In this article, the authors draw upon ethnographic methodology to report on the stories of three working-class immigrant parents and their efforts to participate in their children's formal education. Their stories are used as exemplars to illuminate the challenges immigrant parents face as they work to participate in their children's schooling. In contrasting the three stories, the authors argue that parental engagement needs to be understood through parents' presence in schooling, regardless of whether that presence is in a formal school space or in more personal, informal spaces, including those created by parents themselves.
Focus Questions:
- How can a school district encourage and support the inclusion of working-class immigrant parents in varied ways outside of traditional family involvement school-based programs?
- What did you learn from the stories of these three families that changed your understanding of the challenges parents face in their efforts to participate in their children's schooling?
- How can teachers make their classroom activities more flexible for working parents who are unable to attend events during the school day?
Hughes, R. & Hans J.D. (2001). Computers, the internet, and families: A review of the role new technology plays in family life. Journal of Family Issues, 22(6), 776-790.
During the past 30 years, new communication technology devices have become common in American homes—among them are personal computers and the Internet. Social critics and other polemicists have argued whether these devices result in either positive or negative change in the lives of families. The authors examine the literature about family use of computers and the Internet and also look at how these technologies affect families' social networks, work, and interventions with families. Finally, the authors suggest directions for future research on communication technology within the context of families.
Focus Questions:
- How can teachers utilize communication technology devices to communicate with families?
- Keeping in mind that new technologies are unavailable to many families because of financial constraints, what considerations should a school district keep in the forefront when using technology as the chief form of communication with families?
Metcalf, L. (2002). The parent conference: An opportunity for requesting parental collaboration. Canadian Journal of School Psychology, 17(1), 17-25.
This article represents an example of how a solution-focused conversation can assist everyone involved with a school problem in the creation of an atmosphere where everyone is involved in stopping "the problem." For example, identifying the role of the teacher during times when the problem is occurring less gives the teacher clues as to which lesson plans are more effective. Discovering the times when the parent observes more successful academic production at home gives the teachers clues as to how to help the student in class. Together with the student, all three parties are more likely to come up with a solution that fits the child rather than prescribing a tried and true remedy that worked for other students but not the concerned student. The result is a conversation that leaves both parent and teacher consciously working on the same issue with an understanding of what their roles are with the student and helps the student to be more successful.
Focus Questions:
- Explain how this model of solution-focused conversations can encourage problem solving by all three participants-teacher, parent, and student.
- What specific suggestions from the article did you feel were valuable in sharpening your communication skills while collaborating with parents?
Chapter 12: Working With Families of Children with Special Needs
» Journal Articles
Harry, B., Klingner, J.K., & Hart, J. (2005). African American families under fire: Ethnographic views of family strengths. Remedial and Special Education, 26(2), 101-112.
This article focuses on the discrepancy between school personnel's negative stereotyping of African American families and the family information gleaned by ethnographic research. Using findings from a 3-year ethnographic study of the special education placement process in a culturally diverse urban school district, we describe the general atmosphere of negativity that prevailed among school personnel with regard to African American families living in poverty. The article focuses on the families of three case study students who were referred to special education. Home visits and ethnographic interviews with caregivers revealed family strengths that were neither known nor tapped by school personnel. We interpret the findings in terms of the power of cultural capital and the discrepancy between the schools' perceptions of such capital and the capital actually possessed by families.
Focus Questions:
- Discuss the notion of cultural capital as possessed by families and the varied resources families can bring into the school setting to support student achievement.
- How can ethnographic research uncover sources of family strengths and positive resources that might otherwise be ignored by school personnel?
- What can the classroom teacher do with this information to combat negative stereotyping?
Spann, S.J., Kohler, F.W., & Soenksen, D. (2003). Examining parents' involvement in and perceptions of special education services: An interview with families in a support group. Focus on Autism and Other Developmental Disabilities, 18(4), 228-237.
The purpose of this investigation was to examine families' involvement in and perceptions of children's special education services. A telephone survey was conducted with 45 families of children with autism who were part of a parent support group. The survey consisted of a total of 15 questions that pertained to the following areas: (a) the child's educational placement and type of special education services received, (b) the frequency and nature of parents' communication with school personnel, (c) parents' knowledge about and involvement in their child's Individualized Education Program (IEP) process, and (d) parents' priorities for their child and overall satisfaction with school services. Results indicated that the majority of children spent part of their day in the general education classroom and received 1 to 2 special education services.
Focus Questions:
- Describe the research findings in terms of parental knowledge of special education services their children were receiving as well as their understanding of Individual Education Plans (IEPs).
