Father-School Communication in Preschool and Kindergarten

References

• Bradley, R. H., Caldwell, B. M., & Rock, S. L. (1988). Home environment and school performance: A ten year follow-up and examination of three models of environmental action. Child Development, 59, 852–867.
   PubMed Web of Science ®Google Scholar
• Bradley, R., Corwyn, R., McAdoo, H., & Garcia Coll, C. (2001). The home environments of children in the United States: Part I: Variations by age, ethnicity, and poverty status. Child Development, 72, 1844–1867.
   PubMed Web of Science ®Google Scholar
• Brown, B., Michelsen, E., Halle, T. G., & Moore, K. A. (2001). Fathers'activities with their kids: Child trends research brief. Washington, DC: Child Trends, Inc.
   Google Scholar
• Cabrera, N. J., Ryan, R. M., Shannon, J. D., Brooks-Gunn, J., Vogel, C., Raikes, H., Tamis-LeMonda, C., & Cohen, R. (2004). Low-income fathers' involvement in their toddlers' lives: Biological fathers from the Early Head Start research and evaluation study. Fathering, 2, 5–36.
   Google Scholar
• Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. New York: The Guilford Press.
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York: Erlbaum.
   Google Scholar
• Coleman, J. (1988). Social capital in the creation of human capital. American Journal of Sociology 94, 95–120.
   Web of Science ®Google Scholar
• Downer, J. T., & Mendez, J. L. (2005). African American father involvement and preschool children's school readiness. Early Education and Development, 16, 317–340.
   Google Scholar
• Early, D. M., Pianta, R. C., Taylor, L. C., & Cox, M. J. (2000). Transition practices: Findings from a national survey of kindergarten teachers. Early Childhood Education Journal, 28, 199–206.
   Google Scholar
• Epstein, J. L. (1996). Advances in family, community, and school partnerships. New Schools, New Communities, 12(3), 5–13.
   Google Scholar
• Epstein, J. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.
   Google Scholar
• Epstein, J. L., & Sanders, M. G. (2000). Connecting home, school, and community: New directions for social research. In M. T. Hallinan (Ed.), Handbook for the sociology of education (pp. 285–306). New York: Kluwer Academic/Plenum Publishers.
   Google Scholar
• Fagan, J., & Iglesias, A. (2000). The relationship between fathers' and children's communication skills and children's behavior problems: A study of Head Start children. Early Education and Development, 11, 307–320.
   Google Scholar
• Fan, X. (2001). Statistical significance and effect size in education research: Two sides of a coin. The Journal of Educational Research, 94, 275–282.
   Web of Science ®Google Scholar
• Fantuzzo, J., McWayne, C., Perry, M., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low income children. School Psychology Review, 33, 467–480.
   Web of Science ®Google Scholar
• Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92, 367–376.
   Web of Science ®Google Scholar
• Flynn, L., & Wilson, P. (1998). Partnerships with family members: What about fathers? Young Exceptional Children, 2, 21–29.
   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.
   Web of Science ®Google Scholar
• Heaviside, S., & Farris, E. (1993). Public school kindergarten teachers' views on children's readiness for school. U.S. Department of Education: National Center for Educational Statistics (NCES 98–091).
   Google Scholar
• Kohl, G. O., Lengua, L. J., McMahon, R. J., & Conduct Problems Prevention Research Group. (2000). Parent involvement in school: Conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38, 501–523.
   PubMed Web of Science ®Google Scholar
• Lamb, M. (1997). The role of the father in child development (3rd ed.). New York: Wiley.
   Google Scholar
• Lamb-Parker, F., Piotrkowski, C. S., Baker, A. J. O., Kessler-Sklar, S., Clark, B., & Peay, L. (2001). Understanding barriers to parent involvement in Head Start: A research-community partnership. Early Childhood Research Quarterly, 16, 35–51.
   Web of Science ®Google Scholar
• Larson, R., & Richard, M. (1994). Divergent realities: The emotional lives of mothers, fathers, and adolescents. New York: Basic Books.
   Google Scholar
• Levine, J. A. (1993). Involving fathers in Head Start: A framework for public policy and program development. Families in Society, 74, 4–19.
   Web of Science ®Google Scholar
• 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.
   Web of Science ®Google Scholar
• McBride, B. A., Rane, T. R., & Bae, J. (2001). Intervening with teachers to encourage father/male involvement in early childhood programs. Early Childhood Research Quarterly, 16, 77–93.
   Web of Science ®Google Scholar
• McLoyd, V. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185–204.
   PubMed Web of Science ®Google Scholar
• Nord, C., Brimhall, D., & West, J. (1997). Fathers' involvement in their children's schools (NCES 98–091). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
   Google Scholar
• Nord, C., & West, J. (2001). Fathers' and mothers' involvement in their children's schools by family type and resident status (NCES 2001–032). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
   Google Scholar
• Pianta, R. C., & Kraft-Sayre, M. (2003). The transition to kindergarten. Baltimore, MD: Brookes Publishing Company.
   Google Scholar
• Pianta, R. C., Kraft-Sayre, M., Rimm-Kaufman, S. E., Gercke, N., & Higgins, T. (2001). Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning's kindergarten transition intervention. Early Childhood Research Quarterly, 16, 117–132.
   Web of Science ®Google Scholar
• Pianta, R. C., & Rimm-Kaufman, S. E. (in press). The social ecology of the transition to school: Classrooms, families, and children. Handbook of Early Childhood Development.
   Google Scholar
• Rimm-Kaufman, S. E., & Pianta, R. C. (1999). Patterns of family-school contact in preschool and kindergarten. School Psychology Review, 28, 426–438.
   Web of Science ®Google Scholar
• Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on children's transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491–511.
   Web of Science ®Google Scholar
• Rimm-Kaufman, S. E., & Pianta, R. C. (2005). Family-school communication in preschool and kindergarten in the context of a relationship-enhancing intervention. Early Education and Development, 16, 287–316.
   Google Scholar
• Roggman, L. A., Boyce, L. K., Cook, G. A., Christiansen, K., & Jones, D. (2004). Playing with daddy: Social toy play, Early Head Start, and developmental outcomes. Fathering, 2, 83–108.
   Google Scholar
• SERVE. (2004). Planning for terrific transitions: A guide for transition to school teams. Greensboro, NC: SERVE.
   Google Scholar
• Sparling, J., Berger, R., & Biller, M. (1992). Fathers: Myth, reality and Public Law 99–457.l. Infants and Young Children, 4, 9–19.
   Google Scholar
• Tamis-LeMonda, C. S., & Cabrera, N. (1999). Perspectives on father involvement: Research and policy. Social Policy Report: Society for Research in Child Development, 13, 1–26.
   Google Scholar
• Turbiville, V. P., & Marquis, J. G. (2001). Father participation in early education programs. Topics in Early Childhood Special Education, 21, 223–231.
   Web of Science ®Google Scholar