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|Toolkit of Resources for Engaging Families and the Community as Partners in Education Part 1: Building an understanding of family and community engagement
The Toolkit of Resources for Engaging Families and Community as Partners in Education provides resources for school staff to build relationships with families and community members and to support family well-being, strong parent-child relationships, and students' ongoing learning and development. Originally developed for the Guam Alliance for Family and Community Engagement in Education, the Toolkit is based on information from a variety of sources that address engagement in diverse communities. Part 1 of the toolkit provides tools and activities to build awareness among educators about how their beliefs and assumptions influence their interactions with families. The activities also address how demographic characteristics of the families can provide information to educators about what might support or hinder family engagement with schools. Part 1 is divided into four sections: reflecting on beliefs and assumptions, getting to know your families, understanding the influence of cultural lenses, and acknowledging cultural differences. Each section includes an introduction, summary of key points and related research, and a series of activities that can be used with school staff and community members. The activities are designed to guide discussions about the influence of culture on individual beliefs, assumptions, and efforts to engage others in support of student learning.
|Education Longitudinal Study of 2002/06: Restricted Use Second Follow-up Data Files, Data File Documentation, and Electronic Codebook System
This ELS:2002/2004 CDROM contains a revised version of the restricted-use base-year to second follow-up data that were previously released. Manuals documenting the sample design of these data, how they were collected, and how they should be used are included. This documentation is public use and can be downloaded directly from the ELS website (http://nces.ed.gov/surveys/els2002 /manuals.asp).
The ELS:2002 longitudinal study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work. By the third follow-up in 2012, these young people will be in their mid-twenties.
Users of the original second follow-up restricted-use data (NCES 2008-346) can obtain this revised version (NCES 2008-346r) by requesting it from the IES Data Security Office (IESData.Security@ed.gov). Nearly all of the changes that have been made in the original data are in base year and first follow-up variables and not transcript or second follow-up variables.
However, none of these changes affect data that were originally released in the base year to first follow-up restricted-use data (NCES 2006-430 ), or the transcript restricted-use data (NCES-2006-351).
|Fathers of U.S. Children Born in 2001: Findings from the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), E.D. Tab
This E.D. TAB presents information about the biological fathers of children born in the United States in the year 2001. It is the first publication of findings using the data collected from fathers during the base-year collection of the ECLS-B. It presents information on specific demographic characteristics of resident and nonresident biological fathers’ involvement in pregnancy and birth, fathers’ attitudes about fathering, and father involvement.
|Papers from the Early Childhood Longitudinal Studies Program Presented at the 2001 AERA and SRCD Meetings
This working paper contains papers presented at the spring 2001 meetings of the American Educational Research Association and the Society for Research on Child Development. All the papers either use data from the base year of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to answer questions about kindergartners and kindergartens in the U.S. or describe the design and development of the Early Childhood Longitudinal Study, Birth Cohort.
|National Household Education Survey of 1999 Data Files
Three surveys were conducted for the NHES: 1999: the Parent Survey (Parent-NHES: 1999), the Youth Survey (Youth-NHES: 1999) and the Adult Education Survey (AE-NHES: 1999). Data files for NHES: 1999 that were downloaded or shipped prior to June 1st, 2001 contain weights that have subsequently been revised and need to be replaced. Please follow the link below, at “On-line Availability,” for more information. Also, please note that the Data File User’s Manuals and Methodology Report for NHES: 1999 have not been revised to reflect the adjustment to the survey weights. As a result, data users should not use the weighted response rates or weighted frequencies that appear in these reports. The data files and documentation for NHES: 1999 can be downloaded from this website.
|Fathers' and Mothers' Involvement in Their Children's Schools by Family Type and Resident Status
This report uses data from the 1996 National Household Education Survey to address questions about the level of involvement of parents with their children's schools and the relationship between involvement and student outcomes. The report looks at differences in fathers' and mothers' involvement by family and parent type. It also examines differences in nonresident fathers' and mothers' involvement with their children's schools. The association between fathers' and mothers' school involvement and student outcomes is explored by family type and resident status.
|Measuring Father Involvement In Young Children's Lives: Recommendations for a Fatherhood Module for the ECLS-B
This working paper was prepared during the early design phase of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). It examines the possible content of a father module and some of the methodological challenges associated with including fathers in a national study of young children.
|Issue Brief: How Involved Are Fathers in Their Children's Schools?
This issue brief looks at the extent to which fathers are involved in their kindergarteners' through 12th graders' schools using data from the 1996 National Household Education Survey (NHES:96). The involvement of fathers in two-parent and in father-only families is presented and contrasted with that of mothers in two-parent and in mother-only families.
|Issue Brief: Students Do Better When Their Fathers Are Involved at School
This issue brief looks at the link between fathers' involvement in their children's schools and kindergarteners through 12th graders' school performance using data from the 1996 National Household Education Survey (NHES:96). Information is presented for children living in two-parent and in father-only families.
|Issue Brief: Factors Associated With Fathers' and Mothers' Involvement in Their Children's Schools
This issue brief examines factors that are associated with fathers' and mothers' involvement in their children's schools among children in kindergarten through 12th grade linving in two-parent and in single-parent families.
|Fathers' Involvement in Their Children's Schools
This report provides a broad overview of the extent to which resident (excluding foster) and nonresident fathers are involved in their children's schools and examines the influence their involvement has on how children are doing in school. The report emphasizes fathes' involvement in their children's schools, but information on mothers' involvement is also provided. Throughout the discussion of resident fathers' involvement, a distinction is made between fathers in two-parent families and fathers who are heads of single-parent families.
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