Handbook of Research on Bridging Family-Teacher Relationships for ELL and Immigrant Students

Handbook of Research on Bridging Family-Teacher Relationships for ELL and Immigrant Students

Grace Onchwari (University of North Dakota, USA) and Jared Keengwe (University of North Dakota, USA)
ISBN13: 9781799847120|ISBN10: 1799847128|EISBN13: 9781799847137|DOI: 10.4018/978-1-7998-4712-0


Approximately 60 percent of U.S. children under age five spend time regularly in an early care and education setting. Research has found that good relationships between parents and their children’s providers or teachers can lead to positive outcomes for children and families. Positive, mutually respectful, and collaborative relationships between families and schools/education providers/teachers contribute to young children’s school readiness, increase positive family engagement in children’s programs, and strengthen the home-program connection-- an important contributor to children’s school success. This book seeks to share different family teacher relationship models and how those impact student learning in different areas.

The Handbook of Research on Bridging Family-Teacher Relationships for ELL and Immigrant Students focuses on research based pedagogical practices for teaching young English language learners and immigrants. Specifically the book looks at strategies across the curriculum from social emotional development, parent involvement, and assessment to language development and more. Young immigrant learners are individuals with rich history, backgrounds, and experiences; the goal of the book is to share how these factors shape one’s teaching pedagogy and how different relationships can have an impact e.g. home environments, parent support, and involvement.

This book is intended for academicians, professionals, and researchers in education This book will benefit school administrators, faculty, classroom teachers (early childhood teachers, elementary teachers, and middle- K-12), parents, and other researchers interested in family teacher relationships.

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Dr. Grace Onchwari is an Associate Professor in the Department of Teaching and Learning at the University of North Dakota, USA, where she teaches a variety of graduate and undergraduate courses in early childhood education. She is also the coordinator of the early childhood program. Her research focuses on teacher professional development, immigrant children, Head Start, and mentor-coaching. Dr. Onchwari’s academic background includes a postgraduate diploma in education, Masters in child development and early childhood education and a doctoral degree in curriculum instruction with an early childhood education emphasis. Dr. Onchwari has researched and authored articles and book chapters with a focus on these areas. She is also the co-editor of the book titled “Cross-Cultural Considerations in the Education of Young Immigrant Learners.”
Jared Sagini Keengwe is a Professor at the University of North Dakota (UND) and currently serves as the coordinator of the Elementary Education program. He is the editor-in-chief of two IGI Global Book Series: Advances in Higher Education and Professional Development (AHEPD) and Advances in Early Childhood and K-12 Education (AECKE). Prof. Keengwe has published several books and over 100 publications in journals and conference proceedings. His research interests focus on digital technology integration and learner-centered pedagogy in teacher education. His work was honored with the UND Foundation/McDermott Faculty Award for Excellence in Academic Advising. He was a recipient of the North Dakota Spirit Faculty Achievement Award in recognition of significant contributions in teaching, research, and service. At the national level, Prof. Keengwe was one of the 10 recipients selected to receive the 2010 American Educational Research Association (AERA) Teacher Education Travel Award. More recently, Prof. Keengwe was a recipient of the 2017 Carnegie African Diaspora Fellowship.