Skip to main content

Connecting Home, School, and Community

New Directions for Social Research

  • Chapter
Handbook of the Sociology of Education

Part of the book series: Handbooks of Sociology and Social Research ((HSSR))

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Alexander, K. L., & Entwisle, D. R. (1996). Schools and children at risk. In A. Booth & J. Dunn (Eds.), Family-school links: How do they affect educational outcomes (pp. 67–88). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Ames, C., deStefano, L., Watkins, T., & Sheldon, S. (1995). Teachers’ school-to-home communications and parent involvement: The role of parent perceptions and beliefs. Report 28. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Baker, D. P., & Stevenson, D. L. (1986). Mothers’ strategies for children’s school achievement: Managing the transition to high school. Sociology of Education, 59, 156–166.

    Google Scholar 

  • Bauch, P. A. (1988). Is parent involvement different in private schools? Educational Horizons, 66, 78–82.

    Google Scholar 

  • Becker H. J., & Epstein, J. L. (1982). Parent involvement: A study of teacher practices. Elementary School Journal, 83, 85–102.

    Google Scholar 

  • Booth, A., & Dunn, I. (Eds., 1995). Family-school links: How do they affect educational outcomes. Hillside, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Border, R., & Merttens, R. (1993). Parental partnership: Comfort or conflict? In R. Merttens & J. Vass (Eds.), Partnerships in math: Parents and schools IMPACT project. London/Washington, DC: Falmer Press.

    Google Scholar 

  • Brian, D. (1994). Parental involvement in high schools. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana.

    Google Scholar 

  • Bright, J. A. (1994). Beliefs in action: Family contributions to African-American student success. Equity and Choice, 10(2), 5–13.

    Google Scholar 

  • Bronfenbrenner, U. (1979). The ecology of human development: Experiment by nature and design. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Burch, P., Palanki, A., & Davies, D. (1995). From clients to partners: Four case studies of collaboration and family involvement in the development of school-linked services. Report 29. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Burton, L. M. (1995). Urban survival in the Black community: A multi-generational perspective. Paper presented at the annual meeting of the American Sociological Association, Washington, DC.

    Google Scholar 

  • Cairney, T. H. (1995). Developing parent partnerships in secondary literacy learning. Journal of Reading, 38(1), 520–526.

    Google Scholar 

  • Cairney, T. H., & Munsie, L. (1995). Parent participation in literacy learning. Reading Teacher, 48, 392–403.

    Google Scholar 

  • Catsambis, S. (1998). Expanding knowledge of parental involvement in secondary education: Social determinants and effects on high school academic success. CRESPAR Center Report. Baltimore, MD: Johns Hopkins University.

    Google Scholar 

  • Catsambis, S., & Garland, J. (1997). Parent involvement in students’ education: Changes from the middle grades to high school. CRESPAR Center Report. Baltimore, MD: Johns Hopkins University.

    Google Scholar 

  • Chavkin, N. (Ed., 1993). Families and schools in a pluralistic society. Albany, NY: State University of New York Press.

    Google Scholar 

  • Children’s Defense Fund. (1997). State of America’s children. Washington, DC: Author.

    Google Scholar 

  • Christenson, S., & Conoley, J. (Eds., 1992). Home and school collaborations: Enhancing children’s academic and social competence. Colesville, MD: National Association of School Psychologists (NASP).

    Google Scholar 

  • Clark, R. M. (1983). Family life and school achievement: Why poor black children succeed or fail. Chicago: The University of Chicago Press.

    Google Scholar 

  • Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, 95–120.

    Google Scholar 

  • Coleman, J. S. (1993). The rational reconstruction of society. American Sociological Review, 58, 1–16.

    Google Scholar 

  • Coleman, J. S., Campbell, E., Mood, A., Weinfeld, E., Hobson, C., York, R., & McPartland, J. (1966). Equality of educational opportunity. Washington, DC: U. S. Government Printing Office.

    Google Scholar 

  • Coleman, P., Collinge, J., & Seifert, T. (1992). Seeking the levers of change: Participant attitudes and school improvement Paper presented at 5th Annual International Congress on School Effectiveness and Improvement, Victoria, British Columbia.

    Google Scholar 

  • Comer, J. P. (1980). School power: Implications of an intervention program. New York: The Free Press.