- What forms of communication can enhance the connection between parents of special education students and educators?
- How can parent support groups act as conduits for fruitful interactions between parents and educators?
Stoner, J.B., Angell, M. (2006). Parent perspectives on role engagement: An investigation of parents with children with ASD and their self-reported roles with education professionals. Focus on Autism and Other Developmental Disabilities, 21(3), 177-189.
This exploratory study employed qualitative methodology to analyze interview data that emerged from face-to-face interviews with eight parents of four children with autism spectrum disorder. The study focused on the roles these parents played as they monitored their children's educational programs and interacted with school professionals. The findings revealed that parent participants, especially mothers, consistently engaged in four roles: (a) negotiator, (b) monitor, (c) supporter, and (d) advocate. In addition, the degree of perceived parental trust in education professionals affected the extent of their engagement in the roles of negotiator, monitor, and supporter. The data also indicated that parents' education monitoring was mediated by the trust the parents placed on the education professionals. The authors discuss the implications of the findings for the improvement of parent—professional interactions and offer recommendations for future research.
Focus Questions:
- Translate the implications of the findings into parent-friendly approaches that teachers can use to develop trust between themselves and their classroom families.
- Furthermore how can teachers reinforce and support the four parental roles described in the article-negotiator, monitor, supported and advocate- in their everyday communications with families?
Chapter 13: Teacher as a Family Resource and Advocate
» Journal Articles
de la Rosa, I. A., Perry, J., Dalton, L.E. (2005). Strengthening families with first-born children: Exploratory story of the outcomes of a home visiting intervention. Research on Social Work Practice, 15(5), 323-338.
Objective: Using a theory of change framework, this study examines outcome measures of a home visitation program that provided services to first-born children and their parents living in southwestern New Mexico. Method: Home visitation workers conducted pretest and posttest assessments for prenatal and postpartum periods for 109 families receiving services in the First-Born Program. Families were assessed using the Revised North Carolina Family Assessment Scale. Paired sample t tests were used to assess effect. Results: Clients participating in the First-Born Program displayed significantly higher posttest scores on measures of family resiliency. Specifically, clients demonstrated improved scores in operationalized measures of resilience: social support, caregiver characteristics, family interaction measures, and a reduction in personal problems affecting parenting. Conclusion: The results are promising as participants were observed to make positive improvements in specific areas related to family resiliency.
Focus Questions:
- Explain how family resiliency factors can impact a student's school success and how teachers might identify those factors in families.
- Generate a list of additional measures of resiliency that might be used to counter everyday risk factors in lives of students and their families.
- How can teachers become aware of risk and resiliency factors affecting the population of their school?
- What other programs are effective in providing home visitation support?
Kaczmarek, L.A., Goldstein, H., Florey, J.D., Carter, A., & Cannon, S. (2004). Supporting families: a preschool model. Topics in Early Childhood Education, 24(4), 213-226.
The Family-Centered Preschool Model is a family support model for center-based preschool programs. The model utilizes family consultants—parents of children with disabilities—to augment the support provided by classroom professionals. Family consultants coordinate and facilitate formal and informal family supports, maintain a close liaison with classroom program staff, and represent parents on district/ agency and community boards, councils, task forces, and advisory committees. Family supports include linking families to community resources, providing requested information through a variety of formats, assisting families in various aspects of the special education process (e.g., Individualized Education Program meetings), and helping families in the transition to school-age programs. The model includes a curriculum for the initial training of family consultants, staff training, and materials to support the functions of the family consultants. The model was implemented for 5 years in an urban school district, and evaluation data from family and staff interviews identified some of the benefits. The authors also provide recommendations for adoption of the model.
Focus Questions:
- Apply the principles of the Family-Centered Preschool Model to a comparative model at the elementary level.
- How could family consultants coordinate and facilitate activities at the K-6 level?
- What considerations for adoption of this model at the elementary level would you put forth based on the article's recommendations?
- What challenges might occur as you transition this model to the K-6 level?
- How could these barriers be circumvented to fashion a successful program?
Peterson, C.A., Luze, G.J., Eshbaugh, E.M., Jeon, H., & Kantz, K.R. (2007). Enhancing parent-child interactions through home visiting: Promising practice or unfulfilled promise? Journal of Early Intervention, 29(2), 119-140.
