Skip to main content
SpringerLink
Log in
Book cover

Handbook of Research on Student Engagement pp 343–364Cite as

Families as Facilitators of Student Engagement: Toward a Home-School Partnership Model

  • Chapter
  • First Online:

Abstract

Homes make key contributions to children’s achievement. Parents are salient facilitators of engagement, and schools, through their active collaboration with families, can help caregivers create home environments that promote academic success. Engagement, from a Self-determination Theory (SDT) framework, is the outward manifestation of motivation and occurs most readily in contexts that satisfy children’s needs for relatedness, autonomy, and competence. We review the substantial literature pointing to three corresponding parent variables, involvement, autonomy support, and structure that contribute to motivation and thereby engagement. We then consider the role of schools in promoting facilitative parenting. Research identifies barriers to involving families as well as sociodemographic and school structural variables that predict parent participation in children’s learning. Emerging work also highlights the efficacy of system-wide interventions to develop school-family partnerships wherein educators and parents work together toward enhancing student success. Suggestions for future directions include developing interventions that target parent autonomy support and structure and conducting research that embraces the bidirectional and transactional nature of home and school influences on student engagement.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   189.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   249.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Ames, C. (1993). How school-to-home communications influence parent beliefs and perceptions. Equity and Choice, 9(3), 44–49.

    Google Scholar 

  • Appleton, J., Christenson, S., & Furlong, M. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386.

    Article  Google Scholar 

  • Bandura, A. (1977). Self efficacy: Toward a unified theory of behavioral change. Psychological Review, 84, 191–215.

    Article  PubMed  Google Scholar 

  • Barber, B. K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67, 3296–3319.

    Article  PubMed  Google Scholar 

  • Barber, B. K., Olsen, J. E., & Shagle, S. C. (1994). Associations between parental psychological and behavioral control and youth internalized and externalized behaviors. Child Development, 65, 1120–1136.

    Article  PubMed  Google Scholar 

  • Barber, B. K., Stolz, H. E., & Olsen, J. E. (2005). Parental support, psychological control, and behavioral control: Assessing the relevance across time, method, and culture. Monographs of the Society for Research in Child Development, 70(70), 1–137.

    PubMed  Google Scholar 

  • Bempechat, J., Graham, S. E., & Jimenez, N. V. (1999). The socialization of achievement in poor and minority students: A comparative study. Journal of Cross-Cultural Psychology, 30, 139–158.

    Article  Google Scholar 

  • Bretherton, I. (1985). Attachment theory: Retrospect and prospect. Monographs of the Society for Research in Child Development, 50, 3–35.

    Article  Google Scholar 

  • Bronstein, P., Ginsburg, G. S., & Herrera, I. S. (2005). Parental predictors of motivational orientation in early adolescence: A longitudinal study. Journal of Youth and Adolescence, 34, 559–575.

    Article  Google Scholar 

  • Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33, 83–104.

    Google Scholar 

  • Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. New York: Guilford Press.

    Google Scholar 

  • Connell, J. P. (1985). A new multidimensional measure of children’s perceptions of control. Child Development, 56, 1018–1041.

    Article  PubMed  Google Scholar 

  • Connell, J. P., Halpern-Felsher, B. L., Clifford, E., Crichlow, W., & Usinger, P. (1995). Hanging in there: Behavioral, psychological, and contextual factors affecting whether African-American adolescents stay in high school. Journal of Adolescent Research, 10, 41–63.

    Article  Google Scholar 

  • Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in African-American youth: Context, self-action, and outcomes in school. Child Development, 65, 493–506.

    Article  PubMed  Google Scholar 

  • Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness: A motivational analysis of self-system processes. In M. Gunnar & L. A. Sroufe (Eds.), Minnesota symposium on child psychology: Vol. 23. Self processes in development (pp. 43–77). Chicago: University of Chicago Press.

    Google Scholar 

  • Cooper, C. E., & Crosnoe, R. (2007). The engagement in schooling of economically disadvantaged parents and children. Youth and Society, 38, 372–391.

