Many teachers collaborated with and spoke up for multilingual families during the pandemic. Yet, little is known about how and why teachers' understanding of multilingual family engagement changed during remote teaching. This study gives six teachers from a school district with a small proportion of multilingual students a voice to tell their…

Family-school partnerships are crucial for promoting positive outcomes and serving as a protective factor for children at-risk for poor school outcomes (Christenson & Sheridan, 2001). This may be particularly important for autistic children, who are at increased developmental risk (Garbacz et al., 2016). However, little research has examined…

We report on a project to support teachers and district administrators working with multilingual learners as they deepened relationships and understandings with multilingual families in five Oregon school districts. Due to the COVID-19 pandemic, which radically shifted the ways educators engaged with students' families, we repurposed this ongoing…

Few men around the world work in daycare settings, nursery schools or kindergartens. Yet wherever they are found, men who are perceived to have crossed the gender boundary in their choice of profession are widely acclaimed as gifted educators and excellent caregivers. Policy makers who care about providing quality education for young children need…

The relationship of professionals with families of children and adults with intellectual disabilities is a key component in the planning and delivery of effective and enduring support services. Yet, the history of such relationships is not well understood. After briefly describing the context for these relationships in the early 20th century, a…