Parent Involvement for Motivated Learners provides pre-service teachers and researchers with guidance on how to foster mindful, healthy school–family partnerships that empower students to become resilient, self-directed learners. Given the intense academic pressures on students to succeed – and on parents and teachers to help them do so – it is important to develop learners who can weather increased standards and demands. Committed to helping teachers reflect on how parent involvement relates to motivational concepts such as the growth mindset, self-regulated learning, and intrinsic motivation to learn, this book is an accessible synthesis of relevant research and theory surrounding student motivation and parent involvement.

While there are some books and articles about the importance of understanding in-school learning style and the benefits in achievement and attitude toward learning that accrue from matching learning style to learning environment, this is the first book on homework style. Homework style is the personal preference for doing the tasks assigned by teachers and learning new material outside of the formal school setting. Learning style and homework style have been found to be related yet empirically distinguishable, indicating the unique situation the home variable plays in forming individual learning styles. This guide will help parents, teachers, and counselors understand homework style and gain an awareness of the relationship between homework style, homework achievement, and school achievement.

This synthesis of the latest knowledge on homework presents unique findings by researchers from various countries and diverse professional backgrounds. It approaches the topic of homework from several perspectives, including its political and cultural contexts aspects of parental involvement and parent-child relationships school contexts and practices observable impacts It highlights homework-specific concerns and considers two principal solutions. Firstly, support initiatives from schools and communities. Secondly, improved homework design, aimed at attracting greater student interest and promoting communication within families. Recommendations for practice and future research are also discussed. A political analysis shows that current confusion about homework might stem from a tension between two prevailing ideologies, one stressing students’ improved achievement in competing economies, and the other privileging collaboration between the school, family and community. This book considers how both teachers and parents can ensure a balance between the child’s school life and his or her overall development. Certain community resources are available to parents and students, but these in no way absolve parents of the responsibility to maintain an interest in their child’s school activities. International Perspectives on Student Outcomes and Homework proposes ideas and actions of relevance to everyone interested in the issue: school administrations, teachers in training and in practice, parents, and researchers eager to contribute to the advancement of knowledge in the field. It is a perfect companion to International Perspectives on Contexts, Communities and Evaluated Innovative Practices, also edited by Rollande Deslandes, and published simultaneously by Routledge.

Award-winning teacher, blogger, and author Larry Ferlazzo is back with more insightful research and strategies for helping students want to care more about school and learning. In his previous books on motivation—Helping Students Motivate Themselves and Self-Driven Learning—he tackled ways to help students build intrinsic motivation by how you use class time, manage your class, encourage students to feel positive about learning, help them not feel burned out by testing, and more. In this book, he looks at how teachers can create classroom conditions that are needed for motivation to grow in the first place. Ferlazzo provides research-based suggestions on what you can do today to help students want to develop qualities like physical health, grit, flow, and a desire to transfer what they’re learning to life outside of school. At the end of each chapter, you’ll find high-interest lesson plans, correlated to the Common Core ELA/Literacy Standards, that set the stage for long-term positive impacts. Students will read about sports stars, how maintaining a healthy lifestyle can help them achieve their goals, and other engaging topics. They will integrate information from various texts and make connections to their own lives, hopes and dreams—a more powerful way to learn to care than being told they should. The readings for these lessons and other tools are available as free eResources on our website so you can easily print them for your students.

Recent research suggests that good relationships between parents and their children’s providers or teachers could lead to positive outcomes for children and families. Positive, mutually respectful, and collaborative relationships between families and schools and education providers and teachers contribute to young children’s school readiness, increase positive family engagement in children’s programs, and strengthen home-program connection, a critical factor to children’s school success. Bridging Family-Teacher Relationships for ELL and Immigrant Students is a comprehensive reference source that focuses on research-based pedagogical practices for teaching young English language learners (ELL) and immigrants. It specifically looks at strategies across the curriculum including social-emotional development, parent involvement, language development, and more. While highlighting major themes that include academic engagement and achievement among ELL and immigrant children, factors affecting partnerships with schools and home, the impact of home environments on school readiness, and student performance, this book shares pedagogical practices across different subjects that use partnerships with families of ELL/immigrants. It is intended for classroom teachers (early childhood and K-12), parents, faculty, school administrators, academicians, professionals, researchers, and students interested in family-teacher relationships.

The goal of this text is to help teachers in diverse classrooms understand the importance of students’ culture, languages, and schooling experiences to curriculum, assessment, and student achievement. Readers will learn about aspects of specific cultures and languages that are important to their understanding of their students, and they will discover that cultures that are often considered similar may not be so (and why they aren't). Finally, the text focuses on how teachers can integrate languages and cultures into classrooms and how to account for students' backgrounds and funds of knowledge when devising tasks. The text starts with an introduction to language and culture that presents a research?based explanation of why these concepts are important for teachers to understand (Chapter 1). Then, the middle 28 chapters each address one country/culture. Each chapter starts with a school scenario in the US. Part 2 of each chapter includes evidence?based demographic and background data on the country, including historical events that may have an impact on our students and their families. Part 3 includes a look at education, schooling, and culture, including famous people, contributions to the world, personal characteristics, important religious information, focal customs, and other aspects that are important to cultural insiders. Part 4 is about language and literacy traditions and how they relate to the culture, a number of words that teachers can learn (e.g., yes, no, thank you, please, hello), how the language is different from and similar to English, and what those differences and similarities might mean for English language learners from that culture. Part 5 comprises advice, resources, and ideas for teachers (for example, if it is an oral culture, the teacher might consider working with students on oral storytelling before transitioning to written stories, or incorporate both using technology). Each chapter also contains recommended readings and resources and short exercises that extend the chapter information. The final chapter presents parting notes for teachers and additional suggestions for addressing diversity.

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