Fostering Collaboration with Families of Children with Disabilities: Online Professional Development for K–12 Teachers

References

• Adams, K. S., & Christenson, S. L. (2000). Trust and the family-school relationship: An examination of parent-teacher differences in elementary and secondary grades. Journal of School Psychology, 38, 447–497.
   Web of Science ®Google Scholar
• Annie E. Casey Foundation [AECF]. (2015). 2014 Kids Count in New Mexico. Baltimore, MD: New Mexico Voices for Children. Retrieved from www.aecf.org
   Google Scholar
• Beach, R. (2012). Can online communities foster professional development? Language Arts, 89(4), 256–262.
   Google Scholar
• Colarusso, R., & O'Rourke, C. (2007). Special education for all teachers (4th ed.). Dubuque, IA: Kendall/Hunt.
   Google Scholar
• Collier, M., Hirrel, L., Winslow, J., Ramirez, E., Sena, A., & Kelly, D. A. (2012). Embracing the challenge: Living with children with disabilities documentary. Retrieved from coe.unm.edu/learningfromparents/embracing-the-challenge.html.
   Google Scholar
• Cook, L., & Friend, M. (2010). The state of the art of collaboration on behalf of students with disabilities. Journal of Educational and Psychological Consultation, 20, 1–8.
   Web of Science ®Google Scholar
• Cox, D. D. (2005). Evidence-based interventions using home-school collaboration. School Psychology Quarterly, 20(4), 473–497.
   Web of Science ®Google Scholar
• Creswell, J., & Clark, V. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
   Google Scholar
• Curran, E., & Murray, M. (2008). Transformative learning in teacher education: Building competencies and changing dispositions. Journal of the Scholarship of Teaching and Learning, 8(3), 103–118.
   Google Scholar
• Davis, B. (1996). Teaching mathematics: Toward a sound alternative. New York, NY: Garland.
   Google Scholar
• deFur, S. (2012). Parents as collaborators: Building partnerships with school- and community-based providers. Teaching Exceptional Children, 44(3), 58–67.
   Google Scholar
• Ely, E., Pullen, P., Kennedy, M. J., & Williams, M. (2015). A multimedia tool to deliver professional development of vocabulary instruction. Journal of Special Education Technology, 30(1), 59–72.
   Google Scholar
• Epstein, J. L. (2002). School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Epstein, J. L., & Sanders, M. G. (2006). Prospects for change: Preparing educators for school, family, and community partnerships. Peabody Journal of Education, 81(1), 81–120.
   Google Scholar
• Ferrara M. M., & Ferrara, P. J. (2005). Parents as partners: Raising awareness as a teacher preparation program. The Clearing House, 79(2), 77–82. doi:10.3200/TCHS.79.2.77-82
   Google Scholar
• Forlin, C., & Hopewell, T. (2006). Inclusion—The heart of the matter: Trainee teachers' perceptions of a family's journey. British Journal of Special Education, 33, 55–61.
   Google Scholar
• Friend, M., & Bursuck, W. (2006). Including students with special needs: A practice guide for classroom teachers (4th ed.). Boston, MA: Pearson.
   Google Scholar
• Frey, N., Fisher, D., & Lapp, D. (2015). iPad deployment in a diverse urban high school: A formative experiment. Reading & Writing Quarterly, 31, 135–150.
   Web of Science ®Google Scholar
• Gonzales, N., Moll, L., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Erlbaum Associates.
   Google Scholar
• Grant, K. B., & Ray, J. A. (2010). Home, school, and community collaboration: Culturally responsive family involvement. Los Angeles, CA: Sage.
   Google Scholar
• Green, C. L., Walker, K. V., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents' motivation for involvement of children's education: An empirical test of a theoretical model of parent involvement. Journal of Educational Psychology, 99, 531–544.
   Web of Science ®Google Scholar
• Henderson, A. T., Mapp, K. L., Johnson, V. R., & Davies, D. (2007). Beyond the bake sale: The essential guide to family–school partnerships. New York, NY: New Press.
   Google Scholar
• Hunt-Barron, S., Tracy, K., Howell, E., & Kaminski, R. (2015). Obstacles to enhancing professional development with digital tools in rural landscapes. Journal of Research in Rural Education, 30(2), 2–14.
   Google Scholar
• Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. §1401 et seq. (2005).
   Google Scholar
• Jeynes, W. H. (2005). A meta–analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237–269.
   Web of Science ®Google Scholar
• Kidron, I., & Bikner-Ahsbahs, A. (2015). Advancing research by means of the networking of theories. In A. Bikner-Ahsbahs, C. Knipping, & Presmeg, N. (Eds.), Approaches to qualitative research in mathematics education (pp. 221–232). New York, NY: Springer.