    Article  Google Scholar 

  • Christenson, S.L., & Carlson, C. (2005). Evidence-based parent and family interventions in school psychology: State of scientifically based practice. School Psychology Quarterly, 20, 525–528.

    Article  Google Scholar 

  • Crittenden, P. M. (1990). Internal representational models of attachment relationships. Infant Mental Health Journal, 11, 259–277.

    Article  Google Scholar 

  • d’Ailly, H. (2003). Children’s autonomy and perceived control in learning: A model of motivation and achievement in Taiwan. Journal of Educational Psychology, 95, 84–96.

    Article  Google Scholar 

  • Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2006). Family involvement in school and low-income children’s literacy: Longitudinal association between and within families. Journal of Educational Psychology, 98, 653–664.

    Article  Google Scholar 

  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.

    Google Scholar 

  • Dweck, C. S. (1991). Self theories and goals: Their role in motivation, personality, and development. In R. Dienstbier (Ed.), Nebraska symposium on motivation. Lincoln, NE: University of Nebraska Press.

    Google Scholar 

  • Epstein, J. L. (1986). Parents’ reactions to teacher practices of parent involvement. The Elementary School Journal, 86, 277–294.

    Article  Google Scholar 

  • Epstein, J. L. (1990). School and family connections: Theory, research, and implications for integrating sociologies of education and family. Marriage and Family Review, 15, 99–126.

    Article  Google Scholar 

  • Epstein, J. L. (2005). A case study of the partnership schools comprehensive school reform (CSR) model. The Elementary School Journal, 106, 151–170.

    Article  Google Scholar 

  • Epstein, J. L., & Becker, H. J. (1982). Teachers’ reported practices of parent involvement: Problems and possibilities. The Elementary School Journal, 83, 103–113.

    Article  Google Scholar 

  • Epstein, J. L., & Dauber, S. L. (1991). School programs and teacher practices of parent involvement in inner city elementary and middle schools. The Elementary School Journal, 91, 289–303.

    Article  Google Scholar 

  • Epstein, J. L., & Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychologist, 36, 181–193.

    Article  Google Scholar 

  • Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 30, 53–74.

    Article  Google Scholar 

  • Farkas, M. S., & Grolnick, W. S. (2010). Examining the components and concomitants of parental structure in the academic domain. Motivation and Emotion, 34, 266–279.

    Article  Google Scholar 

  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117–142.

    Google Scholar 

  • Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 221–234.

    Article  PubMed  Google Scholar 

  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.

    Article  Google Scholar 

  • Gardner, P., Riblatt, S., & Beatty, N. (2000). Academic achievement and parental involvement as a function of school size. High School Journal, 83, 21–27.

    Google Scholar 

  • Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children’s intrinsic/extrinsic motivational orientation and academic performance. Child Development, 64, 1461–1474.

    Article  PubMed  Google Scholar 

  • Goldstein, S. E., Davis-Kean, P. E., & Eccles, J. S. (2005). Parents, peers, and problem behavior: A longitudinal investigation of the impact of relationship perceptions and characteristics on the development of adolescent problem behavior. Developmental Psychology, 41, 401–413.

    Article  PubMed  Google Scholar 

  • Gonzalez-DeHass, A., Willems, P., & Holbein, M. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17(2), 99–123.

    Article  Google Scholar 

  • Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79–90.

    Article  Google Scholar 

  • Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children’s academic intrinsic motivation and achievement. Journal of Educational Psychology, 86, 104–113.

    Article  Google Scholar 

  • Grolnick, W. S., Benjet, C., Kurowski, C. O., & Apostoleris, N. (1997a). Predictors of parent involvement in children’s schooling. Journal of Educational Psychology, 89, 538–548.

    Article  Google Scholar 

  • Grolnick, W. S., Deci, E. L., & Ryan, R. M. (1997b). Internalization within the family: The self-determination theory perspective. In J. Grusec & L. Kuczynski (Eds.), Parenting and children’s internalization of values: A handbook of contemporary theory (pp. 135–161). New York: Wiley.

