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Barrera, I. & Corso, R. M. (2003). Skilled Dialogue: Strategies for Responding to Cultural Diversity in Early Childhood. Baltimore: Brookes.
Banks, R., Santos, R. M., & Roof, V. (2003). Discovering family Concerns,
priorities, and resources: Sensitive family information gathering. Young Exceptional Children, 6(2), 11-19.
Blue-Banning, M., Summers, J., Frankland, H. C., Nelson, L., & Beegle, G. (2004) Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167-184.
Baum, A. C., & McMurray-Schwarz, P. (2004). Preservice teachers' beliefs about family involvement: Implications for teacher education. Early Childhood Education Journal, 32(1), 57–61.
Brookes, P. H. (2004). Developing Cross-Cultural Competence: A Guide for Working with Children and Their Families (3rd Edition). Baltimore: Brookes Publishing Co.
Bruckman, M., & Blanton, P. (2003). Welfare-to-work single mothers' perspectives on parent involvement in Head Start: Implications for parent-teacher collaboration. Early Childhood Education Journal, 30(3), 145-150.
Castro, D. C., Bryant, D. M., Peisner-Feinberg, E. S., & Skinner, M. L. (2004). Parent involvement in Head Start programs: The role of parent, teacher and classroom characteristics. Early Childhood Research Quarterly, 19(3), 413–430.
Chambers, C. R. & Children, A. L. (2005). Fostering family-professionals collaboration Through person centered IEP meetings: The "True Directions" model. Young Exceptional Children, 8(3), 20-29.
Commissioner’s Parent’s Advisory Council. (2007).The Missing Piece of the Proficiency Puzzle: Recommendations for Involving Families and Community in Improving Student Achievement. 11-14. The five objectives come from the work of Joyce Epstein (otherwise, author is unspecified). Addresses the six objectives for setting the standard for family and community involvement focused on improving student achievement. These are the topics covered: relationship building, communication, decision-making, advocacy, learning opportunities, and community partnerships.
Conyers, L. M., & Reynolds, A. J. (2003). The effect of early childhood
intervention and subsequent special education services: Findings from the Chicago Child-Parent Centers. Educational Evaluation & Policy Analysis, 25(1), 75-95.
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Diamond, K.E., & Kontos, S. (2004). Families' resources and accommodations: Toddlers with Down Syndrome, Cerebral Palsy, and Developmental Delay. Journal of Early Intervention, 26(4), 253-265.
Downer, J. T., & Mendez, J. L. (2005). African American father involvement and preschool children's school readiness. Early Education and Development, 16(3), 317–340.
Duch, H. (2005). Redefining parent involvement in Head Start: A two-generation approach. Early Child Development and Care, 175(1), 23–35.
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Evans, M. A., Fox, M., Cremaso, L., & McKinnon, L. (2004). Beginning reading: The views of parents and teachers of young children. Journal of Educational Psychology, 96(1), 130–141.
Family Center on Technology and Disability. (2005). AT recycling: Everything old is new again. Retrieved December 5, 2005 www.fctd.info
Foster, M. A., Lambert, R., Abbott-Shim, M., McCarty, F., & Franze, S. (2005). A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes. Early Childhood Research Quarterly, 20(1), 13–36.
Friend, M., & Cook, L. (2003). Interactions: Collaboration skills for school professionals. Boston: Allyn and Bacon.
Gallagher, P. A., Rhodes, C. A., & Darling, S. M. (2004). Parents as professionals in early intervention: A parent educator model. Topics in Early Childhood Special Education, 24(1), 5–13.
Gillanders, C., & Jimenez, R. T. (2004). Reaching for success: A close-up of Mexican immigrant parents in the U.S.A. who foster literacy success for their kindergarten children. Journal of Early Childhood Literacy, 4(3), 243–269.
Green, C. R., & Halsall, S. H. (2004). Head Start families sharing literature. Early Childhood Research & Practice, 6(2). [Available at ecrp.uiuc.edu/v6n2/green.html]
Haney, M., & Hill, J. (2004). Relationships between parent-teaching activities and emergent literacy in preschool children. Early Child Development and Care, 174(3), 215–228.