   Google Scholar
• Kluth, P., Biklen, D., English-Sand, P., & Smukler, D. (2007). Going way to school: Stories of families who move to seek inclusive educational experiences for their children with disabilities. Journal of Disability Policy Studies, 18(1), 43–56.
   Google Scholar
• Koellner, K., & Jacobs, J. (2015). Distinguishing models of professional development: The case of an adaptive model's impact on teachers' knowledge, instruction, and student achievement. Journal of Teacher Education, 66(1), 51–67.
   Web of Science ®Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
   Google Scholar
• Mackey, J., & Evans, T. (2011). Interconnecting networks of practice for professional learning. International Review of Research in Open and Distance Learning, 12(3), 1–17.
   Google Scholar
• McDuffie, K. A., Mastropieri, M. A., & Scruggs, T. E. (2009). Differential effects of peer tutoring in co-taught and non-co-taught classes: Results for content learning and student-learning interactions. Exceptional Children, 75, 493–510.
   Web of Science ®Google Scholar
• McNaughton, D., & Vostal, B. (2010). Using active listening to improve collaboration with parents: The LAFF Don't CRY strategy. Intervention in School and Clinic, 45(4), 251–256.
   Web of Science ®Google Scholar
• Mendoza, J. (2003). Communicating with parents. ERIC Clearinghouse on Elementary and Early Childhood Education (ED 482880). Champaign: University of Illinois.
   Google Scholar
• Murray, M. M., Curran, E., & Zellers, D. (2008). Building parent/professional partnerships: An innovative approach for teacher education. The Teacher Educator, 43(2), 87–108.
   Google Scholar
• Murray, M. M., Handyside, M., Straka, L. M., & Arton-Titus, T. V. (2013). Parent empowerment: Connecting with preservice special education teachers. School Community Journal, 23(1), 145–168.
   Google Scholar
• No Child Left Behind Act, 20 U. S. C. § 6301. (2001).
   Google Scholar
• Noddings, N. (2010). Moral education and caring. Theory and Research in Education, 8(2), 145–151. doi:10.1177/1477878510368617
   Google Scholar
• Noddings, N. (2012). The caring relation in teaching. Oxford Review of Education, 38(6), 771–781. doi:10.1080/03054985.2012.745047
   Web of Science ®Google Scholar
• O'Brien, C., Aguinaga, N. J., & Hines, R. (2011). Using contemporary technology tools to improve the effectiveness of teacher educators in special education. Rural Special Education Quarterly, 30(3), 33–40.
   Google Scholar
• Patte, M. M. (2011). Examining preservice teacher knowledge and competencies in establishing family–school partnerships. School Community Journal, 21(2), 143–160.
   Google Scholar
• Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents' involvement in children's academic lives: More is not always better. Review of Educational Research, 77(3), 373–410.
   Web of Science ®Google Scholar
• Reinking, D., & Bradley, B. (2008). On formative and design experiments: Approaches to language and literacy research. New York, NY: Teachers College Press.
   Google Scholar
• Schon, D. (1983). The reflective practitioner: How professionals think in action. London, UK: Temple Smith.
   Google Scholar
• Seitsinger, A. M., Felner, R. D., Brand, S., & Burns, A. (2008). A large-scale examination of the nature and efficacy of teachers' practices to engage parents: Assessment, parent contact, and student-level impact. Journal of School Psychology, 46, 477–505.
   PubMed Web of Science ®Google Scholar
• Sparks, D. (2002). Designing powerful professional development for teachers and principals. Oxford, OH: National Staff Development Council.
   Google Scholar
• Spradley, J. (1980). Participant observation. Fort Worth, TX: Holt, Reinhart & Winston.
   Google Scholar
• Stover, D. (2012). A place at the table. American School Board Journal, 199(9), 16–21.
   Google Scholar
• United States Department of Education, Institute of Education Sciences, National Center for Education, Statistics. (2013). Rural Education in America, Table A.1.a.-1. Retrieved from https://nces.ed.gov/surveys/ruraled/tables/a.1.a.-1.asp
   Google Scholar
• Villa, R. A., & Thousand, J. (2003). Making inclusive education work: Successful implementation requires commitment, creative thinking, and effective classroom strategies. Educational Leadership, 60(4), 19–23.
   Google Scholar
• Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79, 702–739.
   Web of Science ®Google Scholar
• Weissbourd, R., & Jones, S. (2010). Circles of Care. Educational Leadership, 71(5), 42–47.
   Google Scholar