    Google Scholar 

  • Grolnick, W. S., Gurland, S., DeCourcey, W., & Jacob, K. (2002). Antecedents and consequences of mothers’ autonomy support. An empirical investigation. Developmental Psychology, 38, 143–155.

    Article  PubMed  Google Scholar 

  • Grolnick, W. S., Kurowski, C. O., Dunlap, K. G., & Hevey, C. (2000). Parental resources and the transition to junior high. Journal of Research on Adolescence, 10, 465–488.

    Article  Google Scholar 

  • Grolnick, W., & Pomerantz, E. (2009). Issues and challenges in studying parental control: Toward a new conceptualization. Child Development Perspectives, 3, 165–170.

    Article  Google Scholar 

  • Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81, 143–154.

    Article  Google Scholar 

  • Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83, 508–517.

    Article  Google Scholar 

  • Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237–252.

    Article  PubMed  Google Scholar 

  • Grolnick, W. S, & Wellborn, J. (1988). Parent influences on children’s school-related self-system process. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

    Google Scholar 

  • Gurland, S. T., & Grolnick, W. S. (2003). Perceived threat, controlling parenting, and children’s achievement orientations. Motivation and Emotion, 29, 103–121.

    Article  Google Scholar 

  • Hara, S. R. (1998). Parent involvement: The key to improved student achievement. School Community Journal, 8(2), 9–19.

    Google Scholar 

  • Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87–97.

    Article  Google Scholar 

  • Hill, N. E., & Bush, K. R. (2001). Relationships between parenting environment and children’s mental health among African American and European American mothers and children. Journal of Marriage and Family, 63, 954–966.

    Article  Google Scholar 

  • Hill, N. E., Bush, K. R., & Roosa, M. W. (2003). Parenting and family socialization strategies and children’s ­mental health: Low-income Mexican-American and Euro-American mothers and children. Child Develop­ment, 74, 189–204.

    Article  PubMed  Google Scholar 

  • Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children’s academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13, 161–164.

    Article  Google Scholar 

  • 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(3), 740–763.

    Article  PubMed  Google Scholar 

  • Hong, S., & Ho, H. (2005). Direct and indirect longitudinal effects of parental involvement on student achievement: Second order latent growth modeling across ethnic groups. Journal of Educational Psychology, 97, 32–42.

    Article  Google Scholar 

  • Hoover-Dempsey, K. V., Bassler, O. C., & Brissie, J. S. (1992). Explorations in parent-school relations. The Journal of Educational Research, 85, 287–294.

    Article  Google Scholar 

  • Horvat, E. M., Weininger, E. B., & Lareau, A. (2003). From social ties to social capital: Class differences in the relations between schools and parent networks. American Educational Research Journal, 40, 319–351.

    Article  Google Scholar 

  • Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40, 237–269.

    Article  Google Scholar 

  • Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42, 82–110.

    Article  Google Scholar 

  • Joussemet, M., Koestner, R., Lekes, N., & Landry, R. (2005). A longitudinal study of the relationship of maternal autonomy support to children’s adjustment and achievement in school. Journal of Personality, 73, 1216–1235.

    Article  Google Scholar 

  • Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262–273.

    Article  PubMed  Google Scholar 

  • Lareau, A. (1987). Social class differences in family – School relationships: The importance of cultural capital. Sociology of Education, 60, 73–85.

    Article  Google Scholar 

  • Marchant, G. J., Paulson, S. E., & Rothlisberg, B. A. (2001). Relations of middle school students’ perceptions of family and school contexts with academic achievement. Psychology in the Schools, 38, 505–519.

    Article  Google Scholar 

  • McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten. Psychology in the Schools, 41, 363–377.

    Article  Google Scholar 

  • Metropolitan Life Survey of the American Teacher. (2001). Key elements of quality schools. http://www.metlife.com/Companyinfo/Community/Found/Docs/2001ats.pdf

  • Murdock, T. B. (1999). The social context of risk: Status and motivational predictors of alienation in middle school. Journal of Educational Psychology, 91, 62–76.

