Spotlights Featured resources for Families and Schools

Parent Resources (Search Our Database) Small Child, Big Stress? (tip sheet) Illinois Early Learning ProjectThis tip sheet (also available in Spanish, Polish & Chinese—see links on the webpage), tells parents: “You can help your child learn to recognize and cope with the feelings of frustration, sadness, worry, and anger that can lead to stress or be signs of stress.”

Four Skills Smart Kids Need to Succeed That Go Beyond Books Smith Luedtke, H.This brief article gives parents research-based tips on nurturing a growth mindset, an investigative approach, emotional intelligence, and self-expression in their children.

School Resources (Search Our Database) Laying the Foundation for Competency Education with Culture and Climate Sturgis, C. Using the case study of Mesa County Valley School District 51, this article (with infographics) describes how they use growth mindset, social/emotional learning, and more to form a foundational "culture where each student has ownership of his/her academic, social and emotional learning resulting in readiness for success in life" for their personalized, performance-based system of education.

Building a Positive Mindset One Word at a Time Maurice J. Elias "Students can craft uplifting poems and narratives using a list of inspiring words you provide.…as students share with each other and with parents…you may find the conversation shifting in unexpectedly, positive ways. Additionally, as they collaborate with classmates, they are developing competencies of respectful listening, taking turns, cooperation, and giving constructive feedback, while also building their social and emotional vocabularies."

School Community Journal Resources (Search Our Database)

Classroom Discourse: An Essential Component in Building a Classroom Malinda Hoskins Lloyd, Nancy J. Kolodziej, and Kathy M. Brashears In this essay, the authors focus on the building of community within the classroom by emphasizing classroom discourse as an essential component of instruction via the Facilitate–Listen–Engage (FLE) model. Ultimately, this progressive framework is designed to establish a sense of belonging for all students while actively engaging them in the learning process, forging the idea that every member of the classroom is valued. Finally, the authors describe three instructional strategies for promoting classroom discourse, supporting practitioners as they translate theory into practice.
Fall/Winter 2016

Parent-Teacher Conflict Related to Student Abilities: The Impact on Students and the Family-School Partnership Kara Lasater The goal of the study was to gain insights from these experiences that could help build effective family–school partnerships, even in the presence of conflict. This purpose was achieved through a qualitative investigation of parent, teacher, and student experiences when parent and teacher perceptions of student abilities diverged. Implications and recommendations are discussed that may help educators improve their partnership efforts.
Fall/Winter 2016