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I'm thinking about engaging with Maggie Kissinger, who was an LDUS student last year who works in Metro in a parent/community involvement role, wanting to learn more about the struggles to community involvement and specific ways she has successfully involved families more effectively in schools.

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I'm  thinking of investigating if any schools do PBIS or Responsive Classroom in Nashville; and wondering how those affect their students' learning and social-emotional wellbeing. If schools don't have them, I'm wondering what other behavior / restorative practices are present.

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I am thinking low-income families' attitudes or expectations of their children's education and school (compare families in the rural and urban areas in China, how they differ). How much do parents care about their children's education? What kind of support do parents expect from the school?

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Parents' views about parental involvement in children's school practice? (e.g. willing to participate, stressful...)

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To what extent do families work together with other families, or alone as a single family unit regarding school involvement? How might these interactions change depending on culture, ses, etc?

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I want to learn about how primary school in Beijing,China maintain their relationship with parents during the period of Covid-19

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Elizabeth
I am thinking about exploring the after school program at my practicum site Inglewood Elementary. It is a program called "Turnip Sprouts" and it is often referenced by teachers as a tool for intervention in reading and math in addition to work in environmental science which connects to the school's magnet.

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I'd love to do family Belief and Practices Inquiry. How parents influence young age kids to see the world in the bigger picture? comparing the parents' attitude from this perspective between Inner Mongolia mom and Nashville mom with kids the exact same age and both middle-class.

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I'm curious about the support provided for low-income families especially concerning food insecurity.

C

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I plan on exploring the community outreach that happens at Cockrill Elementary. I wonder if this brings more parents and community members to become involved at the school.

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How do teachers make parents feel comfortable coming into and connecting with the school? I am mostly interested in family/caregiver involvement in schools so I'm looking to narrow this topic down.

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Would like to look into school socialization resources (after school programs, sports, recess, etc) and how that affects socialization (especially in pandemic times). Have the ability to look pre, current, and post pandemic.

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I am interested in how single parents raise the children who are the opposite gender (how single-mother raise boys and how single-father raise girls). I am wondering about their challenges, their ways to handle them and what kind of supports they need.

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I am thinking about engaging with my local community center. I am interested in what it offers to the community and its effectiveness.(Library, computers, indoor recreational center, etc..)

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I'd love to study  the fantastic practices literacy teachers have used or seen teachers use to connect literacy and families. I am interested in taking the typical "literacy night" event and expanding it to become more regular & accessible by using tools communities have become familiar with through virtual school (zoom sessions, multimedia examples, etc.) Katie

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What does community look like around Glengarry? What resources are provided, what does outreach look like?

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Either Project B or C, something to do with Catholic schools in Nashville. School, family, community connection, how that is influenced by the schools being Diocesan