Families, Schools, and Communities (4th Edition)

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9780132392822: Families, Schools, and Communities (4th Edition)

A basic tenet of Families, Schools, & Communities: Building Partnerships for Educating Children, fourth edition, is that schools will always be a primary venue for educating the young child, and educators must be in the forefront of any endeavor to bring about change.  However, the authors stress that to accomplish the tasks at hand, all school districts must develop vibrant partnerships--uniting parents and community members with teachers in educating tomorrow's citizens.  Schools are where the action will bloom, but respectful collaboration is the key to success.

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From the Back Cover:

This fourth edition discusses the benefits and strategies for developing a strong collaboration among the family, school, and community to support children in today’s culturally diverse society.

 

New to this edition:

 

New Chapter,“Including Children with Disabilities”

o       Emphasizes the impact of family, the school’s approach, and community support on the development of children with special needs. (See Chapter 6.)

 

More Applications and Implications for Teachers

o       A new section, “Applying These Concepts to Your Work with Children and Families,” highlights the practical application of concepts discussed in each chapter.

o       Updated vignettes of children’s real-life events.

o        New and revised book and media resources.

 

New Reflection boxes in each chapter

 

Expanded coverage of timely topics such as:

o       Diversity in American communities and homes

o       Bullying

o       Childhood obesity

 

Resources include an Online Instructor’s Manual, Online Test Bank, Online PowerPoint Slides, TestGen, and Online WebCT and Bb course cartridges.

About the Author:

Chandler Barbour, a retired professor of education, has spent over 40 years in elementary school

teaching, school administration, and university teaching. His strong interests in educational

partnerships for teachers in training and appropriate curriculum for children have led to research and

writing on school collaborations and networks. He is a co-author of two earlier publications:Partnerships

in Education (1970), AACTE and The Teaching Clinic (1974), Ass'n of Teacher Educators,

plus articles and reports for professional journals in Education. In retirement, Mr. Barbour lives in

coastal Maine and devotes volunteer time to public school projects, church programs, and prison

inmate counseling. He also serves as a board director for a fishing advocacy group, a church facilities

board, and one regional hospital board.

 

 

Nita H. Barbour is a retired University of Maryland professor with over 30 years in teaching,

researching and curriculum program development for educational facilities in three states. Her

professional work covers involvement with programs for populations ranging from preschool to

university graduate courses. Nita's Fulbright Scholarship in language study in the 1950s led to a career

long interest in the uses of language and the impact of language and culture on education. This interest

has followed her into retirement as a feature of the language literacy programs she has established for

preschoolers in her Maine community. Professor Barbour is a co-author of two earlier textbooks in the

early childhood field: Early Childhood Education: An Introduction, 4e, 1998, Merrill/Prentice Hall and

Developmental Continuity Across Preschool & Primary Grades, 2e, 2004, Ass'n of Childhood

Education International.

 

 

Dr. Patricia Scully is an Associate Professor at the University of Maryland Baltimore

County (UMBC) where she directs the early childhood teacher education program and

teaches courses in early literacy, children’s literature, and curriculum.  Earlier in her

career, Dr. Scully taught in child care centers and public school classrooms working with

children from two to 12 years of age in New Jersey, New York City, and Maryland.  She

has been a child care center director and has worked extensively in professional

development for child care professionals. She is a graduate of The College of New

Jersey, Teachers College, Columbia University and the University of Maryland College

Park.  Her publications include articles in the Early Childhood Journal and Young

Children as well as the book, Developmental Continuity across Preschool and Primary

Grades, 2nd Ed. published by the Association for Childhood Education International.

 

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