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008			201208b ||||| |||| 00| 0 eng d
100			_aSiegel, Alana _933660
245			_aWelcoming Parents to Their Child’s School: Practices Supporting Students With Diverse Needs and Backgrounds
260			_bSage, _c2019.
300			_aVol 51, Issue 6, 2019(756-784 p. )
520			_aWhile researchers acknowledge the importance of parents feeling welcomed and engaged in their child’s school, the school’s welcoming practices to engage parents have been rarely explored. Parents’ qualitative responses provide insight into what impacts their initial and ongoing experience of being welcomed into their child’s new school. In total, 1,020 and 191 parents and/or legal guardians of students enrolled in Grades pre-K through 12 across five California school districts answered first and second open-ended qualitative questions, respectively. Findings are categorized into three separate themes. Schools play a vital role for the entire family when transitioning into a new community. Parents expressed the desire to serve as important partners for the school in creating positive outcomes for the students, classrooms, and the school as a whole.
650			_aschools, _933661
650			_astudents, _933662
650			_aschool improvement, _933663
650			_a welcoming practices, _933664
650			_a parents _933665
700			_aEsqueda, Monica _933666
700			_a Berkowitz, Ruth _933667
700			_aSullivan, Katherine _933668
700			_aAvi Astor, Ron _933669
700			_aBenbenishty, Rami _933670
773	0		_010744 _915403 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124517747682
942			_2ddc _cART