Many intervention programs use home visiting to target enhanced parent-child interactions; however, few studies have examined specific intervention strategies, limiting the potential utility of evaluation results to guide practice, research, or policy effectively. In this paper, we recommend that researchers and program evaluators open the "black box" of home visiting intervention strategies. We initiate this effort by exploring the overall intervention processes in two home visiting programs and describing specific strategies (e.g., coaching and modeling) interventionists used during triadic interactions with the parent and child together. One study included 28 families parenting a child with a disability and receiving Part C services, and the second study included 92 families receiving Early Head Start services. Interventions were not homogeneous across programs or families. Minimal time was focused on facilitating parent-child interactions; when these strategies were used, however, mothers were more likely to be engaged in the intervention activities.
Focus Questions:
- What role can the family coordinator or child advocate play in home visitation activities?
- How can they demonstrate the intervention strategies of coaching and modeling in a manner to facilitate parent-child interactions?
- Also, how might they collaborate with teachers to share information and home visitation success stories?
- How can teachers follow through with this information when meting with families?
Chapter 14: Preparing for Family Events
» Journal Articles
Lee, J-S & Bowen, N.K. (2006). Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children. American Educational Research Journal, 43 (2), 193-218.
This study examined the level and impact of five types of parent involvement on elementary school children's academic achievement by race/ethnicity, poverty, and parent educational attainment. The sample comprised 415 third through fifth graders who completed the Elementary School Success Profile. Hypotheses from Bourdieu's theory of cultural capital were assessed with t tests, chi-square statistics, and hierarchical regressions. Consistent with the theory, parents with different demographic characteristics exhibited different types of involvement, and the types of involvement exhibited by parents from dominant groups had the strongest association with achievement. However, contrary to theoretical expectations, members of dominant and nondominant groups benefited similarly from certain types of involvement and differently from others. Implications for research and practice are discussed.
Focus Questions:
- What are several implications for practice that schools would be wise to consider in reaching out to nondominant groups of families?
- How can school actualize these practices to be inclusive of all families?
Saracho, O.N. (2007). Hispanic families as facilitators of their children's literacy development. Journal of Hispanic Higher Education, 6(2), 103-117.
Hispanic families provide children with literacy-rich environments, experiences, and interactions. Studies were reviewed to identify the Hispanic families' literacy practices, which were influenced by the families' educational levels, language, beliefs, and cultural practices. Family members can reinforce the children's literacy learning when they are presented with literacy experiences in a myriad of settings and contexts. The Hispanic family's support, school environments, school challenges, literacy intervention programs, and educational implications are discussed.
Focus Questions:
- Discuss the implications of the findings of this article for improving school connections with Hispanic/Latino families.
- What did you learn about minority families' literacy practices that can translate into effective literacy practices during a family literacy event at a school?
Wollman-Bonilla, J.E. (2001). Family involvement in early writing instruction. Journal of Early Childhood Literacy, 1(2), 167-192.
This article focuses on the daily written replies of four case study families to their five to seven year-olds' messages, about school activities, in Family Message Journals. Analysis of the instructional functions realized through text structure and lexico-grammatical features of families' replies reveals how family members may have played a role in providing writing instruction. Results demonstrate that all families, regardless of sociocultural background, had the ability to skillfully scaffold learning to write through instructional feedback on children's messages and modeling of genre conventions. In particular, the one immigrant family of English Language Learners modeled powerful writing that sometimes pushed the boundaries of mainstream genre expectations. Results demonstrate that even families typically considered less capable of participating, have much to contribute to children's school literacy learning that may both extend classroom instruction and introduce alternative, hybrid text models. These alternative texts complicate issues of genre modeling and family involvement and suggest the need for educators to recognize the value of multiple forms of social communication beyond mainstream expectations.
Article activity:
- Family writing activities help scaffold literacy learning as well as connecting families and schools. Brainstorm ideas for after school family literacy activities where multiple forms of communication are instrumental in promoting collaborative efforts between parents and their children to engage in acts of literacy.
Chapter 15: Schoolwide Family Involvement Activities
» Journal Articles
Ariza, E.N. (2003). Tesol tutor time homework center: a collaboration of volunteer preservice teachers in the public elementary schools. Urban Education, 38(6), 708-724.
Bilingual parents who struggle with language acquisition themselves cannot assist their children with homework and need academic support. This report describes the inception and progress of a university/public school collaboration where preservice teachers, who are working toward endorsement in teaching English to speakers of other languages (TESOL), volunteer to teach English as a second language (ESL) students. The preservice teachers provide academic support, homework help, language practice, and comprehensive explanations for children who are struggling to either learn English or to keep up with academic assignments. The TESOL Tutor Time Homework Center provides Florida Atlantic University's students the opportunity to apply current TESOL methodologies and approaches, thus enhancing the ESL student's ability to master the English language and achieve curriculum competencies.
