CYFS director Susan Sheridan has authored a newly published practice guide designed to help teachers and school professionals engage parents in partnerships that support children’s learning.
Available from Pacific Northwest Publishers, “The Tough Kid: Teachers and Parents as Partners” takes its name from a family-school intervention approach developed and extensively researched by Sheridan.
The Lincoln Journal Star illustrated the application and impacts of a CYFS family-school partnership model in a May 2 feature.
The story includes interviews with the mother and teacher of a third-grade student who participated in the Teachers and Parents as Partners intervention. Formerly known as Conjoint Behavioral Consultation, the intervention approach was developed by CYFS director Susan Sheridan and has been employed by urban, suburban and rural communities throughout Nebraska.
Laser-like focus? Check. Keen memory? Check. Intrinsic motivation? Check.
Parental support? Checkmate.
The development of chess prodigies owes much to the parents who foster their innate talent, according to a book chapter recently co-authored by two CYFS researchers – one of whom can speak from personal experience.
Susan Sheridan, director of the Nebraska Center for Research on Children, Youth, Families and Schools, moderated a panel on parent engagement in children’s education that aired Aug. 15 on NET2 World.
“The Challenge of Parent Engagement,” an hour-long episode of Nebraska Educational Telecommunications’ “The State of Education in Nebraska” series, featured a discussion among educators and administrators from Lincoln, Crete, Grand Island and Omaha. In addition to addressing the many forms and benefits of parent engagement, the panel examined how best to foster connections among parents, schools and community organizations.
A peer-reviewed article authored by researchers from the Nebraska Center for Research on Children, Youth, Families and Schools has been named 2012 Article of the Year by School Psychology Review, an academic journal published by the National Association of School Psychologists.
A CYFS research team has earned a $3.2 million U.S. Department of Education grant to explore whether an intervention approach that bridges living rooms and classrooms can also span the persistent achievement gap facing disadvantaged children.
Dubbed Getting Ready, the CYFS-designed intervention aims to strengthen parent-child relationships and foster family-school partnerships that improve the educational prospects of children at risk for developmental delays. Two of Getting Ready’s creators, CYFS Director Susan Sheridan and CYFS Research Associate Professor Lisa Knoche, are now leading a study of its ability to help these struggling children close gaps in cognition, language skills and social-emotional maturity as they enter preschool.
If research studies represent the jigsaw pieces to complex puzzles, meta-analyses assemble them into cohesive pictures that help resolve important questions.
CYFS Postdoctoral Fellow Elizabeth Moorman Kim and CYFS Director Susan Sheridan are currently gathering those pieces to clarify the impacts of two intervention-based approaches for engaging parents in their children’s education.
Two CYFS student affiliates will present their research – and immerse themselves in an “East meets West” culture – when they depart for a week-long visit to Hong Kong on Nov. 29.
Amanda Witte and Kadie Dooley, both doctoral candidates in the Department of Educational Psychology, were among four students recently selected to present research papers at the University of Hong Kong’s Postgraduate Research Conference on Dec. 3.