Hanft,B. E., Rush, D. D. & Sheldon, M. L. (2003). Coaching families and colleagues in early childhood. Baltimore: Brookes.
Hanson, M.J., & Lynch, E. W. (2004). Understanding families: Approaches to diversity, disability, and risk. Baltimore, MD: Brookes.
Klass, C. (2004). The relationship between the parent and the home visitor. News Exchange - National Association for Home-Based Family Early Interventionists, 9(2), 1-4.
Lahman, M. K., & Soyeon, P. (2004). Understanding children from diverse cultures: Bridging perspectives of parents and teachers. International Journal of Early Years Education, 12(2), 131–142.
La Paro, K. M., Kraft-Sayre, M., & Pianta, R. C. (2003). Preschool to kindergarten transition activities: Involvement and satisfaction of families and teachers. Journal of Research in Childhood Education, 17, 147–158.
Lessenberry B.M, & Rehfeldt, R.A. (2004). Evaluating stress levels of parents of children with disabilities, Exceptional children, 70(2), 231-244.
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MacCleod, F. (2004). Literacy identity and agency: Linking classrooms to communities. Early Child Development & Care, 174(3), 243–252.
Matuszny, R.M., Banda, D.R., & Coleman, T.J. (2007). A progressive plan for building collaborative relationships with parents from diverse backgrounds. Teaching Exceptional Children, 39(4) 24-31.
McAllister, C. L., Wilson, P. C., Green, B. L., & Baldwin, J. L. (2005). “Come and take a walk": Listening to Early Head Start parents on school-readiness as a matter of child, family, and community health. American Journal of Public Health, 95(4), 617–625.
McBride, B. A., Bae, J.-H., & Blatchford, K. (2003). Family–school– community partnerships in rural preK at-risk programs. Journal of Early Childhood Research, 1(1), 49–72.
No Child Left Behind Act of 2001. (2001). Public Law 107-220. 107th Congress.
Pelletier, J., & Corter, C. (2005). Design, implementation, and outcomes of a school readiness program for diverse families. School Community Journal, 15(1), 89–116.
Raikes, H. H., Summers, J. A., & Ruggman, L. A. (2005). Family involvement in Early Head Start programs. Fathering, 3(1), 29–58.
Rimm-Kaufman, S. E., & Pianta, R. C. (2005). Family–school communication in preschool and kindergarten in the context of a relationship-enhancing intervention. Early Education and Development, 16(3), 287–316.
Rimm-Kaufman, S. E., & Zhang, Y. B. (2005). Father–school communication in preschool and kindergarten. School Psychology Review, 34(3), 287–308.
Rush, D.D., Sheldon, M. L., & Hanft, B.E. (2003). Coaching families and colleagues: A process for collaboration in natural settings. Infants and Young Children, 16(1), 33-47.
Stahl, S. A., & Yaden, D. B., Jr. (2004) The development of literacy in preschool and primary grades: Work by the Center for the Improvement of Early Reading Achievement. Elementary School Journal, 105(2), 141–165.
Trivette, C.M., & Dunst, C.J. (2004). Evaluating family-based practices: Parenting Experiences Scale. Young Exceptional Children, 7(3), 12-19.
Turnbull, A., Turnbull, R., Erwin, E. & Soodak, L. (2006). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. (5th Ed) Upper Saddle River, NJ: Pearson and Merrill Prentice Hall.
Ulrich, M.E., & Bauer, A.M. (2003). Levels of awareness: A closer look at communication between parents and professionals. Teaching Exceptional Children, 35(6), 20-24.
Wesley, P. W., & Buysse, V. (2003). Making meaning of school readiness in schools and communities. Early Childhood Research Quarterly, 18(3), 351–375.
Whitehead, K., Bruder, M., Fleming, G., & Park, H. (2007). Collaboration in Special Education Parent-Professional Training. Teaching Exceptional Children 39(6) 6-11.
Zevenbergen, A. A., Whitehurst, G. J., & Zevenbergen, J. A. (2003). Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families. Journal of Applied Developmental Psychology, 24(1), 1–15.
Zhang, C., & Bennett, T. (2003). Facilitating the meaningful participation of culturally and linguistically diverse families in the IFSP and IEP process. Focus on Autism & Other Developmental Disabilities, 18(1), 51-59.
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