Focus Questions:
- How can classroom volunteers support students who struggle with language acquisition?
- What information did you take from this article that might be helpful in planning a classroom-based program using volunteers to assist second language learners in language development activities?
- What special training or preparation would be necessary to prepare volunteers to tutor students?
- What resource personnel within the school community could provide that training?
Detert, J.R. & Detert, N.R. (2001). The family learning center charter school: Leadership and accountability at a crossroads. Journal of Cases in Educational Leadership, 4(2), 1-28.
The Family Learning Center Charter School case details the start-up and first year of operations of an elementary charter school in a diverse and relatively low-income area of St. Paul, Minnesota. The school's founder, Dr. Wayne Jennings, established the school to test his model for Community Learning Centers, designed around nineteen research-based principles. Jennings struggles to implement the model faithfully, dealing with all the other challenges of starting a new charter school, including funding problems, an inexperienced staff, and the lack of an established curriculum.
The case is useful for administrators-in-training, administrators already in leadership positions in traditional public schools, and individuals interested in exploring the establishment of a charter school. In particular, it addresses three significant questions. First, what are charter schools? Fundamentally, the case serves to clear up general misconceptions about charter schools and offer a concrete illustration. Second, how should new and innovative programs be evaluated? The case provides a format to discuss the standards, means, and length of evaluation of a program's performance. Finally, how should leadership respond as it strives to meet its goals with limited resources? Charter schools provide an exceptional level of autonomy while also demanding an unparallel demonstration of accountability.
Focus Questions:
- What new information about program evaluation procedures and measuring program performance did you learn from this article?
- How can you transfer this knowledge into the arena of family involvement program evaluation?
- How are the principles under riding effective evaluation similar for differing types of programs?
Lopez. M.E., Kreider, H., & Coffman, J. (2005). Intermediary organizations as capacity builders in family educational involvement. Urban Education, 40(1), 78-105.
Although a substantial literature examines the outcomes of family involvement in education, and the family and school characteristics that support or deter such involvement, we know little about the role of national nonprofit intermediary organizations in family educational involvement. This article argues that intermediary organizations play a crucial role in capacity building for family involvement by providing alternatives to school-centered approaches to family involvement and engaging families with intensive support that schools seldom offer. It examines the functions of intermediary organizations by using a framework of capacity building at the individual, organizational, and relational levels.
Focus Questions:
- How does the intensive support offered by intermediary organizations differ from that offered by schools?
- What could schools learn from the successful capacity building activities undertaken by intermediary organizations?


text:
Images: Secretary of the Army visits Camp Lemonnier [Image 3 of 5]
Photo by Staff Sgt. Robert Barnett
U.S. Army Sgt. 1st Class William Joyce, left, meets with the Honorable John McHugh, Secretary of the U.S. Army, right, at a luncheon during the Secretary's visit to Camp Lemonnier, Djibouti, July 30. McHugh surveyed health and welfare for U.S. soldiers of Combined Joint Task Force – Horn of Africa.
This work, Secretary of the Army visits Camp Lemonnier [Image 1 of 5], by TSgt Robert Barnett, identified by DVIDS, is free of known copyright restrictions under U.S. copyright law.
Date Taken:07.30.2010
Date Posted:07.30.2010 10:38
Photo ID:305173
Size:211.41 KB
Location:CAMP LEMONNIER, DJ

subset: commoncrawl


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The U.S. Bankruptcy Court for the Eastern District of Wisconsin will be closed on
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text:
Nov. 13, 2011
California had a shot to tie the game with 1.8 seconds remaining on the clock, but the ball clanked off the rim and the No. 16 Rutgers Scarlet Knights held on for a 73-70 victory in New Jersey, denying first year Golden Bear head coach Lindsay Gottlieb her first victory at the helm of the program. Gennifer Brandon had her sixth career double double in the loss.
The Bears took their first lead of the game, 6-4, on a fast break bucket by freshman guard Brittany Boyd, the first points of her collegiate career. Holding a slim 11-10 lead, Cal looked to break the game wide open, going on a literal run. Using their speed, the Bears took over the game, capping a run with back-to-back baskets from freshman forward Reshanda Gray, the first on an inbounds pass from junior guard Eliza Pierre and the second on another feed from Pierre after a steal and a fast break, to go ahead 19-10.
In the blink of an eye, or technically two clock minutes, Cal's lead had been chipped back down to two, 19-17, as the Scarlet Knights capitalized on Cal turnovers, converting them into seven points.
