ABSTRACT
This part introduction presents an overview of the key concepts discussed in the subsequent chapters. The part focuses on implementation issues involved in family, community and school interaction. It discusses educators to involve themselves broadly in the education of their students, reaching from classroom to school to home and back to school in a program designed to meet the needs of the extended minority family. The part presents well-developed, extensively tested programs that have been implemented in Texas, California and Washington State. It outlines an entire program of interaction that is operational in Redwood and explores the knowledge of families, effective communication and time management for all participants in hierarchical process. The part offers practitioners a guide to school-family-community interaction. It shows that the static classroom educator must give way to educators who are actively involved in their community's needs.
