Research-Based Practical Strategies for Every Teacher In an age of information overload, do you ever wish you could find one resource that would allow you to quickly gain insight into a variety of cutting-edge practices in elementary education? You’re holding it at your fingertips. What Really Works in Elementary Education compiles the advice of experts who not only understand the research behind certain educational practices, but also have experience working in elementary classrooms. Each user-friendly chapter, focused on a topic vital to elementary educators, presents information in a straightforward way to help you learn what works – and what does not work – with students today. Whether you’re a new educator, or just seeking to build new skills, you’ll benefit from • Insight into a handful of innovative topics in instruction; including using technology, UDL, co-teaching, and assessment • Novel approaches to classroom management and strategies to engage students • Chapters focused on effective methods for teaching within content areas • Practical tips for reaching all learners; including ELLs, students with autism, and gifted students • Useful reproducibles and resources for every topic area Never before has so much valuable information been presented so simply and effectively in one resource. Are you ready to focus on what works best?
Chapter 20: Fantastic Family Collaboration
Fantastic Family Collaboration
What Really Works With Family Collaboration in the Elementary Classroom
Building Authentic Partnerships With Elementary School Families
How many of you would say that “parents are the heartbeat of the school?” A principal in Los Angeles who takes the time to participate in a Parents as Authors program, considers them exactly that. “I hear the parents’ stories and make a connection at such a human level,” she said (Auerbach, 2011, p. 20). This leader’s open, relationships-based approach is the new face of family engagement—an active, inclusive connection that supports families and students’ learning and development—as opposed to traditional parent involvement focused on the school’s agenda (Olivos, Ochoa, & Jimenez-Castellanos, 2011). Think of it as educators “doing with” ...