Both teams went cold, with the score holding at 19-17 for over two minutes. Rutgers finished their comeback, tying the game, 23-23, with 5:36 remaining in the half.
Just as quickly, Gray untied the game, draining the first three-pointer of her career seventeen seconds later to give Cal a 26-25 advantage. Freshman forward Justine Hartman earned her first collegiate stats at the 3:22 mark, grabbing an offensive rebound and then laying in the put back to push the Cal lead to 28-25.
In frenzied play to close out the half, Rutgers had two chances to go into the locker room with a lead. They missed a layup, managed to get the offensive rebound, and missed again. Sophomore forward Gennifer Brandon battled two defenders to come up with the board. She got the rebound, getting fouled with three seconds remaining. Brandon made both free throws to give Cal a 34-31 lead at the break.
Rutgers tied the game, 24-24, 13 seconds into the second half when Erica Wheeler drained a three-pointer. Another Wheeler trey gave Rutgers a 41-36 lead with just over 17 minutes to play. Rutgers turned up the pressure in the second half, forcing six Cal turnovers in the first three minutes of the second half, helping them build a seven-point lead.
Cal, at one point trailing by a dozen, pulled back within six, 52-46, after Brandon battled through multiple defenders to will her way to the hoop and a lay-in with just over 11 minutes remaining. Rutgers answered on the other end, pushing the lead back to eight.
Boyd got the Bears back within striking distance, 72-66, after getting an and-one with 1:47 left in the game. Rutgers broke the Bears press, but couldn't convert a layup under pressure. The Bears pulled in the rebound, running back down the floor.
Sophomore guard Afure Jemerigbe got fouled in the lane, sending her to the line with 1:18 remaining. Jemerigbe converted the second free throw, cutting the deficit to five, 72-67.
On the opposite end, Rutgers, under pressure, had another miss and Brandon pulled in a huge rebound. With the Bears running back down the court, Jemerigbe got wide open in the left corner, draining a three to make it a two-point game, 72-70, with 38 seconds remaining.
Boyd fouled Rutgers' Khadijah Rushdon with 13.1 remaining. Rushdon made one free throw, but missed the second. Sophomore guard Lindsay Sherbert pulled in the defensive rebound and Cal raced back to the offensive zone.
Boyd got the ball on the right side and shot off a three with two seconds remaining, a bucket that would have tied the game. The ball clinked off the rim, and Rutgers held on for the 73-70 victory.
"We felt that we had opportunities to win this game," said head coach Lindsay Gottlieb. "I credit Rutgers with doing what they do really, really, really well. This is a difficult place to win a game. I thought we had more chances in the first half to build a bigger lead, but then they came out and played that quintessential Rutgers basketball, and we didn't respond well enough. I was really proud with how we fought back and gave ourselves a chance to be back in the ball game. This is going to be really good for us. We want to be a team who is the toughest team in the gym, even when we are playing the likes of Rutgers. We'll work on that. We like the effort of our kids to finish strong."
Brandon, playing in her first game after sitting out all of last season with a stress fracture in her shin, scored 12 points with a game-high 15 rebounds, the sixth double double of her career.
"She told me before the game that she was a little bit nervous," Gottlieb said of Brandon. "I told her to just do what you do. I thought her energy sort of lifted us all game. That's something we will rely on. She was back out there acting like we were still in the game. Everyone fed off that."
Jemerigbe led the team with 14 points. Two of the freshmen, Boyd (12) and Gray (11), also ended the game in double figures.
The Bears will be back home for a pair of games next weekend, hosting Sacramento State on Thursday night, Nov. 17 and Illinois on Sunday, Nov. 20. Gottlieb, the ninth head coach in the history of the program, will now have an opportunity to earn her first victory at the helm of the Bears in front of the home crowd.


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PROS / Its features include an advanced image stabilizer, face detection and more.
CONS / This camcorder's hard drive is smaller than similar units and the included battery doesn't last long.
VERDICT / This is a quality hi-def hard drive camcorder packed with great features.
JVC's GZ-HD520BUS hard drive camcorder shoots in vibrant, full 1080p high-definition video and packs a number of features into a small, light, easy-to-hold body. The battery doesn't stay charged long, and unfortunately the drive itself is a little small. However, it earns our TopTenREVIEWS Silver Award thanks to its many features, including face detection, an advanced image stabilizer and more.
