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Citation: Thomas-Richmond, J.M. 2013. “The School-Family Partnership Training Program.” International Journal of Humanities and Social Science 3 (8): 83-91.

Resource Description: Phenomenological study looking at family/school partnerships through a training program that saw positive results from participants – increasing student outcomes.

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Citation: Mueller, T. G., and P.C. Buckley. 2014. “The Odd Man Out: How Fathers Navigate the Special Education System.” Remedial and Special Education 35 (1): 40-49.

Resource Description: Unlike much of the research available on family involvement or the involvement of mothers in their child’s special education, this article focuses on the perceptions of fathers. It examines their roles as advocates, partners, and students, with implications for practice.

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Citation: Sanders, M.G. 2012. “Sustaining Programs of School, Family, and Community Partnerships: Longitudinal Study of Two Districts.” Education Policy 26 (6): 845-869.

Resource Description: The 4-year qualitative study  looked at programmatic and district factors worked together to create sustainable reform based on National Network of Public Schools (NNPS) model. Study reviewed impact of district leadership, leaders’ knowledge of reform, costs, professional influence, flexibility of the reform model and reform focus on sustainability.

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Citation: Williams-Diehm, K.L., J. A. Brandes, P.W. Chesnut, and K.A. Haring. 2014. “Student and Parent IEP Collaboration: A Comparison Across School Settings.” Rural Special Education Quarterly 33 (1): 3-11.

Resource Description: This article reviews a study across areas regarding parent involvement. It also identifies ways for schools to collaborate including pre-conferencing and professional development to increase parent participation.

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Citation: Elbaum, B., E.T. Blatz, and R.J. Rodriguez. 2015. “Parents’ Experiences as Predictors of State Accountability Measures of Schools’ Facilitation of Parent Involvement.” Remedial and Special Education 37 (1): 15-27.

Resource Description: This study uses qualitative measures examining parent perceptions of involvement and engagement to determine what dimensions of their experiences relate to the perceived lack of involvement. The study suggests that schools attend to responsive communication and progress monitoring to improve parent experiences.

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Citation: California Department of Education. 2014. “Family Engagement Framework: A tool for California School Districts.” (accessed January 5, 2017).

Resource Description: This packet is designed for California school districts to support strong and systematic partnerships between schools and families. It provides guidance and tools for planning and implementation of programs.

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Citation: Elbaum, B. 2014. “Challenges in Interpreting Accountability Results for Schools’ Facilitation of Parent Involvement Under IDEA.” Journal of Disability Policy Studies 24 (4): 206-217.

Resource Description: This journal article examines the varying levels of parent involvement reported by districts as part of IEPs and IDEA requirements. The article looks at different methodologies that impact parent involvement.

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