Working With Parents

Working With Parents

Paper instructions:
Review three (3) recent articles; professional journal or websites only – No .com websites

1 article should be focused on the importance of building positive relationships between parents and teachers (or school and home)

1 article should be focused on working with parents of ESL (English as a Second Language) students

1 article should be focused on working with parents of special needs students

Criteria for annotated bibliographies:

generally no more than 150 words for each bibliography

-APA format

-Sources must be from a professional journal or website

Baker, T. L., Wise, J., Kelley, G., & Skiba, R. J. (2016). Identifying barriers: Creating solutions to improve family engagement. School Community Journal, 26(2), 161–184. Retrieved from https://www.schoolcommunitynetwork.org/SCJ.aspx
This article discusses barriers that prevent families from becoming engaged in their children’s education and provides recommendations for solutions. The authors conducted a literature review and interviewed parents and educators to identify common challenges such as lack of clear communication, inflexible schedules for meetings, and cultural differences. They suggest practices like welcoming family involvement, using diverse communication methods, and training staff on cultural awareness to break down barriers. While the study focused on an urban school district, the identified barriers and recommendations could apply to other educational settings seeking to improve family-school partnerships.
Subhani, N. (2019). Building positive relationships between parents and teachers. International Journal of Educational Research Review, 4(4), 193-199. http://www.ijere.com/
Subhani explores the importance of collaboration between parents and teachers through positive relationships. The author notes that when parents and teachers work together in a spirit of cooperation and mutual understanding, it benefits students’ academic achievement, behavior, and social-emotional development. Subhani recommends practices for educators like keeping open communication, valuing parents’ input, and addressing concerns respectfully. The article suggests parents can support their children’s learning by maintaining respect for teachers, participating in school activities, and communicating high expectations for performance. Overall, the study reinforces that strong parent-teacher relationships are integral to student success.
Gonzalez, L. M., Borders, L. D., Hines, E. M., Villalba, J. A., & Henderson, A. (2013). Parental involvement in children’s education: Considerations for school counselors working with Latino immigrant families. Professional School Counseling, 16(3), 185-193. https://www.schoolcounselor.org/school-counselors/publications-resources/professional-school-counseling-journal
This article focuses on best practices for school counselors to engage Latino immigrant parents, a growing demographic. Gonzalez et al. note cultural and linguistic barriers that prevent involvement and review strategies counselors can use to build trust and communicate effectively with Spanish-speaking families. Suggestions include providing translations of written materials, utilizing bilingual community liaisons, and emphasizing the value of parental participation to support children’s academic success despite limitations. The research highlights culturally-sensitive approaches that help create welcoming environments and strengthen school-home relationships for English language learners and their families.