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Families as Partners in Education: Families and Schools Working Together, 10th edition

Published by Pearson (January 31, 2019) © 2020

  • Eugenia Hepworth Berger Professor Emerita, Metropolitan State College of Denver
  • Mari R. Riojas-Cortez Professor, University of Texas at San Antonio

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For courses in Parents/Home-School Relations in Early Childhood Education, PreK- Grade 4

Engaging families in children's education through partnerships and collaborationFamilies as Partners in Education is the most comprehensive book on the market covering the history of family/school collaboration, current issues and population trends affecting American schools and communities, diverse family structures, and techniques for establishing connections with parents and encouraging involvement with their child's learning. Among other themes, the book emphasizes the importance of funds of knowledge for children's development and for effective partnerships with families (the knowledge that children acquire from their families) and the concept of funds of identity as a catalyst for educators to understand their own identity. Throughout the book, the authors make connections to these concepts not only to help educators understand child development, but also to show how children develop within the context of their families.

The 10th edition continues to highlight important parent involvement programs and how such programs are often successful because of their asset-based view of families, particularly those that are diverse, as well as those with children with special abilities. Updated theory and research are included throughout the text, as well as new situational vignettes that illustrate typical parent-school situations.

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A readable, comprehensive look at the issues and population trends affecting American schools, families, and communities today.
  • Updated - Theory and research underpin each chapter of the text. New research emphasizes the need for home-school partnerships, particularly as they relate to culturally and linguistically diverse families.
  • Enhanced - A fully revised chapter examines advocacy based upon social justice. (See Chapter 12.)
  • Readers learn various ways to collaborate with families regarding different issues, such as children who are English language learners, immigrants, and special needs. 
    • Revised - A fully updated chapter offers suggestions on how to work with families and children impacted by violence and child abuse. (See Chapter 11.)
  • New - Teacher leadership, and teachers’ roles and responsibilities in working with children and families, receives a new focus. (See Chapter 7.)
An interdisciplinary approach to looking at parent involvement examines home-school partnerships from educational, anthropological, sociological, and psychological perspectives. (See Chapters 1 and 4.)
  • New - Family theories are now explored. (See Chapter 1.)
  • New - An inclusive historical overview of families helps readers contextualize the role of families in children’s learning. (See Chapter 4.)
  • Updated - School- and home-based family engagement programs coverage is updated. (See Chapters 8 and 9.)
Guidelines and strategies for working with families are provided throughout the text to promote:
  • understanding of culture and diversity and ways to work with diverse families (See Chapters 2 and 3.)
  • understanding and supporting families of children with special abilities (See Chapter 10.)
  • creating a positive school climate for effective family-school collaboration (See Chapter 5.)
  • effective teacher-family communication (See Chapter 6.)
Practical applications and teaching and learning features include specific suggestions and descriptions to promote effective collaboration with parents and schools in the education of all children.
  • Updated - Situational Vignettes bring typical parent-school situations alive. Mari Riojas-Cortez has woven some personal vignettes throughout the book based on her own experience working with children and families. Other examples are also highlighted to be more inclusive of diversity.
  • Suggestions and activities for working with diverse families include a special focus on families affected by autism.
  • Description and explanation of immigrant families includes suggestions on how to best develop partnerships.
  • Preparation and suggestions on advocating for children give families and educators the knowledge they need to encourage them to be actively involved in advocacy issues.
  • An outline of historical highlights of education and parent education succinctly illustrates family engagement throughout different eras in the U.S.
  • Authentic teaching examples of situations dealing with families on different issues help readers solidify their understanding of working with families.
  • Updated - Photos, figures, and tables depict culturally and linguistically diverse children, families, and teachers, as well as families with children with special needs, to enrich the content of the book.
Check out the preface for a complete list of features and what's new in this edition.
  • Updated theory and research underpin each chapter of the text. New research emphasizes the need for home-school partnerships, particularly as they relate to culturally and linguistically diverse families.
  • A fully revised chapter examines advocacy based upon social justice. (See Chapter 12.)
  • A fully updated chapter offers suggestions on how to work with families and children impacted by violence and child abuse. (See Chapter 11.)
  • Teacher leadership, and teachers’ roles and responsibilities in working with children and families, receives a new focus. (See Chapter 7.)
  • Family theories are now explored. (See Chapter 1.) 
  • An inclusive historical overview of families helps readers contextualize the role of families in children’s learning. (See Chapter 4.)
  • School- and home-based family engagement programs coverage is updated. (See Chapters 8 and 9.)
  • Updated Situational Vignettes bring typical parent-school situations alive. Mari Riojas-Cortez has woven some personal vignettes throughout the book based on her own experience working with children and families. Other examples are also highlighted to be more inclusive of diversity. 
  • Updated photos, figures, and tables depict culturally and linguistically diverse children, families, and teachers, as well as families with children with special needs, to enrich the content of the book.
Check out the preface for a complete list of features and what's new in this edition.
  1. Family–Essential for a Child’s Development
  2. The Diversity of Families
  3. Learn About Culturally and Linguistically Diverse Children and Families
  4. Family Engagement: History and Social Influences
  5. Creating Effective Partnerships: Families, Schools, and Community
  6. Effective Teacher-Family Communication: Types of Barriers, Conferences, and Programs
  7. Teacher Leadership for Family Engagement
  8. Family Engagement Framework in Schools
  9. Home-Based Programs
  10. Supporting Families of Children with Special Abilities
  11. Family Violence and Child Abuse
  12. Families and Child Advocacy
Mari Riojas-Cortez became interested in family engagement when she was a bilingual teacher working with young children in San Antonio, Texas. She learned early in her career that families play a very important role in children’s development, and she developed strong relationships by welcoming families to her classroom and inviting them to participate in different aspects of their children’s education. Mari understood what many Latino families faced because her parents faced the same cultural and linguistic barriers when they arrived in the United States from Mexico. After completing her degree in educational leadership, Mari’s interests in early childhood education led her to The University of Texas at Austin, where she received a doctorate in curriculum and instruction with a concentration in early childhood education and bilingual education in 1998.

Currently, she is Professor of Early Childhood Education at the University of Texas at San Antonio, where she collaborates with local school districts and early childhood agencies in various capacities. Additionally, Mari’s work has been published in a variety of journals including Journal of Early Childhood Research, International Journal of Early Childhood Education, Young Children, Early Child Development and Care, Journal of Early Childhood Teacher Education, Language Arts, and the Bilingual Research Journal, among others. Mari Riojas-Cortez also serves as Editor for Dimensions of Early Childhood (a journal published by the Southern Early Childhood Association).

Eugenia Hepworth Berger became interested in parent involvement when she and her husband, Glen, became the parents of three children who attended public schools. A professional in early childhood education, sociology, and family life education, and parent education for more than 35 years, she has two master’s degrees and a PhD. in sociological foundations of education. Eugenia has been active in many professional organizations, including the Association for Childhood Education International, the National Association for the Education of Young Children (life member), and the National Council for Social Studies. She served on the board for the National Association of Early Childhood Educators, the Colorado Association for Childhood Education, the Colorado Association for the Education of Young Children, and was president of the Rocky Mountain Council on Family Relations. After finishing her doctorate at the University of Denver, she became a faculty member at Metropolitan State College. She retired in December 1997 and is now professor emerita of education.

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