There are a host of features in the JVC GZ-HD520BUS hard drive camcorder, including a Konica Minolta lens engineered for 1920 x 1080p full HD recording. There's also an advanced image stabilizer so you can shoot smooth handheld video, and there is a 40x zoom lens, which is a little on the short side, plus a 200x digital zoom. It's easy to navigate the intuitive menus on the 2.7-inch full color LCD, and there's an HDMI port as well as a face-detection tool. This is a small, light hard drive camcorder, so you can shoot for a while without your hand or wrist hurting.
The battery can also shoot on a single battery charge for about 45 minutes, and it takes about 2.5 hours to recharge. This isn't really great battery life, but if you manage what you're shooting, you should be fine. Keeping the LCD screen open drains the battery, unfortunately.
The hard drive camcorder ships with a copy of Everio MediaBrowser 3 for Windows, which is an easy way to organize and view your video and digital stills. Plus, you can do some basic editing, add filters and titles, and easily share your videos and photos to YouTube and Facebook, two of the most popular media sharing websites.
It's also simple to convert your HD video to WMV (Windows Media) to share with family or upload to another video sharing website. You can also burn an optical disc of your video, such as a DVD, AVCHD disc or Blu-ray, though you'll need a compatible burner, which is sold seperately. If you have a Mac, you likely have Apple iMovie, which can support AVCHD, the format this hard drive camcorder records in.
Image Quality
The JVC GZ-HD520BUS hard drive camcorder supports full 1080p high-definition video recording, using the AVCHD recording format. This is a popular HD format, used by many of the consumer high definition camcorders on the market, both hard drive and flash-based. There are a few professional video cameras that use AVCHD, as well.
Another advantage to recording with the AVCHD format, is it's compatible with many of the consumer and professional editing and video browsing software apps, including Everio MediaBrowser 3. Whichever editing program you decide to use, AVCHD is supported.
This hard drive camcorder has four image quality settings, UXP (best), XP (Good), SP (decent) and EP (fair). The higher the quality, the better the overall video looks. You can record in 24Mbps (Megabits per second) high bit rate, which means the video won't be compressed as much, preserving the beautiful images and colors associated with high definition video. If you shoot in EP mode, the picture is still nice, but not as vibrant.
You can also capture digital photos with this hard drive camcorder, but the highest resolution is around 1.3 megapixels (MP), or 1920 x 1080. This is because the camcorder is built for video, so the image sensor can't support higher resolution. But captured photos do look very good.
Hard Drive Capacity
The hard drive capacity on the camcorder is 120GB, which is fairly big but smaller than similar units, some of which are hitting 220GB. The advantage of having a hard disk drive versus flash memory is the capacity is greater and more affordable on the HDD.
When you record in the lowest quality mode (EP), this hard drive camcorder can store close to 52 hours of video. But keep in mind, the actual quality of the video won't be as nice as recording in the best mode (UXP). If you decide to record in UXP, this unit can store up to 11 hours and 22 minutes of video.
The JVC GZ-HD520BUS supports an SD card that will store both HD video and digital stills, but you need to make sure you have the right one. To record video, you'll need a class 4 or better micro SDHC card, at least 4GB. For stills, a microSD or microSDHC is fine.
Help & Support
There are plenty of help and support options available for the JVC GZ-HD520BUS hard drive camcorder, such as a couple of user guides, including a basic one and an easy start guide. Also on the JVC website are product tutorials, a FAQs page, a list of JVC service centers and details about the one-year limited warranty.
If you need to contact JVC directly for further help, or if you need technical support for your hard drive camcorder, you can reach them by telephone or email. If you decide to call, keep in mind they keep normal business hours.
If you're looking for a quality high-definition hard drive camcorder, the JVC GZ-HD520BUS is a good option, despite the short battery life and smaller hard drive. The HD video looks great and the colors really pop, plus it's very easy to use. There are also a number of great features to give you optimal video quality, including its advanced image stabilizer.


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WWTC receives state grant to provide training to local businesses
Published on Wednesday, December 07, 2005
Governor Jim Doyle recently announced that 13 Wisconsin Technical Colleges will share more than $700,000 in grant funds from the Wisconsin Technical College System (WTCS) in the form of Workforce Advancement Training grants. Of that funding, Western Wisconsin Technical College received $33,214 to work with two local businesses.
"We are very excited to receive this support from the state," said Dr. Lee Rasch, president of WWTC. "This investment will help us in our mission to develop community partnerships that improve the economic vitality and quality of life in the areas that we serve."
