[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590448-105":59,"doc-detail-590448-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","its-a-winwin-read-with-children","It’s a ‘Win/Win’ - read with children","","This paper describes a community-based after-school tutoring project in which families participate together with their children. The study includes 50 family participants, with several families enrolling multiple children, and four families selected for in-depth case study. Using a mixed-methods design, the research examines why parents persist in supporting children who struggle academically and how schools can integrate families into teacher education. Results show positive academic effects and increased confidence, along with clear strategies for family engagement that sustain participation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/its-a-winwin-read-with-children/590448/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/its-a-winwin-read-with-children/590448.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the tutoring project described in the paper?","Question",{"text":112,"@type":113},"The paper describes a community-based after-school tutoring program where families participate alongside their children. It includes collaboration through reading narrative texts, music participation, and science experiments and tutoring classes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many families took part, and how were case studies selected?",{"text":117,"@type":113},"The project involved 50 family members in total. Four families were selected for an in-depth case study, including families with multiple children enrolled.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings show about parents’ involvement?",{"text":121,"@type":113},"All participating families reported positive impacts on their children’s academic learning and confidence growth. Families also reported learning ways to engage their children’s learning processes, and this meaningful engagement motivated them to stay involved.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590448,1792210044,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","It’s a ‘Win/Win’: The Best Thing We Ever Did Was to Invite Parents to Learn with Their Children  \nJean Rattigan-Rohr, Ph.D.  \nElon University  \nYe He, Ph.D.  \nUniversity of North Carolina Greensboro  \nMary Beth Murphy, M.Ed.  \nUniversity of North Carolina Greensboro  \nGerald Knight, Ph.D.  \nElon University  \nAbstract  \nThis paper describes a community-based after-school tutoring project, where families are participants together with their children. There are 50 family members involved in the project, several have multiple children enrolled, and four families were selected for an in-depth case study. The goals of this mixed method study were to determine why parents persist at endeavors such as these with their children who struggle in school, and how schools of education can effectively incorporate families as an essential constituent in teacher education. Findings indicated that all families engaged in the project reported the positive impact of the project on their children’s academic learning and growth in confidence. In addition, families reported ways they learned to engage in their children’s learning processes. This meaningful engagement was reported as one of the key reasons that motivated families to stay involved.  \nAILACTE Journal 91  \nRattigan-Rohr, He, Murphy, and Knight  \nIntroduction  \nFamilies possess more power for positive interventions in their children’s education than schools often credit them for and than what most parents even realize (Goodlad & Lovitt, 1993) . This lack of realization is unfortunate because it limits the potential for parents to play a major role in shaping how they and schools can work together for the benefit of their children. However, because of the many different kinds of parents in our schools today and the increasing numbers of parents and children from diverse cultural, ethnic, racial, socioeconomic and linguistic backgrounds, effective parent-school collaborations can potentially be more challenging. Therefore, it seems logical that today’s teachers preparing to enter the profession for the first time learn how to involve this wide array of parents for the benefit of all the students in their classrooms. Preparing preservice teachers to be able to effectively involve parents in their children’s learning and for parents/guardians to work with the preservice teachers was, for us, not only essential, but entirely providential in this tutoring project. In short, it was a“win-win.”  \nIn this study, we explore family participation in a collaborative tutoring program that is conducted through students’reading of several narrative texts, their participation in music, as well as through their involvement in science experiments and science tutoring classes. Through collaboration preservice teachers, university faculty, community partners and volunteers served as tutors, while identified struggling readers from local schools were tutees. One of the major features of this tutoring program is that family participation is mandatory.  \nTheoretical Framework  \nMore than three decades ago Bronfenbrenner (1986) made the argument that key to the promotion of a child’s development is the family. This view of the importance of family in children’s education has been supported over and over again in various settings and environments. In settings that highlight children’s reading efforts, researchers found improved comprehension among children when  \n92 AILACTE Volume XI Fall 2014  \nIt’s a “Win/Win”  \nparents were involved with their children in shared-book reading (Sénéchal & LeFevre, 2002; Sénéchal, LeFevre, Hudson, & Lawson, 1996; Sénéchal, LeFevre, Smith-Chant, & Colton, 2001) . Parents can partner with schools to continue or supplement the instruction their children receive. Central to this idea of parents helping to supplement instruction is the requirement that schools treat parents as equal partners in the education of their children. In shaping her comprehensive framework related to school, ","cbCaiuVWPFI0X4z1","https://ap.wps.com/l/cbCaiuVWPFI0X4z1","pdf",384392,18,"English","# Abstract\n# Introduction\n## Community-based tutoring and family participation\n# Theoretical Framework\n## Bronfenbrenner and family influence\n## Epstein: treating parents as partners","[{\"question\":\"What is the tutoring project described in the paper?\",\"answer\":\"The paper describes a community-based after-school tutoring program where families participate alongside their children. It includes collaboration through reading narrative texts, music participation, and science experiments and tutoring classes.\"},{\"question\":\"How many families took part, and how were case studies selected?\",\"answer\":\"The project involved 50 family members in total. Four families were selected for an in-depth case study, including families with multiple children enrolled.\"},{\"question\":\"What did the findings show about parents’ involvement?\",\"answer\":\"All participating families reported positive impacts on their children’s academic learning and confidence growth. Families also reported learning ways to engage their children’s learning processes, and this meaningful engagement motivated them to stay involved.\"}]","It’s a ‘Win/Win’ - read with children | PDF",1792069651,45]