Articles

Adair, J. K., & Barraza, A. (2014, September). Voices of immigrant parents in preschool settings. Young Children, 32-39.
Adrihan, S. A., Winchell, B. N., & Greene, S. J. (2018). Transforming early intervention screening, evaluation, assessment, and collaboration practices: Increasing eligibility for children impacted by trauma. Topics in Early Childhood Special Education, 38, 174-184.
Altimier, L. (2015). Compassionate family care framework: A new collaborative compassionate care model for NICU families and caregivers. Newborn & Infant Nursing Reviews, 15, 33-41.

Bethell, C. D., Solloway, M. R., Guinosso, S., Hassink, S., Srivastav, A., Ford, D., & Simpson, L. A. (2017). Prioritizing possibilities for child and family health: an agenda to address adverse childhood experiences and foster the social and emotional roots of well-being in pediatrics. Academic pediatrics, 17(7), S36-S50.

Bradshaw, W. (2013). A framework for providing culturally responsive early intervention services. Young Exceptional Children, 16, 3-15.
Cené, C. W., Johnson, B. H., Wells, N., Baker, B., Davis, R., & Turchi, R. (2016). A Narrative Review of Patient and Family Engagement: The “Foundation” of the Medical “Home”. Medical care, 54(7), 697–705. https://doi.org/10.1097/MLR.0000000000000548

Cole, K., & Verwayne, D. (2019). Becoming upended: Teaching and learning about race and racism with young children and their families. In Gillanders, C., & Procopio, R. (Eds). Spotlight on young children: Equity & diversity. National Association for the Education of Young Children.

Cummings, K. P., Hardin, B. J., & Meadan, H. (2017). Understanding parental engagement in early learning opportunities for families in rural communities. Rural Special Education Quarterly, 36, 116-127.

DeSpain, S. N., & Hedin, L. (2020). IFSP Child and Family Outcomes: Creating clarity with a team-based approach. Young Exceptional Children

Dunst, C. J. & Espe-Sherwindt, M. (2016). Family-centered practices in early childhood intervention. p. 37-56. In Reichow, B., Boyd, B. A., Barton, E. E., & Odom, S. L. (Eds). Handbook of Early Childhood Special Education. Springer.

Early, T. J. & GlenMaye, L. F. (2000). Valuing families: Social work practice with families from a strengths perspective. Social Work, 45(2), 118-130.

Fox, G. L., Nordquist, V. M., Billen, R. M., & Savoca, E. F. (2015). Father involvement and early intervention: Effects of empowerment and father role identity. Family Relations, 64, 461-475

Friesen, A., Mihai, A., Butera, G., Horn, E., Palmer, S., Lieber, J. (2020). Using family projects to promote meaningful home-school partnerships in inclusive classrooms. Young Exceptional Children, 23, 87-99.

Gilbert, P. et al. (2017). The development of compassionate engagement and action scales for self and others. Journal of Compassionate Health Care, 4, 1-24.

Guillen, C., Burke, M. M., Andrus, M., & Potter, K. (2022). Using the EI/ECSE Standards to inform families’ expectations and advocacy efforts. Young Exceptional Children, 25, 158-166.

Hanson, M. & Espinosa, L.. (2016). Culture, ethnicity, and linguistic diversity: Implications for early childhood special education, p. 455-472. In Reichow, B., Boyd, B. A., Barton, E. E., & Odom, S. L. (Eds). Handbook of Early Childhood Special Education. Springer.

Hsiao, Y., Higgins, K., & Diamond, L. (2018). Parent empowerment: Respecting their voices. TEACHING Exceptional Children, 51, 43-53.

Jacques, C. & Villegas, A. (2018). Strategies for equitable family engagement. State Support Network: Partnering for School Improvement.

Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: aka the remix. Harvard Educational Review, 84(1), 74-84. https://doi.org/10.17763/haer.84.1.p2rj131485484751

Lea, D. (2006). “You don’t know me like that”: Patterns of disconnect between adolescent mothers of children with disabilities and their early interventionists. Journal of Early Intervention, 28, 264-282.

McKnight, K., Venkateswaran, N., Laird, J., Robles, J., & Shalev, T. (2017). Mindset shifts and parent teacher home visits. http://www.pthvp.org/wp-content/uploads/2018/12/171030-MindsetShiftsandPTHVReportFINAL.pdf

Mickelson, A. M., McCorkle, L. S., & Hoffman, R. (2022). Joint planning in Part C Early Intervention: Partnering around assessment. Young Exceptional Children, 25, 63-73.

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141. https://doi.org/10.1080/00405849209543534

Pancsofar, N., Petroff, J. G., & Carlani, J. (2021). Collaborative strategies for supporting the well-being of fathers of young children with complex disabilities. Young Exceptional Children,

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189×12441244

Park, K. K., Horn, E., & Kurth, J. A. (2021). Strategies to support community inclusion of young children with disabilities. Young Exceptional Children
Park, S., & Paulick, J. (2021). An Inquiry into Home Visits as a Practice of Culturally Sustaining Pedagogy in Urban Schools. Urban Education, 0(0). https://doi.org/10.1177/0042085921998416Paula, A., & Silva, P. (2014). Supporting gay and lesbian families in the early childhood classroom. Young Children, 69(4), 40-45.Paulick, J., Palacios, N., & Kibler, A. (2020). Supporting culturally and linguistically diverse families with children’s transition to school. In Vorkapic, S. & LoCosale-Crouch, J. (Eds.) Supporting Children’s Wellbeing During the Early Childhood Transition to School. Hershey, PA: IGI Global.  https://doi.org/10.4018/978-1-6684-7601-7.ch015

Paulick, J., Karam, F., & Kibler, A. (2022). Artifactual literacies in home visiting: Exploring cultural models and curricular connections. Language Arts. 99(6) 390-401. https://www.proquest.com/docview/2705026114/fulltextPDF/F9E7AFD9285B4D2DPQ/1?accountid=14678

Peredo, T. N. (2016). Supporting culturally and linguistically diverse families in early intervention. Perspectives of the ASHA Special Interest Groups, SIG 1, Vol 1 (Part 4), 154-167.

