National Center for Families Learning (NCFL) defines family leadership as strategies and services that improve and enhance the leadership skills of parenting adults and that are designed to support families in becoming advocates for themselves, their families, and their communities. This work is accomplished alongside the education and community…

This text introduces an original, scalable instructional framework called Telling Our Stories (TOS), an approach for supporting culturally informed literacy instruction in the elementary classroom. Connecting the theory to practice, the TOS framework centers the cultural heritage and experiences of students and offers a roadmap to scientifically…

Workplace shortages are a top concern for schools in times of calm and even more troubling in times of stress. Burnout is especially widespread in stressful situations of disrupted learning, trauma, and discord (e.g., Diliberti & Schwartz, 2022; Thomas et al., 2019). In the wake of the pandemic, educators struggled to deal with the stressors…

This case study focuses on the preferred instructional approaches of integrative STEM education as students encounter authentic problems in their community, analyze data, and share their evidenced-based explanations and solutions with external audiences. As the case unfolds, school leaders encounter tensions among family and community members, and…

"Just Schools" by Dr. Ann M. Ishimaru examines how schools can achieve educational equity through collaborative leadership and actively involving historically marginalized families and communities in the decision-making process. Dr. Ishimaru's book emphasizes the importance of rethinking traditional power dynamics and transforming…

Family-school-community engagement is a tool that can help schools and communities mutually elevate one another by forming a whole stronger than its parts. Family-school-community engagement occurs when families, schools, and community entities work together in mutually supportive relationships to support positive outcomes for all stakeholders.…

This chapter surfaces examples of the ways educators, programs, and families are making connections to and from out-of-school time (OST) experiences and into other contexts in learners' lives, including additional programs, homes, communities, and schools. Through a review, the authors test, refine, and expand a design framework for connections…

Immigration policies and deportations have negatively impacted not only undocumented immigrant students and their families, but also their teachers, administrators, counselors, and other community members. Drawing on Freire's (1970) concept of "praxis," and on critical-ecological educational approaches (da Silva Iddings, 2017), we…

Annual teacher departure rates in the United States have held steady at about 16% for most of the 21st century. This high turnover has serious consequences at both the school and student levels (Carver-Thomas and Darling-Hammond, 2017; Ingersoll, 2004; NCES, 2014; Ronfeldt et al., 2012). Moreover, as we emerge from the pandemic, teachers are…

The purpose of this qualitative phenomenological study was to explore high school principals' perceptions of how a supportive environment, strong family-community ties, and trust assist educational leaders in improving the culture within their schools. Participants of this study included 15 high school principals in the New York City Department of…

In this brief, we discuss embedding and framing the evolving literatures related to improvement and implementation sciences into a general intervention perspective. From that perspective, we sketch out some basic considerations related to improvement and implementation research, practice, and policy.

Educational research consistently underscores the significance of family engagement in children's education. However, diverse ideals regarding family involvement often constrain the potential for meaningful school-home interactions within culturally diverse urban communities. Amidst education reform priorities such as high-stakes testing and…

Ongoing worldwide crises have imposed profound challenges on school leaders. Principals face increasing pressure to understand and address the multifaceted needs of their communities. However, traditional paradigms often isolate principals by emphasizing individualism, patriarchy, and management, thus maintaining separation between school leaders…

The National Association of School Psychologists (NASP) emphasizes mental and behavioral health services and family-school-community collaboration as domains within school psychology practice (NASP, 2020). While research outlines best practices in family-based intervention when children exhibit behavioral and emotional concerns, there has been…

The purpose of this scoping review is to analyse the literature concerning principals' problems and challenges, beginning in 2003 and ending in 2019. The research team conducted an extensive search to locate relevant academic literature, comprising 17 years of research, and a total of 153 documents were analysed. According to the findings, most of…