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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 - 2002This 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.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol. 101, No. 2. |
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- 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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