    Google Scholar 

  • Comer, J. P., & Haynes, N. (1991). Parent involvement in schools: An ecological approach. Elementary School Journal, 91, 271–277.

    Google Scholar 

  • Conners, L. J. (1994). Small wins: The promises and challenges of family literacy. Report. 22. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Conners, L. J., & Epstein, J. L. (1994). Taking stock: The views of teachers, parents, and students on school, family, and community partnerships in high schools. Report 25. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Connors-Tadros, L. J. (1996). Effects of Even Start on family literacy: Local and national comparisons. Report 35. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Corno, L., & Xu, J. (1998). Homework and personal responsibility. Paper presented at the annual meeting of the American Educational Research Association, April, San Diego, California.

    Google Scholar 

  • Dauber, S. L., & Epstein, J. L. (1993). Parents’ attitudes and practices of involvement in inner-city elementary and middle schools. In N. Chavkin (Ed.), Families and schools in a pluralistic society (pp. 53–71). Albany, NY: State University of New York Press.

    Google Scholar 

  • Davies, D., & Johnson, V. R., (Eds., 1996). Crossing boundaries: Family, community, and school partnerships. International Journal of Education Research, 25(1), Special Issue.

    Google Scholar 

  • Delgado, M., & Rivera, H. (1996). Use of Puerto Rican natural support systems as a bridge between community and schools. Report 34. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Dewey, J. (1916). Democracy and education. New York: Macmillan.

    Google Scholar 

  • Dolan, L. J. (1995). An evaluation of social service integration in six elementary schools in Baltimore. In L. Rigsby & M. Wang (Ed.), School/community connections. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Dornbusch, S. M., & Ritter, P. L. (1988). Parents of high school students: A neglected resource. Educational Horizons, 66, 75–77.

    Google Scholar 

  • Dryfoos, J. (1994). Full-service schools. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Eccles, J. S., & Harold, R. D. (1995). Family involvement in children’s and adolescents’ schooling. In A. Booth & J. Dunn (Eds.), Family-school links: How do they affect educational outcomes (pp. 3–34). Hillside, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Edmonds, R. R. (1979). Effective schools for the urban poor. Educational Leadership, 37(2), 15–24.

    Google Scholar 

  • Elder, G. H., Jr. (1997). The life course and human development. In R. M. Lerner (Ed.), Handbook of child psychology, Vol. 1: Theoretical models of human development (pp. 939–991). New York: Wiley.

    Google Scholar 

  • Epstein J. L. (1983). Longitudinal effects of family-school-person interactions on student outcomes. In A. Kerckhoff (Ed.), Research in sociology of education and socialization, Vol. 4 (pp. 101–128). Greenwich, CT: JAI Press.

    Google Scholar 

  • Epstein, J. L. (1985). A question of merit: Principals’ and parents’ evaluations of teachers. Educational Researcher, 14(1), 3–10.

    Google Scholar 

  • Epstein, J. L. (1986). Parents’ reactions to teacher practices of parent involvement. Elementary School Journal, 86, 277–294.

    Google Scholar 

  • Epstein, J. L. (1987). Toward a theory of family-school connections: Teacher practices and parent involvement. In K. Hurrelman, F. Kaufmann, & F. Losel (Eds.), Social intervention: Potential and constraints (pp. 121–136). New York: DeGruyter.

    Google Scholar 

  • Epstein, J. L. (1990a). School and family connections: Theory, research, and implications for integrating sociologies of education and family. In D. Unger & M. Sussman (Eds.), Families in community settings: Interdisciplinary perspectives (p. 99–126). New York: Haworth.

    Google Scholar 

  • Epstein, J. L. (1990b). Single parents and the schools: Effects of marital status on parent and teacher interactions. In M. Hallinan (Ed.), Change in societal institutions (pp. 91–121). New York: Plenum.

    Google Scholar 

  • Epstein, J. L. (1991). Effects on student achievement of teacher practices of parent involvement. In S. Silvern (Ed.), Advances in reading/language research: Literacy through family, community, and school interaction, Vol. 5 (pp. 261–276). Greenwich, CT: JAI.

    Google Scholar 

  • Epstein, J. L. (1992). School and family partnerships. In M. Adkin (Ed.), Encyclopedia of educational research (6th ed., pp. 1139–1151). New York: MacMillan.

    Google Scholar 

  • Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76, 701–712.

