Special Section to be published on Family-School Engagement across Child and Adolescent Development
Guest Editors: Wendy M. Reinke, Keith C. Herman, & Tyler E. Smith
Extended Deadline: April 15, 2018
Family-school engagement practices (e.g., family-school partnerships and parental involvement) are empirically supported across elementary and secondary students’ academic (Fan & Chen, 2001) and social/behavioral domains (Sheridan et al., 2013). Extant literature reviews and meta-analyses have found that when parents support children’s learning and development, students experience increased social-emotional competencies and academic achievement, have positive gains in reading acquisition, complete homework at higher rates, and have fewer homework problems (Hill & Tyson, 2009; Jeynes, 2012; Sheridan et al., 2010).
Although consensus exists regarding the importance of family engagement across developmental stages, educational programs and policies are primarily based on elementary school students. It is critical to consider key developmental and contextual factors across all stages of development, as aspects of family engagement practices often become more challenging as children grow into middle- and high-school students (Hill & Tyson, 2009). School psychologists are in a unique position to support cross-setting collaboration between families and schools in order to enhance the academic, behavioral, and social-emotional health of students throughout the elementary, middle-, and high-school years.
This Special Topic Section of School Psychology Quarterly will be devoted to the publication of scientifically rigorous papers, which focus on family-school engagement practices across three stages of child and adolescent development (i.e., elementary, middle school, and high school). The special section will be edited by Wendy M. Reinke, Keith C. Herman, and Tyler E. Smith, and is slated to appear in the final issue of 2018. We are particularly interested in receiving empirical studies examining family engagement practices within the context of developmental stages and processes. Examples of appropriate manuscripts include (but are not limited to):
- Development or evaluation (i.e., feasibility, acceptability, outcomes) of clinical approaches, interventions or programs that can be applied in schools
- Tailoring or adapting established interventions or clinical approaches for use with specific cultural groups
- Research relevant to the clinical training of school psychologists
- Correlational research on risk/resiliency factors associated with educational/psychological outcomes of family engagement
Manuscript length for the special section will be determined based on the quality and number of proposals, but is targeted to not exceed the journal standard of 6,000 words, inclusive of all tables, figures, and references. Submitted manuscripts will be given blind peer review, as per usual journal policy, prior to a final decision on publication.
Manuscripts must be submitted electronically through the journal’s online submission website at http://www.editorialmanager.com/spq. Please select “Special Section Article: Family-School Engagement” as the article type.
Fan, X, & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740–763.
Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students.Urban Education, 47, 706–742.
Sheridan, S. M., Knoche, L. L., Edwards, C. P., Bovaird, J. A., & Kupzyk, K. A. (2010). Parent engagement and school readiness: Effects of the Getting Ready intervention on preschool children’s social-emotional competencies. Early Education and Development, 21, 125-156.
Sheridan, S. M., Ryoo, J. H., Garbacz, S. A., Kunz, G. M., & Chumney, F. L. (2013). The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial. Journal of School Psychology, 51, 717-731.