Family, School, Community Engagement and Partnerships
Theory and Best Practices
Nonfiction, Reference & Language, Education & Teaching
| Author: | ISBN: | 9781317498735 | |
| Publisher: | Taylor and Francis | Publication: | October 24, 2018 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781317498735 |
| Publisher: | Taylor and Francis |
| Publication: | October 24, 2018 |
| Imprint: | Routledge |
| Language: | English |
How can colleges and schools support the inclusion of family, school and community engagement curricula in teacher and administrator preparation programs? The contributions in this book try to answer this question, with contributors describing their experiences, their programs, and their support for the goal of enhancing parental involvement and engagement in Schools and Colleges of Education.
The authors and researchers, such as Joyce Epstein, who is the foremost researcher on the topic, have the knowledge and expertise in family, school, and community engagement and partnerships from both theory and best practice perspectives. The book is designed to be interactive, and readers are encouraged to engage themselves in the conversation. Readers are invited to e-mail any of the editors to discuss the questions posed. This book was originally published as a special issue of Teaching Education.
How can colleges and schools support the inclusion of family, school and community engagement curricula in teacher and administrator preparation programs? The contributions in this book try to answer this question, with contributors describing their experiences, their programs, and their support for the goal of enhancing parental involvement and engagement in Schools and Colleges of Education.
The authors and researchers, such as Joyce Epstein, who is the foremost researcher on the topic, have the knowledge and expertise in family, school, and community engagement and partnerships from both theory and best practice perspectives. The book is designed to be interactive, and readers are encouraged to engage themselves in the conversation. Readers are invited to e-mail any of the editors to discuss the questions posed. This book was originally published as a special issue of Teaching Education.