    Google Scholar 

  • Epstein, J. L. (1996a). New connections for sociology and education: Contributing to school reform. Sociology of Education, 69 (Special issue), 6–23.

    Google Scholar 

  • Epstein, J. L. (1996b). Perspectives and previews on research and policy for school, family, and community partnerships. In A. Booth & J. Dunn (Eds.). Family-school links: How do they affect educational outcomes (pp. 209–246). Hillside, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Epstein, J. L. (1998). Interactive homework: Effective strategies to connect home and school. Paper presented at the annual meeting of the American Educational Research Association, San Diego, California.

    Google Scholar 

  • Epstein J. L. (in press). School and family partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.

    Google Scholar 

  • Epstein, J. L., Coates, L., Salinas, K. C., Sanders, M. G., & Simon, B. S. (1997). School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Epstein, J. L., & Conners, L. J. (1994). Trust fund: School, family, and community partnerships in high schools. Report. 24. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Epstein, J. L., & Dauber, S. L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. Elementary School Journal, 91, 289–303.

    Google Scholar 

  • Epstein, J. L., Herrick, S. C., & Coates, L. (1996). Effects of summer home learning packets on student achievement in language arts in the middle grades. School Effectiveness and School Improvement, 7(3), 93–120.

    Google Scholar 

  • Epstein, J. L., Jackson V., & Salinas, K. C. (1994). Manual for teachers: Teachers involve parents in schoolwork TIPS language arts, science/health, and math interactive homework in the middle grades. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Epstein, J. L., & Jacobsen, J. (1994). Effects of school practices to involve families in the middle grades: Parents’ perspectives. Paper presented at the annual meeting of the American Sociological Association, Los Angeles, California.

    Google Scholar 

  • Epstein, J. L., & Lee, S. (1993). Effects of school practices to involve families on parents and students in the middle grades: A view from the schools. Paper presented at the annual meeting of the American Sociological Association, Miami, Florida.

    Google Scholar 

  • Epstein, J. L., & Lee, S. (1995). National patterns of school and family connections in the middle grades. In B. A. Ryan, G. R. Adams, T. P. Cullota, R. P. Weisberg, & R. L. Hampton (Eds.), The family-school connection (pp. 108–154). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Epstein, J. L., & Sanders, M. G. (in press). School, family, and community partnerships: Overview and new directions. In D. L. Levinson, A. R. Sadovnik, & P. W. Cookson, Jr. (Eds.), Education and sociology: An encyclopedia. New York: Garland.

    Google Scholar 

  • Epstein, J. L., Sanders, M. G., & Clark, L. A. (1999). Preparing educators for school-family-community partnerships: Results of a national survey of colleges and universities. Report 34. Baltimore, MD: Center for Research on Education of Students Placed at Risk (CRESPAR), Johns Hopkins University.

    Google Scholar 

  • Epstein, J. L., Simon, B. S., & Salinas, K. C. (1997). Effects of teachers involve parents in schoolwork (TIPS) language arts interactive homework in the middle grades. Research Bulletin, #18(September). Bloomington, IN: Phi Delta Kappa/Center for Evaluation, Development, and Research.

    Google Scholar 

  • Etzioni, A. (1993). The spirit of community: The reinvention of American society. New York: Simon and Schuster.

    Google Scholar 

  • Fagnano, C. L., & Werber, B. Z. (1994). School, family, and community interaction: A view from the firing lines. Boulder, CO: Westview Press.

    Google Scholar 

  • Fantini, M. D. (1970). Community control and the urban school. New York: Praeger.

    Google Scholar 

  • Fruchter, N., Galletta, A., & White, J. L. (1992). New directions in parent involvement. Washington DC: Academy for Educational Development.

    Google Scholar 

  • Galindo, R., & Escamilla, K. (1995). A biographical perspective on Chicano educational success. Urban Revie, 27(1), 1–29.

    Google Scholar 

  • Goodlad, J. (1988). School-university partnerships in action. New York: Teachers College Press.

    Google Scholar 

  • Gordon, I. J. (1979). The effects of parent involvement in schooling. In R. S. Brandt (Ed.), Partners: Parents and schools (pp. 4–25). Alexandria, VA: ASCD.

    Google Scholar 

  • Griffith, J. (1998) The relation of school structure and social environment to parent involvement in elementary schools. The Elementary School Journal, 99, 53–80.

