000			01811nam a22002057a 4500
005			20240109152915.0
008			240109b ||||| |||| 00| 0 eng d
022			_a0195-6744
100			_aPaulick, Judy
245			_aPower Dynamics and Positioning in Teacher Home Visits with Marginalized Families (Journal Article)
260			_aChicago _b: University of Chicago Press _c, November 2022
300			_a53–78p.
440			_aAmerican Journal of Education _vVolume 129: Number 1, November 2022
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: Purpose: Considerable research highlights the importance of teachers engaging with students’ families. Home visiting, for example, is associated with valuable outcomes for children and families and for teachers. Less attention has focused on the content of the visits themselves or on the power dynamics within those visits. Research Methods: This study investigates how teams of teachers in two states positioned themselves and their students’ families—who were marginalized by virtue of their linguistic, socioeconomic, or ethnic/racial identities—during 25 home visits. Findings: Data indicate that teachers generally took charge, reinforcing traditional dynamics. However, there were rare moments where teachers or families positioned the families as experts, allowing teachers to learn from and collaborate with families. Implications: This study has implications for how teachers are trained to engage with families in service of children from marginalized families and for future research on the practice of home visiting.
650			_aEducation | Power--Dynamics | Marginalized--Families
700			_aPark, Soyoung | Cornett, Ariel
856			_uhttps://doi.org/10.1086/721832
942			_cPER
999			_c45079 _d45078