Reflections on practice: providing authentic experiences with families in early childhood teacher education

References

• Bartels, S. M., & Eskow, K. G. (2010). Training school professionals to engage families: A pilot. School Community Journal, 20(2), 45–71.
   Google Scholar
• Baum, A. C., & McMurray-Schwarz, P. (2004). Preservice teachers’ beliefs about family involvement: Implications for teacher education. Early Childhood Education Journal, 32(1), 57–61. doi:10.1023/B:ECEJ.0000039645.97144.02
   Google Scholar
• Baum, A. C., & Swick, K. J. (2008). Dispositions toward families and family involvement: Supporting preservice teacher development. Early Childhood Education Journal, 35(6), 579–584. doi:10.1007/s10643-007-0229-9
   Google Scholar
• Boonk, L., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30. doi:10.1016/j.edurev.2018.02.001
   Web of Science ®Google Scholar
• Broussard, C. A. (2006). Preparing teachers to work with families: A national survey of teacher education programs. Equity & Excellence in Education, 33(2), 41–49.
   Google Scholar
• Brown, A. L., Harris, M., Jacobson, A., & Trotti, J. (2014). Parent teacher education connection: Preparing preservice teachers for family engagement. The Teacher Educator, 49(2), 133–151. doi:10.1080/08878730.2014.887169
   Google Scholar
• Calzada, E. J., Huang, K. Y., Hernandez, M., Soriano, E., Acra, C. F., Dawson-McClure, S., … Brotman, L. (2015). Family and teacher characteristics as predictors of parent involvement in education during early childhood among Afro-Caribbean and Latino immigrant families. Urban Education, 50(7), 870–896. doi:10.1177/0042085914534862
   PubMed Web of Science ®Google Scholar
• Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33–46. doi:10.1016/j.edurev.2015.01.002
   Web of Science ®Google Scholar
• Christenson, L. A., Daniels, J., Cruzado-Guerrero, J., Schroth, S. T., Dudiak, M., & Watson-Thompson, O. (2017). Providing early childhood education teacher candidates diverse clinical understandings through professional development school experiences. In O. Dreon & D. Polly (Eds.), Teacher education for ethical professional practice (pp. 143–164). Hershey, PA: IGI Global.
   Google Scholar
• Clifford, A. P., & Humphries, M. L. (2018). Parent Involvement in U.S. early childhood education: Benefits, limitations, and reconceptualizations. In M. Fleer & B. Van Oers (Eds.), International handbook of early childhood education (pp. 767–786). Berlin, Germany: Dordrecht: Springer.
   Google Scholar
• Collier, M., Keefe, E. B., & Hirrel, L. A. (2015). Preparing special education teachers to collaborate with families. School Community Journal, 25(1), 117.
   Google Scholar
• Corson, P., Bernhard, J. K., & Gonzalez‐Mena, J. (1998). Culturally situated explorations of child development: A home visit project for prospective earl y childhood teachers. Journal of Early Childhood Teacher Education, 19(3), 245–258. doi:10.1080/0163638980190308
   Google Scholar
• D’Haem, J., & Griswold, P. (2017). Teacher educators’ and student teachers’ beliefs about preparation for working with families including those from diverse socioeconomic and cultural backgrounds. Education and Urban Society, 49(1), 81–109. doi:10.1177/0013124516630602
   Web of Science ®Google Scholar
• Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168–177. doi:10.1016/j.ecresq.2015.12.016
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547–561. doi:10.1080/0161956X.2014.939009
   Google Scholar
• de Bruïne, E. J., Willemse, T. M., D’Haem, J., Griswold, P., Vloeberghs, L., & Van Eynde, S. (2014). Preparing teacher candidates for family–school partnerships. European Journal of Teacher Education, 37(4), 409–425. doi:10.1080/02619768.2014.912628
   Web of Science ®Google Scholar
• Dearing, E., Kreider, H., & Weiss, H. B. (2008). Increased family involvement in school predicts improved child–teacher relationships and feelings about school for low-income children. Marriage & Family Review, 43(3–4), 226–254. doi:10.1080/01494920802072462
   Google Scholar
• Epstein, J. L. (2013). Ready or not? Preparing future educators for school, family, and community partnerships. Teaching Education, 24(2), 115–118. doi:10.1080/10476210.2013.786887
   Google Scholar
• Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. London, UK: Routledge.