Rossetti, Z., Sauer, J. S., Bui, O., & Ou, S. (2017). Developing collaborative partnerships with culturally and linguistically diverse families during the IEP Process. TEACHING Exceptional Children, 49, 328-338.

Schumaker-Murphy, M. (2021). Supporting male caregivers during EI home visits. Young Exceptional Children

Sheldon, S. B., & Jung, S. B. (2018). Student outcomes and parent teacher home visits. Center on School, Family, & Community Partnerships, Johns Hopkins University. http://gradelevelreading.net/wp-content/uploads/2018/12/Student-Outcomes-and-Parent-Teacher-Home-Visits.pdf

Son, E., Moring, N. S., Igdalsky, L., & Parish, S. L. (2018). Navigating the health-care system in community: Perspectives from Asian immigrant parents of children with special health-care needs. Journal of Child Health Care, 22, 251-268.

Spence, C. M., Miller, D. L., Corr, C. P., Santos, R. M., & Bentley, B. (2021). When in doubt, reach out! Teaming strategies for inclusive early childhood settings. Young Children, 76(1). 39-49.

Venkateswaran, N., Laird, J., Robles, J., & Jeffries, J. (2018). Parent teacher home visits implementation study. http://www.pthvp.org/wp-content/uploads/2018/12/180904-PTHVImplementationStudyReportESFINAL.pdf

Walker, J. M. T., & Dotger, B. H. (2012). Because wisdom can’t be told: Using comparison of simulated parent–teacher conferences to assess teacher candidates’ readiness for family school partnership. Journal of Teacher Education, 63(1), 62–75. https://doi.org/10.1177/0022487111419300

Warren, M. R., Hong, S., Rubin, C. L., & Sychitkokhong, P. U. (2009). Beyond the Bake Sale: A Community-Based Relational Approach to Parent Engagement in Schools. Teachers College Record, 111(9), 2209–2254. https://doi.org/10.1177/016146810911100901

Woods, J. J. & Lindeman, D. P. (2008). Gathering and giving information with families. Infants & Young Children, 21, 272-284.

Websites

• https://www.parentcenterhub.org
• https://www.familiesandschools.org
• https://www.soobhong.com/
• https://www.infoagepub.com/series/Family-School-Community-Partnership-Issues
• https://vmap.org/about-us/
• https://www.dss.virginia.gov/family/fe.cgi
• https://www.aap.org/en/patient-care/early-childhood/early-relational-health/addressing-social-health-and-early-childhood-wellness-initiative-ashew/
• https://osepideasthatwork.org/
• https://www.armymwr.com/programs-and-services/cys
• https://theenvelope.commons.gc.cuny.edu/
• https://publications.aap.org/pediatrics/article-abstract/105/Supplement_2/250/65653/Hawaii-s-Healthy-Start-Program-of-Home-Visiting

Podcasts on the topic of class

• Chana Joffe-Walt Introducing: Nice White Parents – The New York Times
• Classy with Jonathan Menjivar

Online Modules

• ECTA Family Recommended Practices Module https://ectacenter.org/decrp/fcb.asp
• https://www.ahrq.gov/hai/cusp/modules/patient-family-engagement/sl-pat-fam.htm

Reports

American Institutes for Research Roadmap for Patient and Family Engagement in Healthcare Practice and Research

Carnegie Foundation. Embracing a New Normal: Toward a More Liberatory Approach to Family Engagement

Mapp K., Kuttner J., Wood L., West, A., & Abdullah, S. (2013; updated 2019) Parents in education: A dual capacity-building framework for family-school partnership. SEDL & U.S. Department of Education, 1-30. http://www.sedl.org/pubs/framework/

Mapp, K., & Bergman, E. (2021). Embracing a new normal: Toward a more liberatory approach to family engagement. https://media.carnegie.org/filer_public/f6/04/f604e672-1d4b-4dc3-903d-3b619a00cd01/fe_report_fin.pdf

Academic Books

• Bryk, A. S., & Schneider, B. (2002). Relational trust. In A. S. Bryk & B. Schneider (Eds.), Trust in schools: A core resource for improvement, (pp. 12-34). Russell Sage Foundation.
• Epstein, J. L., Sanders, M. G., Simon, B., Salinas, K., Jansorn, N., & Van Voorhis, F. (2018). School, family, and community partnerships: Your handbook for action (4th ed.). Corwin Press.
• Edwards, P., Spiro, R. J., Domke, L. M., Castle, A. M., White, K. L., Peltier, M. R., & Donohue, T. H. (2019). Partnering with families for student success: 24 scenarios for problem solving with parents. Teachers College Press.
• Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among CLD students. Corwin Press.
• Hong, S. (2011). A cord of three strands: A new approach to parent engagement in schools. Harvard Education Press.
• Hong, S. (2020). Natural allies: Hope and possibility in teacher-family partnerships. Harvard Education Press.
• Ishimaru, A. M. (2019). Just schools: Building equitable collaborations with families and communities. Teachers College Press.
• Lawrence-Lightfoot, S. (2004). The essential conversation: What parents and teachers can learn from each other. Ballantine Books.

Memoirs, YA and Children’s Literature

• Daniel Nayeri’s Everything Sad is Untrue
• Nicole Chung’s All You Ever Know
• Harry, B. (2010). Melanie: Bird with a broken wing; A mother’s story. Brookes