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Involving Families and Communities in the Education of Children and Youth Placed At Risk


by Mavis G. Sanders, Glenda L. Allen-Jones & Yolanda Abel — 2002

This chapter discusses the current state of family and community involvement in the schooling of students placed at risk. It describes developments in research and policy in family and community involvement during the past decade. It also reports continued barriers to family and community involvement, especially in low-resource, high-risk schools and communities. The chapter concludes with suggestions for maximizing schools’ capacity to involve families and communities in the education of children and youth placed at risk. It emphasizes the importance of teacher preparation and professional development, a team approach to partnership program design and implementation, and district-level support and facilitation.


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This article originally appeared as NSSE Yearbook Vol. 101, No. 2.


Cite This Article as: Teachers College Record Volume 104 Number 10, 2002, p. 171-188
http://www.tcrecord.org ID Number: 18647, Date Accessed: 12/18/2017 5:32:16 PM

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About the Author
  • Mavis Sanders
    Johns Hopkins University
    E-mail Author
    MAVIS G. SANDERS holds a joint appointment at Johns Hopkins University as a Research Scientist in the Center for Social Organization of Schools and as an Assistant Professor in the Graduate Division of Education.
  • Glenda Allen-Jones
    Governors State University
    E-mail Author
    GLENDA L. ALLEN-JONES is a University Lecturer at Governors State University and a Doctoral Candidate in Education at the University of Illinois at Urbana-Champaign.
  • Yolanda Abel
    Johns Hopkins University
    E-mail Author
    YOLANDA ABEL is a Doctoral Candidate in the Department of Teacher Development and Leadership and an Instructor in the Department of Teacher Preparation in the Graduate Division of Education at Johns Hopkins University.
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