Under the training grants, WWTC will work collaboratively with Midwest Security Insurance Companies of Onalaska, and D&S Manufacturing of Black River Falls to enhance the skills of incumbent workers. The goal is to increase productivity, increase job security, and provide advancement opportunities within the two companies.
Midwest Security Insurance Companies, a UnitedHealth Group Company, has approximately 300 employees in the area. The advancement grant will allow for customized training in insurance pre-licensing, leadership (new positions), customer service, and sales and marketing. The training will be offered onsite at Midwest Security and at the WWTC
La Crosse Campus.
"Continued education and training are the foundations that allow an enterprise to continue to grow," said Frank Vierling, chief operation officer at Midwest Security. "The ability to partner with the locally available education resources at WWTC is one of the reasons why we love being able to operate in the La Crosse area."
D&S Manufacturing is a custom metal fabricator that employs 155 people. The grant will provide their employees with training in systems integration and IT, mechanical design software, blueprint reading/machining, and project management. The training will take place at the D&S plant and at the WWTC Black River Falls Campus.
"This training will assist us in improving our employee skills, increases our overall efficiency and enriching their job responsibilities," explained Frans Carlstrom, operations manager at D&S Manufacturing. "By increasing our understanding of the potential gains of new technology and implementing process improvements we hope to reduce cost and lead times to gain a competitive advantage."
As part of Governor Doyle's Grow Wisconsin initiative, the Workforce Advancement Training Grants are designed to enable businesses to access world-class training on a local level.
"In today's global economy, the competition is across the ocean, not just across county or state lines," Governor Doyle said. "These grants enable businesses to take advantage of the world-class training opportunities provided by Wisconsin's great technical college system and help ensure that Wisconsin continues to have a highly-trained, highly-skilled workforce that's producing the best quality products."
WWTC's Business and Industry Services division specializes in customized training aimed at increasing productivity and profitability through employee skill development. For more information about programs and services at WWTC, please call 608.785.9200 or visit the WWTC Web site at wwtc.edu.


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Home > Restaurants >
83 1/2
345-349 E. 83rd St.,
New York, NY 10028
Official Website
Mon-Thu, 5pm-10pm; Fri-Sat, 5pm-11pm; Sun, 2pm-10pm.
Nearby Subway Stops
4, 5, 6 at 86th St.
Payment Methods
American Express, Diners Club, Discover, MasterCard, Visa
Special Features
- Good for Groups
- Open Kitchens / Watch the Chef
- Romantic
- Online Reservation
- Full Bar
Accepted/Not Necessary
- Make a Reservation with eighty-threeandahalf.com
When 83 1/2 shuttered three months after its late-2012 opening, chef Ryan Skeen was just starting to build buzz around his New American offerings. Two months later, the restaurant reopened with a new chef, Will Foden from Boston's Bina Osteria, at the stoves. Replacing Skeen's globalized menu is Sicilian-skewing Italian fare. In this small space, the food is as accessible as the chef, who can be seen wrangling flame-sputtering pans through the open kitchen; you can even get a close-up view at a chef's counter that seats five. Start your meal with a few items from the well-rounded selection of small plates, like risotto fritters cocooning tangy shreds of oxtail and tomato. While the appetizers alone are worth coming for, red-sauce dishes are how Foden's marking his territory, giving antipasti like tripe delightful piquancy, while thriving at entrées like pork cheeks on a bed of polenta. One misstep is the soggy tagliatini, which is overwhelmed by chunks of tough poached tuna, but for the most part, the convivial atmosphere, modest prices, and refined Southern Italian comfort food make 83 1/2 the classy older sister to Gino's, the owner's brother's pizzeria next door.Recommended Dishes
Stuzzicare, $13 for 3; tripe Olivitana,' $12
- Classic Desserts Are Returning to New York Menus
- You Can Feel Good About Eating This Inception Doughnut Because It's Vegan
- Roberta's Set to Take 'Significant' Investment From Tisch Family Member
- Watching a Machine From the 1800s Make Candy Is a Surprisingly Satisfying Way to End the Week
- NYC Can Start Fining Restaurants for Salt-Label Violations


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Once upon a time, there was a VERY, VERY beautiful girl who worked out in the mornings before work. Then something mysterious happened and she just stopped. She couldn't get out of bed in the morning and couldn't get back into the groove of it.
I've read a lot of article about how to become a morning exerciser. Most of them had great suggestions, but nothing that personally motivated me. I finally stumbled upon this article from Shape.com and it gave me some more ideas. It said to "bribe" yourself. I think the world "bribe" turned a light bulb on for me. Other articles suggested treating or rewarding yourself, but it was the term "bribing" that really got through to me.