    Google Scholar 

  • Harkevy, L., & Puckett, J. L. (1990). Toward effective university-public school partnerships: An analysis of three contemporary models. University of Pennsylvania Graduate School of Education, Philadelphia.

    Google Scholar 

  • Henderson, A. T., & Berla, N. (1994). A new generation of evidence: The family is critical to student achievement. Washington, DC: National Committee of Citizens in Education.

    Google Scholar 

  • Hidalgo, N. M. (1994). Profile of a Puerto Rican family’s support for school achievement. Equity and Choice, 10(2), 14–22.

    Google Scholar 

  • Hidalgo, N. M., Bright, J., Siu, S., Swap, S., & Epstein J. (1995). Research on families, schools, and communities: A multicultural perspective. In J. Banks (Ed.), Handbook of research on multicultural education (pp. 498–524). New York: MacMillan.

    Google Scholar 

  • Hoover-Dempsey, K. V., Bassler, O. C., & Burow, R. (1995). Parents’ reported involvement in students’ homework: Strategies and practices. Elementary School Journal, 95, 435–450.

    Google Scholar 

  • Jencks, C. (1972). Inequality: A reassessment of the effects of family and schooling in America. New York: Basic Books.

    Google Scholar 

  • Jencks, C. (1995). Did we lose the war on poverty? Paper presented at Seminar on Poverty and Social Policy, Department of Sociology, Johns Hopkins University, Baltimore, Maryland.

    Google Scholar 

  • Johnson, V. R. (1994). Parent centers in urban schools: Four case studies. Report 23. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Kagan, S. L., Neville, P., & Rustici, J. (1993). Family education and training: From research to practice—Implementation plan. Report 14. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Keesling, J. W., & Melaragno, R. J. (1983). Parent participation in federal education programs. In R. Haskins & D. Adams (Eds.), Parent education and public policy (pp. 230–254). Norwood, NJ: Ablex.

    Google Scholar 

  • Keith T. (1991). Parent involvement and achievement in high school. In S. Silvern (Ed.) Advances in reading/language research: Literacy through family, community, and school interaction, Vol. 5 (pp. 125-141). Greenwich, CT: JAI Press.

    Google Scholar 

  • Keith, T. (1998, April). Homework in and out of school. Paper presented at the annual meeting of the American Educational Research Association, San Diego, California.

    Google Scholar 

  • Kilmes-Dougan, B., Lopez, J. A., Nelson, P., & Adelman, H. (1992). Two studies of low-income parents’ involvement in schooling. Urban Review, 24(3), 185–202.

    Google Scholar 

  • Lareau, A. (1989). Home advantage: Social class and parental intervention in elementary education. Philadelphia: Falmer Press.

    Google Scholar 

  • Lee, S. (1994). Family-school connections and students’ education: Continuity and change of family involvement from the middle graded to high school. Baltimore. MD: Unpublished doctoral dissertation, Department of Sociology, Johns Hopkins University.

    Google Scholar 

  • Leichter, H. J. (1974). The family as educator. New York: Teachers College Press.

    Google Scholar 

  • Lightfoot, S. L. (1978). Worlds apart: Relationships between families and schools. New York: Basic Books.

    Google Scholar 

  • Litwak, E., & Meyer, H. J. (1974). School, family, and neighborhood: The theory and practice of school-community relations. New York: Columbia University Press.

    Google Scholar 

  • Lutz, F. W., & Merz, C. (1992). The politics of school-community relations. New York: Teachers College Press.

    Google Scholar 

  • Mawhinney, H. B. (1994). Institutional effects of strategic efforts at community collaboration. Educational Administration Quarterly, 30(3), 324–341.

    Google Scholar 

  • McKenna, M., & Willms, J. D. (1998). The challenge facing parent councils in Canada. Childhood Education, 74, 378–382.

    Google Scholar 

  • Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141.

    Google Scholar 

  • Montandon, C. & Perrenoud, P. (1987). Entre parents et ensignants un diologue impossible? Berne, Switzerland: Lang.

    Google Scholar 

  • Morisset, C. E. (1993). Language and emotional milestones: On the road to readiness. Report 18. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Morisset, C. E. (1994). School readiness: Parents and professionals speak on social and emotional needs of young children. Report 26. Baltimore, MD: Center on Families, Communities, Schools, and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: National Government Printing Office.

