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008			230118s2022 sz | s |||| 0|eng d
020			_a9783030746179
024	7		_a10.1007/978-3-030-74617-9 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aLB1139.35.P37 _b2022 EB
245	0	0	_aFamily-School Partnerships During the Early School Years : _bAdvancing Science to Influence Practice _cedited by Karen L. Bierman, Susan M. Sheridan
250			_a1st edition 2022
264		1	_aCham _bSpringer International Publishing _c2022
300			_a1 recurso en línea (X, 150 páginas) _b12 ilustraciones, 8 ilustraciones a color
336			_atexto _btxt _2rdacontent
337			_aelectrónico _bc _2rdamedia
338			_arecurso electrónico _bcr _2rdacarrier
347			_aarchivo de texto _bPDF
490	0		_aResearch on Family-School Partnerships _x2662-723X
505	0		_aChapter 1: Family-School Partnerships at School Entry: Developmental and Conceptual Frameworks for Action -- Chapter 2: The Getting Ready (GR) Intervention -- Chapter 3: The REDI-Parent Program: Enhancing the School Success of Children from Low-Income Families -- Chapter 4: ParentCorps: Promoting Culturally Relevant Family-School Partnerships at School Entry -- Chapter 5: Using the Family Check-Up to Support Social and Behavioral Adjustment in Early Elementary School -- Chapter 6: Child-Parent Centers -- Chapter7: Future Directions for Research -- Chapter 8: Future Directions for Practice and Policy. .
520			_aThis book presents research-based family-school intervention programs that target the specific developmental period of preschool through the early elementary years, focusing on promoting positive child transitions into school. It explores critical intervention issues, including the need to understand mechanisms of efficacy, issues with real-world implementation, and methods for scaling family-school interventions. The volume references developmental research to highlight the importance of family-school partnerships at this critical transition period. Several chapters briefly describe research on proven intervention models that are effective in promoting family-school partnerships as children enter kindergarten and foster positive school outcomes. Each chapter concludes with a review of the most critical next steps in family-school intervention research within the context of the early school years. At the end of the book, several commentary chapters address overall implications for future research and methods for advancing the field, including perspectives on research-informed family-school practices and policies. Not only does the volume highlight interventions that work effectively to engage families with schools, it focuses on identifying critical components and processes that may underlie effective intervention outcomes and offers agendas for future research and intervention diffusion efforts. Key topics of coverage include: Presenting the logic model of the intervention program. Exploring questions concerning critical elements of family-school partnerships that may account for children's positive outcomes. Discussing the challenges and strategies for scalability and broad diffusion. Family-School Partnerships During the Early School Years is a valuable resource for researchers, professionals and graduate students in child and school psychology, educational policy and politics, family studies, developmental psychology, sociology of education, sociology, and anthropology.
988			_aSpringer_Psychology_2022
650		7	_2embne _9150764 _aEducación de la primera infancia
650		7	_2embne _9141515 _aFamilia y enseñanza
776	0	8	_iPrinted edition: _z9783030746162
776	0	8	_iPrinted edition: _z9783030746186
776	0	8	_iPrinted edition: _z9783030746193
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi-org.ezproxy.universidadeuropea.es/10.1007/978-3-030-74617-9 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b01/2023 _dz _eIG _zSI