    Article  Google Scholar 

  • Natriello, G. (1984). Problems in the evaluation of students and student from secondary schools. Journal of Research and Development in Education, 17, 14–24.

    Google Scholar 

  • Ng, F. F., Kenney-Benson, G. A., & Pomerantz, E. M. (2004). Children’s achievement moderates the effects of mothers’ use of control and autonomy support. Child Development, 75, 764–780.

    Article  PubMed  Google Scholar 

  • Nye, C., Turner, H., & Schwartz, J. (2006). Approaches to parent involvement for improving the academic performance of elementary school age children. Oslo, Norway: The Campbell Collaboration, Campbell Systematic Reviews.

    Google Scholar 

  • Patrikakou, E. N., & Weissberg, R. P. (2000). Parents’ perceptions of teacher outreach and parent involvement in children’s education. Journal of Prevention & Intervention in the Community, 20, 103–119.

    Article  Google Scholar 

  • Pena, D. C. (2000). Parent involvement: Influencing factors and implications. The Journal of Educational Research, 94, 42–54.

    Article  Google Scholar 

  • Pomerantz, E. M., & Eaton, M. M. (2001). Maternal intrusive support in the academic context: Transactional socialization processes. Developmental Psychology, 37, 174–186.

    Article  PubMed  Google Scholar 

  • Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77, 373–410.

    Article  Google Scholar 

  • Pomerantz, E. M., & Wang, Q. (2009). The role of parental control in children’s development in Western and East Asian countries. Current Directions in Psychological Science, 18, 285–289.

    Article  Google Scholar 

  • Pomerantz, E. M., Wang, Q., & Ng, F. F. (2005). The role of children’s competence experiences in the socialization process: A dynamic process framework for the academic arena. In R. Kail (Ed.), Advances in child development and behavior (Vol. 33, pp. 193–227). San Diego, CA: Academic.

    Google Scholar 

  • Rafaele, L. M., & Knoff, H. M. (1999). Improving home-school collaboration with disadvantaged families: Organizational principles, perspectives, and approaches. School Psychology Review, 28, 448–466.

    Google Scholar 

  • Raftery, J. R., & Grolnick, W. S. (2010, May). Coping with academic failure: Effects of structure and perceived control. Fourth International Conference on Self-Determination Theory, Gent, Belgium.

    Google Scholar 

  • Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761.

    Article  PubMed  Google Scholar 

  • Ryan, R. M., Connell, J. P., & Grolnick, W. S. (1992). When achievement is not intrinsically motivated: A theory and assessment of self-regulation in school. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and motivation: A social-developmental perspective (pp. 167–188). New York: Cambridge University Press.

    Google Scholar 

  • Ryan, R. M., Deci, E. L., Grolnick, W. S., & La Guardia, J. G. (2006). The significance of autonomy and autonomy support in psychological development and psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Theory and method (2nd ed., pp. 795–849). Hoboken, NJ: Wiley.

    Google Scholar 

  • Sanders, M. G. (1998). The effects of school, family, and community support on the academic achievement of African American adolescents. Urban Education, 33, 385–409.

    Article  Google Scholar 

  • Sanders, M. G., & Epstein, J. L. (2000). The National Network of Partnership Schools: How research influences educational practice. Journal of Education for Students Placed at Risk, 5, 61–76.

    Google Scholar 

  • Sheldon, S. B., & Van Voorhis, F. L. (2004). Partnership programs in U.S. schools: Their development and relationship to family involvement outcomes. School Effectiveness and School Improvement, 15, 125–148.

    Article  Google Scholar 

  • Sinclair, M. F., Christenson, S. L., Lehr, C. A., & Anderson, A. R. (2003). Facilitating student learning and engagement: Lessons learned from Check and Connect longitudinal studies. The California School Psychologist, 8, 29–41.

    Google Scholar 

  • Skinner, E. A. (1996). A guide to constructs of control. Journal of Personality and Social Psychology, 71, 549–570.