    Google Scholar 

  • Nettles, S. M. (1992). Coaching in community settings. Report 9. Baltimore, MD: Center on Families, Communities, Schools, and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Nettles, S. M. (1993). Coaching in communities: A practitioner’s manual. Baltimore, MD: Center on Families, Communities, Schools, and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Nord, C. W., Brimhall, D., & West, J. (1997). Fathers’ involvement in their children’s schools. Washington, DC: National Center for Education Statistics (NCES 98-091).

    Google Scholar 

  • Organization for Economic Cooperation and Development (OECD). (1996). What works in innovation in education: Parents as partners in schooling. Paris, France: Center for Educational Research and Innovation/Organization for Economic Cooperation and Development.

    Google Scholar 

  • Palanki, A., Burch, P., & Davies, D. (1995). In our hands: A multi-site parent-teacher action research project on family-school-community partnerships. Report 30. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Perry, T. (1993). Toward a theory of African American school achievement. Report 16. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Piaget, J., & Inhelder, B. (1969). The psychology of the child. New York: Basic Books.

    Google Scholar 

  • Pryer, C., & Favorini, A. (1994). Youth, parent, and teacher views of parent involvement in schools. Department of Education, Wayne State University, Detroit, Michigan.

    Google Scholar 

  • Rioux, W., & Berla N. (Eds., 1993). Innovations in parent and family involvement. Princeton Junction, NJ: Eye on Education.

    Google Scholar 

  • Roderick, M. (1997). Habits are hard to break: A new look at truancy in Chicago’s public high schools. Research brief: Student life in high schools project. Chicago: University of Chicago School of Social Service Administration.

    Google Scholar 

  • Rumberger, R. W. (1995). Dropping out of middle school: A multilevel analysis of students and schools. American Educational Research Journal, 32, 583–626.

    Google Scholar 

  • Ryan, B. A., Adams, G. R., Gullotta, T. P., Weissberg, R. P., & Hampton, R. L. (Eds., 1995). The family-school connection. Thousand Oaks. CA: Sage

    Google Scholar 

  • Ryan, S., Bryk, A. S., Lopez, G., Williams, K. P., Hall, K., & Luppescu, S. (1997). Charting reform: LSC—Local leadership at work. Chicago: Consortium on Chicago School Research.

    Google Scholar 

  • Sanchez, R. P., & Baguedano, M. M. (1993). Curriculum of the home and mathematics achievement. Paper presented at Fifth Annual International Roundtable on Family, Schools, and Children’s Learning, Atlanta, Georgia.

    Google Scholar 

  • Sanders, M. G. (1996). School-family-community partnerships focused on school safety: The Baltimore example. Journal of Negro Education, 65(3), 369–374.

    Google Scholar 

  • Sanders, M. G. (1998). The effects of school, family, and community support on the academic achievement of African-American adolescents. Urban Education, 33, 385–410.

    Google Scholar 

  • Sanders, M. G. (1999). School membership in the national network of partnership schools: Progress, challenges and next steps. The Journal of Educational Research, 92(4), 220–230.

    Google Scholar 

  • Sanders, M. G., & Epstein, J. L. (Eds., 1998a). International perspectives on school, family and community partnerships. In Childhood Education, 74 (International Focus Issue on School, Family, and Community Partnerships: International Perspective).

    Google Scholar 

  • Sanders, M. G., & Epstein, J. L. (1998b). School-family-community partnerships and educational change: International perspectives. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International handbook of educational change (pp. 482–502). Hingham MA: Kluwer.

    Google Scholar 

  • Sanders, M. G., & Epstein. J. L. (1998c). School-family-community partnership in middle and high schools: From theory to practice. CRESPAR Report 22. Baltimore, MD: Center for Research on the Education of Students Placed at Risk (CRESPAR), Johns Hopkins University.

    Google Scholar 

  • Sanders, M. G., Epstein, J. L., & Connors-Tadros, L. C. (1999). Family partnership with high schools: The parents’ perspective. CRESPAR Report. Baltimore MD: Center for Research on the Education of Students Placed at Risk (CRESPAR), Johns Hopkins University.

    Google Scholar 

  • Schneider, B., & Coleman, J. S. (Eds., 1993). Parents, their children, and schools. Boulder, CO: Westview Press.

    Google Scholar 

  • Schorr, L. (1997). Common purpose: Strengthening families and neighborhoods to rebuild America. New York: Doubleday.