   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(2), 81–120. doi:10.1207/S15327930pje8102_5
   Google Scholar
• Fabiano, G. A., & Pyle, K. (2019). Fathers and their role in family-school partnerships. In McWayne, C., Doucet, & Sheridan, S. (Eds.) Ethnocultural diversity and the home-to-school link (pp. 37–54). Cham, Switzerland: Cham: Springer.
   Google Scholar
• Freeman, N. K., & Knopf, H. T. (2007). Learning to speak with a professional voice: Initiating preservice teachers into being a resource for parents. Journal of Early Childhood Teacher Education, 28(2), 141–152. doi:10.1080/10901020701366715
   Google Scholar
• Gerich, M., & Schmitz, B. (2016). Using simulated parent-teacher talks to assess and improve prospective teachers’ counseling competence. Journal of Education and Learning, 5(2), 285. doi:10.5539/jel.v5n2p285
   Google Scholar
• Goodman, K., & Hooks, L. (2016). Encouraging family involvement through culturally relevant pedagogy. SRATE Journal, 25(2), 33–41.
   Google Scholar
• Kim, K. J., & Taylor, L. K. (2016). Preservice teachers’ self-efficacy in working with families: Can an immersive course make a difference? In J. Sutterby (Ed.), Family involvement in early education and child care (pp. 1–22). Bingley, UK: Emerald Group Publishing.
   Google Scholar
• Michalopoulos, C., Crowne, S. S., Portilla, X. A., Lee, H., Filene, J. H., Duggan, A., … Knox, V. (2019). A summary of results from the MIHOPE and MIHOPE-strong start studies of evidence-based home visiting (No. 23171787025b46589a5e545fb45db441). Mathematica Policy Research.
   Google Scholar
• Paz-Albo Prieto, J. (2018). The influence of simulations on family engagement–prospective early childhood educators’ perceptions. Early Child Development and Care, 188(2), 102–108. doi:10.1080/03004430.2016.1202946
   Web of Science ®Google Scholar
• Robinson, H. M. (2019). Dynamics of culture and curriculum design: Preparing culturally responsive teacher candidates. In M. Khosrow-Pour (Ed.), Early childhood development: Concepts, methodologies, tools, and applications (pp. 343–365). Hershey, PA: IGI Global.
   Google Scholar
• Swick, K. J., & Williams, R. D. (2006). An analysis of Bronfenbrenner’s bio-ecological perspective for early childhood educators: Implications for working with families experiencing stress. Early Childhood Education Journal, 33(5), 371–378. doi:10.1007/s10643-006-0078-y
   Google Scholar
• Symeou, L., Roussounidou, E., & Michaelides, M. (2012). I feel much more confident now to talk with parents”: An evaluation of in-service training on teacher-parent communication. School Community Journal, 22(1), 65–87.
   Google Scholar
• Thompson, I., Willemse, M., Mutton, T., Burn, K., & De Bruïne, E. (2018). Teacher education and family–school partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries. Journal of Education for Teaching, 44, 1–20.
   Web of Science ®Google Scholar
• Vartuli, S., Snider, K., & Holley, M. (2016). Making it real: A practice-based early childhood teacher education program. Early Childhood Education Journal, 44(5), 503–514. doi:10.1007/s10643-015-0733-2
   Web of Science ®Google Scholar
• Vesely, C. K., Brown, E. L., & Mehta, S. (2017). Developing cultural humility through experiential learning: How home visits transform early childhood preservice educators’ attitudes for engaging families. Journal of Early Childhood Teacher Education, 38(3), 242–258. doi:10.1080/10901027.2017.1345805
   Web of Science ®Google Scholar
• Willemse, T. M., de Bruïne, E. J., Griswold, P., D’Haem, J., Vloeberghs, L., & Van Eynde, S. (2017). Teacher candidates’ opinions and experiences as input for teacher education curriculum development. Journal of Curriculum Studies, 49(6), 782–801. doi:10.1080/00220272.2016.1278043
   Web of Science ®Google Scholar
• Woods, P., & Pollard, A. (2017). Sociology and teaching: A new challenge for the sociology of education. London, UK: Routledge.
   Google Scholar
• Zeichner, K., Bowman, M., Guillen, L., & Napolitan, K. (2016). Engaging and working in solidarity with local communities in preparing the teachers of their children. Journal of Teacher Education, 67(4), 277–290. doi:10.1177/0022487116660623
   Web of Science ®Google Scholar