Re-imagining the Role of Families as Equal Partners in STEM Learning

References

• Banse, H.W., D.H. Clements, C. Day-Hess, J. Sarama, M. Simoni, and J. Ratchford. 2020. Teaching moves and preschoolers’ arithmetical accuracy. The Journal of Educational Research, DOI: https://doi.org/10.1080/00220671.2020.1846484
   PubMed Web of Science ®Google Scholar
• Children Now. 2018. https://www.childrennow.org/portfolio-posts/18reportcard/
   Google Scholar
• Claessens, A., and M. Engel. 2013. How important is where you start? Early mathematics knowledge and later school success. Teachers College Record 115 (6): 1–29. http://www.tcrecord.org/Content.asp?ContentId=16980
   Web of Science ®Google Scholar
• Dotti Sani, G.M., and J. Treas. 2016. Educational gradients in parents’ child-care time across countries, 1965–2012. Journal of Marriage and Family 78 (4): 1083–1096. https://doi.org/10.1111/jomf.12305
   Web of Science ®Google Scholar
• The Early Learning Lab. 2020. Designing family math: A case study. Published online July 2020. https://earlylearninglab.org/designing-family-math-pbssocal-case-study/
   Google Scholar
• Eason, H.S., N.R. Scalise, T. Berkowitz, B.G. Ramani, and C.S. Levine. 2020. Reviewing the family math literature: Recommendations for practice, policy, and research. Purdue University. https://educationfirst.com/wpcontent/uploads/2020/06/FamilyMathReview_WhitePaper.pdf
   Google Scholar
• Fuad-Luke, A., A.-L. Hirscher, and K. Moebus. 2015. Agents of alternatives: Re-designing our realities. Berlin: Agents of alternatives e.v. http://www.otherspaces.net/wp-content/uploads/pdf/TPSB_AgentsOfAlternatives.pdf
   Google Scholar
• Gándara P., and F. Contreras. 2009. The Latino education crisis: The consequences of failed social policies. Cambridge, MA: Harvard University Press.
   Google Scholar
• Gibson, D., T. Berkowitz, and S.C. Levine. 2019. Designing effective number input: Lessons from cognitive science. In Learning in the Digital Age: Towards a Science of Learning for 21st Century Education, eds., P.K. Kuhl, S.-S. Lim, S. Guerriero, and D. van Damme. 2019. Educational Research and Innovation, OECD Publishing, Paris. https://doi.org/10.1787/562a8659-en
   Google Scholar
• González, N., L.C. Moll, and C. Amanti, Eds. 2006. Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York, NY: Routledge.
   Google Scholar
• Gutiérrez, K.D., and A.S. Jurow. 2016. Social design experiments: Toward equity by design. The Journal of the Learning Sciences 25 (4): 565–598.
   Web of Science ®Google Scholar
• Hadani, H.S., E. Rood, A. Eisenmann, R. Foushee, Garrett Jaeger, Gina Jaeger, J. Kauffmann, K. Kennedy, and L. Regalla. 2018. The roots of STEM success: Changing early learning experiences to build lifelong thinking skills. Bay Area Discovery Museum.
   Google Scholar
• Haden, C.A., E.A. Jant, P.C. Hoffman, M. Marcus, J.R. Geddes, and S. Gaskins. 2016. Supporting family conversations and children’s STEM learning in a children’s museum. Early Childhood Research Quarterly 29 (3): 333–344.
   Web of Science ®Google Scholar
• Herts, J.B., S.L. Beilock, and S.C. Levine. 2019. The role of parents’ and teachers’ math anxiety in children’s math learning and attitudes. In Mathematics anxiety: What is known and what is still to be understood, eds. I.C. Mammarella, S. Caviola, and A. Dowker, 190–210. London and New York: Routledge.
   Google Scholar
• Jay, T., J. Rose, and B. Simmons. 2017. Finding “mathematics”: Parents questioning school-centered approaches to involvement in children’s mathematics learning. School Community Journal 27 (1): 201–230.
   Google Scholar
• Kang, M., P. Choo, and C.E. Watters. 2015. Design for experiencing: Participatory design approach with multidisciplinary perspectives. Procedia - Social and Behavioral Sciences, 174, 830–833. https://doi.org/10.1016/j.sbspro.2015.01.676
   Google Scholar
• Lee, J.-S., and N.K. Bowen. 2006. Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal 43 (2): 193–218.
   Web of Science ®Google Scholar
• Mapp, K.L., and P.J. Kuttner. 2013. Partners in education: A dual capacity-building framework for family-school partnerships. US Department of Education & SEDL. Retrieved from https://www2.ed.gov/documents/family-community/partners-education.pdf
   Google Scholar
• Marsh, M.M., and T. Turner-Vorbeck. 2010. (Mis)Understanding families: Learning from real families in our schools. New York: Teachers College Press
   Google Scholar
• Nasir, N.I.S. 2000. “Points ain’t everything”: Emergent goals and average and percent understandings in the play of basketball among African American students. Anthropology & Education Quarterly 31 (3): 283–305.
   Web of Science ®Google Scholar
• Rivas, L.M., and D. Olmsted. 2013. Be a scientist: Family science for minorities. Paper presented at 2013 ASEE Annual Conference. The Nation’s Report Card. 2011. https://nces.ed.gov/nationsreportcard/pdf/main2011/2012457.pdf
   Google Scholar
• Suarez-Orozco, C., and M. Suarez-Orozco. 2013. Transnationalism of the heart: Familyhood across borders. In What is parenthood? eds, D. Cere, and L. McClain, 279–298. New York: New York University Press.
   Google Scholar
• Taylor, E.V. 2000. Multi-unit conceptual understanding in low-income African-American first and second grade students: The influence of currency knowledge. In annual meeting of the American Educational Research Association, New Orleans, LA.
   Google Scholar
• Watts, T.W., G.J. Duncan, D.H. Clements, and J. Sarama. 2018. What is the long-run impact of learning mathematics during preschool? Child Development 89 (2): 539–555.
   PubMed Web of Science ®Google Scholar
• YaeBin, K., and B. Teresa. 2016. Community-based family literacy program: Comparing different durations and family characteristics. Child Development Research, 2016. https://doi.org/10.1155/2016/4593167
   Google Scholar