I have everything I need and new clothes just won't do the trick. After spending this last weekend with my Mom and her Kindle Fire, I realized I really, really, really want one too! In fact, I can't stop thinking about how badly I want one. I don't need it AT ALL and can't justify buying one right now, so I concluded that it would be the perfect "bribe."
The problem is I'm a pretty stubborn person. I can't just say well if I workout every morning for 2 weeks, I can get one. That isn't good enough for me. I know I will miss mornings as I am easing myself back into it. And so, I created a point system for myself based on the habits I hope to build while working for my Kindle Fire. The points are as followed:
AM Workout (50 pts) – I put this at a higher point value because I need an extra push in this area. As long as I get up and get in a quick workout I will give myself the 50 points.
PM Workout (25 pts) – I don't want to penalize myself for not working out in the morning. If I do not put a decent point value on an evening workout then I won't do it. What would be the point? Good health? Puh-lease.
Mile Run (10 pts per mile) – I was running a few miles a day just a couple of months ago. Then I caught a cold and with my asthma it takes a lot longer for me to get back into a good running routine because I usually have to stop running for about 3-4 weeks when I am congested. Ten points seem measly, but if I can get back to running 3-5 miles a day it will add up to 30-50 points.
30 Minutes of Strength Training (50 pts) – I put this at a higher point value as well because I need some incentive to do it more. I am fully aware of the benefits of strength training, but I don't sweat as much and therefore it feels like it isn't a great workout.
20 Minutes of Core Training (25 pts) – I used to have a strong core. A couple of years ago I worked my abs out so hard I was having muscle spasms in my sleep and it hurt to breathe. Since then I've taken it easy. That is absolutely no excuse. The only real core training I get is when I do my recorded workouts with Amanda and we all know how those usually go.
30 Minutes of Yoga/Meditation (50 pts) – I always feel so good after meditating and stretching, but I take it for granted. I haven't done this in months and hopefully 50 points will make me want to do it even more. This is also a way to earn points on rest days.
Full Day of Clean Eating (100 pts) – This is high because although my diet has changed for the better, it isn't completely clean every day, but I do have some days that are. If I can avoid chemicals and refined sugar for an entire day, that deserves 100 points.
Sugar Binge (-100 pts) – I'm normally really good about this, but the past few days after eating so many peanut M&Ms, I can't seem to shake needing sugar. It's been rough and I need a higher incentive here.
Skipping A Workout (-100 pts) – This doesn't include planned rest days. If I have workout planned and I decide to skip it I will lose 100 points. No ifs, ands or buts.
Unhealthy Snacking (-25 pts) – This is different than a sugar binge because it isn't going overboard. Such as having a few Hershey Kisses instead of eating the piece of fruit I had available and such. Choosing a snack with chemicals in it over a clean snack is when I will lose points.
So when do I get the Kindle Fire? Easy. When I reach 5000 points. That seems a bit excessive I realize, however, my ultimate goal (besides getting a new tech toy) is to build good habits. It takes several weeks to build a good habit and I recognize that this is really about my health and not a new toy (even though I really, really, really want it). It isn't as bad as it seems though! If I workout in the morning, run two miles and strength train for 41 days I will get it! Six weeks isn't bad at all.
I created a chart to keep track of my points. If you'd like to try this challenge too, you can download a printable PDF of the chart by clicking here. I will keep you up to date of the current score on my Facebook and Twitter accounts… wish me luck!


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Prom Dress
Have You Picked Your Dress?
The new school year is almost ready to start and for high school seniors this means the end of the year will bring senior prom, which is considered the most important event in school with the exception of perhaps graduation. For most girls it also means time to find the perfect prom dress. Even though prom is only one night, the average girl will spend many days and hours looking for the perfect dress.
When the time comes you are going to find that the stores in the mall all seem to carry the same cookie cutter styles and at least half of the girls who go to their prom will end up getting their prom dress from the mall. If you do not want to go to your senior prom looking like another clone from the factory, you need to be a lot more selective about where you plan to buy the dress that is going to make you the bell of the ball. At Scala USA we have the perfect prom dress for you, our designs sure to set you far apart from the mall crowd.


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Hiya Peeps!
Has anyone here had any experience with licensing their characters for merchandising or logo/branding products offered by inquiring companies?
If so, let me know, or even if you someone I can get in contact with…
-eric lindgren =)
Comic Talk, Tips and Tricks
Character Licensing
Office_Zone at 2:56PM, March 8, 2006
last edited on July 14, 2011 2:20PM
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