SDS3430 Exam 1

Separation Paradigm
  • Home & school are separate spheres
  • Schools are solely responsible for the education of children
  • School personnel is held accountable for these results and they accept this responsibility
  • Role of expert is not shared with family – causes conflict – deficient view of families

Remediation Paradigm
  • Low SES viewed as deficient and need remediation
  • Educators need support of parents
  • Educators need parental support of school values for student success
  • Home still has subordinate position to expertise of educators
  • Parents are told what to do at home to enhance the child’s learning
  • Students do NOT have an active role

Collaboration Paradigm
  • Coexperts in education process
  • Work with families on a regular basis
  • Educators share common goals and roles with families
  • Communication is regular, explicit, and directive
  • Students are included in problem solving

Climate Dimensions:
  • The beliefs systems, values, general cognitive structure, and meanings characterizing social environments
  • Associated with the way students learn and the value of education – academic

Climate Dimensions:


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  • Refers to the characteristics of persons and groups involved with the organization
  • Family/School/Community is one group

Climate Dimensions:


  • Patterned ways in which school staff, family members, and students relate with one another
  • Hierarchical or collaborative
  • Shared or sole leadership
  • Task focused or emotionally focused

Climate Dimensions:


  • Physical and material aspects of the organizational environment
  • Design of the classroom, materials used, etc.

Authoritative Parenting Style
  • High warmth
  • High demand
  • Balanced and most effective
  • Produces high levels of social and academic achievement

Authoritarian Parenting Style
  • High degree of demandingness
  • Low degree responsiveness
  • Low warmth
  • Emphasize obedience, respect for authority, work tradition, ; preservation of order
  • Associated with low levels of independence and social responsibility in children

Permissive Parenting Style
  • No demand/low level
  • High warmth
  • High responsiveness
  • Tolerant ; accepting towards their child’s impulses
  • Use as little punishment as possible
  • Few demands for mature behavior

Neglecting Parenting Style
  • Low levels of parental warmth and responsiveness
  • Low levels of parental demandingness
  • Few predictable role expectations are evident in these families and how they interact with each other
  • Don’t have boundaries, goals or give support
  • Not invested in educational success

Family Structures:


  • One-sided power
  • Mom, Dad ; kids

Family Structures:


  • Family-shared power

Family Structures:


  • One-sided power
  • Kids have more say

Non-Verbal Communication Skills
  • Gestures
  • Facial expressions
  • Volume
  • Proximity
  • Physical attending

Non-Verbal Attending Skills
  • F.A.C.E.S.
  • F: Face the person almost directly
  • A: Approach by leaning slightly towards the person
  • C: Compose yourself in this position
  • E: Establish eye contact with the person when appropriate
  • S: Space yourself 2-4 ft. from the person

Verbal Communication Skills:


  • Statements such as: ;mm-hmm;
  • Repetitions of key words as key to continue

Verbal Communication Skills:


  • Involves restating what the speaker says to make sure you have listened and understood

Verbal Communication Skills:


  • Empathetic responding

Verbal Communication Skills:


  • Encourages further sharing
  • Start with ;how; or ;what;

Verbal Communication Skills:


  • More generalized, extended paraphrase

Family ; Community Involvement
  • Teachers, schools, and families all educate the child together
  • Creativity in overcoming adverse conditions
  • Family engagement is strongest predictor of sucess
    • Teacher’s role to involve the family
  • When involved, parents develop more appreciation for their role in the student’s learning
  • Teachers who collaborate tend not to stereotype or pre-judge single or poor parents
  • Involvement helps develop positive student outcomes towards school

  • Coexistence of culture of origin with the dominant or different culture

  • Conforming to mainstream values or beliefs
  • Assumption is that the culturally diverse will embrace the norms of dominant culture

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