    Article  PubMed  Google Scholar 

  • Skinner, E. A., Johnson, S., & Snyder, T. (2005). Six dimensions of parenting: A motivational model. Parenting: Science and Practice, 5(2), 175–235.

    Article  Google Scholar 

  • Skinner, E. A., Kindermann, T. A., Connell, J. P., & Wellborn, J. G. (2009). Engagement as an organizational construct in the dynamics of motivational development. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 223–245). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I’ve got it: The role of perceived control in children’s engagement and school achievement. Journal of Educational Psychology, 82, 22–32.

    Article  Google Scholar 

  • Skinner, E. A., Zimmer-Gembeck, M. J., & Connell, J. P. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63 (nos 2 and 3) whole no. 254 pp. v-220.

    Google Scholar 

  • Soenens, B., Elliot, A. J., Goossens, L., Vansteenkiste, M., Luyten, P., & Duriez, B. (2005). The intergenerational transmission of perfectionism: Parents’ psychological control as an intervening variable. Journal of Family Psychology, 19, 358–366.

    Article  PubMed  Google Scholar 

  • Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in three life domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34, 589–604.

    Article  Google Scholar 

  • Soenens, B., Vansteenkiste, M., Lens, W., Luyckx, K., Goossens, L., Beyers, W., et al. (2007). Conceptualizing parental autonomy support: Adolescent perceptions of promotion of independence versus promotion of volitional functioning. Developmental Psychology, 43, 633–646.

    Article  PubMed  Google Scholar 

  • Southwest Educational Developmental Laboratory. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement (Annual Synthesis 2002). www.sedl.org/connections/

  • Stevenson, D., & Baker, D. (1987). The family-school relation and the child’s school performance. Child Development, 58, 1348–1357.

    Article  PubMed  Google Scholar 

  • Stone, S. (2006). Correlates of change in student reported parent involvement in schooling: A new look at the National Longitudinal Study of 1988. Journal of Orthopsychiatry, 76, 518–530.

    Article  Google Scholar 

  • Turner, R. A., Irwin, C. E., Jr., Tschann, J. M., & Millstein, S. G. (1993). Autonomy, relatedness, and the initiation of health risk behaviors in early adolescence. Health Psychology, 12, 200–208.

    Article  PubMed  Google Scholar 

  • Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161–1176.

    Article  PubMed  Google Scholar 

  • Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 97, 468–483.

    Article  Google Scholar 

  • Wang, Q., Pomerantz, E. M., & Chen, H. (2007). The role of parents’ control in early adolescents’ psychological functioning: A longitudinal investigation in the United States and China. Child Development, 78, 1592–1610.

    Article  PubMed  Google Scholar 

  • Weisz, J. R. (1986). Contingency and control beliefs as predictors of psychotherapy outcomes among children and adolescence. Journal of Consulting and Clinical Psychology, 54, 789–795.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Frances L. Hiatt School of Psychology, Clark University, Worcester, MA, USA

    Jacquelyn N. Raftery, Wendy S. Grolnick Ph.D. & Elizabeth S. Flamm

Authors
  1. Jacquelyn N. Raftery
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Wendy S. Grolnick Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Elizabeth S. Flamm
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jacquelyn N. Raftery .

Editor information

Editors and Affiliations

  1. Dept. Educational Psychology, University of Minnesota, E. River Road 56, Minneapolis, 55455, Minnesota, USA

    Sandra L. Christenson

  2. Dept. Educational Psychology &, Instructional Technology, University of Georgia, Aderhold Hall 325N, Athens, 30602, Georgia, USA

    Amy L. Reschly

  3. Educational Research, New Zealand Council for, Wellington, New Zealand

    Cathy Wylie

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Springer Science+Business Media, LLC

About this chapter

Cite this chapter

Raftery, J.N., Grolnick, W.S., Flamm, E.S. (2012). Families as Facilitators of Student Engagement: Toward a Home-School Partnership Model. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_16

Download citation

Publish with us

Policies and ethics

Search

Navigation