ANNOTATED REFERENCE LIST

Annotated Reference list

Annotated Reference list

Haynes, N. M., Emmons, C. L., (1996), The School Development Program evaluation process In Rallying the whole village: The Comer process for reforming education (pp. 123-144). New York: Teachers College, Columbia University.

It discusses the School Development Program (SDP), a program that utilizes nine elements to create positive, healthy, supportive school. It requires three teams—

student and staff support team

school planning and management team

parent team

Three operations are required to perform no fault, consensus and collaboration; guiding principles. These operations include;

Monitoring

Comprehensive school plan for staff development

Assessment

National Council of Jewish Women, (1996), Parents as school partners: Research report. Retrieved from, http://eric-web.tc.columbia.edu/families/NCJW_child/index.html

This paper discusses the project conducted by National Council of Jewish women. This project includes the study of parental involvement in schools. This research was conducted on survey of nearly 200 school districts, school based programs and 33 focus groups. The research founded that fewer programs have been evaluated for the parental involvement among children older than elementary school age.

Epstein, J. L, (2001), Teachers Involve Parents in Schoolwork (TIPS): Volunteers in social studies and art. In J. L. Epstein (Ed.), School, family, and community partnerships: Preparing educators and improving schools (pp. 543-62).

The paper deals in the involvement of the parents conducted by the teachers in Schoolwork in the subjects of Social Studies and Art program. This involves the appreciation of arts in terms of social studies which discusses to improve student's knowledge along with the appreciation of art.

Martinez, Y. G., & Velazquez, J. A. (2000). Involving migrant families in education. National Parent Information Network. Retrieved April 20, 2002, from http://npin.org/library/2002/n00644/n00644.html

Cultural differences are explored in migrant families in this article, which discusses the involvement in education. No of risk factors are faced by students which include poverty, mobility and school facilities lack of access are being discussed in the article.

Kreider, H. (2002), Getting parents “ready” for kindergarten: The role of early childhood education. Amherst, MA: Harvard Family Research Project, Retrieved April 20, 2002, from http://www.gse.harvard.edu/hfrp/projects/fine/resources/research/kreider.html

Parents can build the strong relations with their children by experiencing positive experiences from the early childhood programs. This program discusses the outcomes of future programs conducted to build strong relations among the parents and children. The paper further modifies the involvement of parents in childhood education by discussing kindergarten as a major aspect for it.

Marcon, R.A. (1999). Positive relationships between parent school involvement and public school inner-city preschoolers' development and academic performance. School Psychology Review, 28, 395-412.

The article discusses that daily living, communication and motor skills have improved for the preschool children through increased parental involvement. The study appreciates the parental involvement more towards boys. Positive relations among the children and parents have played an effective role towards the career development of the students.

Miedel, W. T., & Reynolds, A. J. (1999). Parent involvement in early intervention for disadvantaged children: Does it matter? Journal of School Psychology, 37 (4), 379-99.

This study describes the relation between the school achievements for the inner city children and parental involvement in an early ...