    Google Scholar 

  • Scott-Jones, D. (1996). Social relationships, sources of support, and educational aspirations of adolescent childbearers. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Seeley, D. S. (1981). Education through partnership: Mediating structures and education. Cambridge, MA: Ballinger.

    Google Scholar 

  • Shartrand, A. M., Weiss, H. B., Kreider, H. M., & Lopez, M. E. (1997). New skills for new schools: Preparing teachers in family involvement. Cambridge, MA: Harvard Family Research Project.

    Google Scholar 

  • Shouse, R. C. (1996). Academic press and sense of community: Conflict, congruence, and implications for student achievement. Social Psychology of Education, 1, 47–68.

    Google Scholar 

  • Silvern, S. (Ed., 1991). Advances in reading/language research: Literacy through family community, and school interaction. Vol. 5. Greenwich, CT: JAI Press.

    Google Scholar 

  • Siu, S., & Feldman, J. (1996). Patterns of Chinese American family involvement in young children’s education: Final report. Report 36. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Sprague, J. (1998). (Re)making sociology: Breaking the bonds of our discipline. Contemporary Sociology, 27, 24–28.

    Google Scholar 

  • Swap, S. M. (1993). Developing home-school partnerships: From concepts to practice. NY: Teachers College Press.

    Google Scholar 

  • Swap, S. M. (1994). Irish-American identity: Does it still have meaning in supporting children’s school success? Equity and Choice, 10(2), 33–41.

    Google Scholar 

  • Tonnies, F. (1963/1987). [Gemeinschaft und Gesellschaft]. Community and society (C. P. Loomis, Trans). New York: HarperCollins.

    Google Scholar 

  • Topping, K. J. (1995). Cued spelling: a powerful technique for parent and peer tutoring. The Reading Teacher, 48(5), 374–383.

    Google Scholar 

  • Tucker, C. J., Marx, J., & Long, L. (1998). “Moving on”: Residential mobility and children’s school lives. Sociology of Education, 71, 111–129.

    Google Scholar 

  • Useem, E. L. (1991). Student selection into course selection sequences in mathematics: The impact of parent involvement and school policies. Journal of Research on Adolescence, 1, 231–250.

    Google Scholar 

  • Useem, E. L. (1992). Middle school and math groups: Parents’ involvement in children’s placement. Sociology of Education, 65, 263–279.

    Google Scholar 

  • Waller, W. (1932). The sociology of teaching. New York: Russell and Russell.

    Google Scholar 

  • Wasik, B. A., & Karweit, N. (1994). Off to a good start: Effects of birth-to-three interventions on early school success. In R. Slavin, N. Karweit, & B. Wasik (Eds.), Preventing early school failure (pp. 13–57) New York: Longwood.

    Google Scholar 

  • Weber, M. (1947). Theory of social and economic organization (A. M. Henderson and T. Parsons trans.) New York: Oxford University Press.

    Google Scholar 

  • Wynn, J., Costello, J., Halpern, R., & Richman, H. (1994). Children, families, and communities. Chapin Hall Center for Children, University of Chicago.

    Google Scholar 

  • Young, K. T., & Marx, E. (1992). What does learning mean for infants and toddlers? The contributions of the child, family, and community. Report 3. Baltimore, MD: Center on Families, Communities, Schools and Children’s Learning, Johns Hopkins University.

    Google Scholar 

  • Zigler, E., & Valentine, J. (Eds., 1975). Project Head Start: A legacy of the war on poverty. New York: The Free Press.

    Google Scholar 

  • Zill, N. (1996). Family change and students’ achievement: What we have learned, and what it means for schools. In A. Booth & J. Dunn (Eds.), Family-school links: How do they affect educational outcomes (pp. 139–174). Hillside, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2000 Springer Science+Business Media, LLC.

About this chapter

Cite this chapter

Epstein, J.L., Sanders, M.G. (2000). Connecting Home, School, and Community. In: Hallinan, M.T. (eds) Handbook of the Sociology of Education. Handbooks of Sociology and Social Research. Springer, Boston, MA . https://doi.org/10.1007/0-387-36424-2_13

Download citation

  • DOI: https://doi.org/10.1007/0-387-36424-2_13

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-0-387-32517-0

  • Online ISBN: 978-0-387-36424-7

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics