# data[].attributes.headline
Le Roux, S. G. (2020). Family literacy programmes in south Africa: Should we take note? SouthAfrican Journal of Childhood Education (SAJCE), 10(1), 1-9.https://doi.org/10.4102/sajce.v10i1.819

# data[].attributes.subject
Le Roux, S. G. (2020). Family literacy programmes in south Africa: Should we take note? SouthAfrican Journal of Childhood Education (SAJCE), 10(1), 1-9.https://doi.org/10.4102/sajce.v10i1.819

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Gerdes, J., Goei, S. L., Huizinga, M., & De Ruyter, D. J. (2020). True partners? Exploringfamily-school partnership in secondary education from a collaboration perspective.Educational Review (Birmingham), ahead-of-print(ahead-of-print), 1-19.https://doi.org/10.1080/00131911.2020.1778643

# data[].attributes.subject
Gerdes, J., Goei, S. L., Huizinga, M., & De Ruyter, D. J. (2020). True partners? Exploringfamily-school partnership in secondary education from a collaboration perspective.Educational Review (Birmingham), ahead-of-print(ahead-of-print), 1-19.https://doi.org/10.1080/00131911.2020.1778643

# data[].attributes.headline
Daniel, G. (2015). Patterns of parent involvement : A longitudinal analysis of family-schoolpartnerships in the early years of school in australia. Australasian Journal of EarlyChildhood, 40(1), 119-128. https://doi.org/10.1177/183693911504000115

# data[].attributes.subject
Daniel, G. (2015). Patterns of parent involvement : A longitudinal analysis of family-schoolpartnerships in the early years of school in australia. Australasian Journal of EarlyChildhood, 40(1), 119-128. https://doi.org/10.1177/183693911504000115

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Westerveld, M. F., Wicks, R., & Paynter, J. (2021). Investigating the effectiveness ofparent-implemented shared book reading intervention for preschoolers with ASD.ChildLanguage Teaching and Therapy, 37(2), 149-162https://doi.org/10.1177/0265659021995522

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Westerveld, M. F., Wicks, R., & Paynter, J. (2021). Investigating the effectiveness ofparent-implemented shared book reading intervention for preschoolers with ASD.ChildLanguage Teaching and Therapy, 37(2), 149-162https://doi.org/10.1177/0265659021995522

# data[].attributes.headline
Rogers, S. J., Stahmer, A., Talbott, M., Young, G., Fuller, E., Pellecchia, M., Barber,A., & Griffith, E. (2022). Feasibility of delivering parent implemented NDBIinterventions in low-resource regions: A pilot randomized controlled study. Journal of Neurodevelopmental Disorders, 14(1), 3-3. https://doi.org/10.1186/s11689-021-09410-0

# data[].attributes.subject
Rogers, S. J., Stahmer, A., Talbott, M., Young, G., Fuller, E., Pellecchia, M., Barber,A., & Griffith, E. (2022). Feasibility of delivering parent implemented NDBIinterventions in low-resource regions: A pilot randomized controlled study. Journal of Neurodevelopmental Disorders, 14(1), 3-3. https://doi.org/10.1186/s11689-021-09410-0

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Guiding Questions: “How home-school collaboration promotes student achievement?” and “What are specific affective strategies to implement home-school collaboration? 

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Guiding Questions: “How home-school collaboration promotes student achievement?” and “What are specific affective strategies to implement home-school collaboration? 

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Background: According to Hoover-Demspey, Walker, Sandler, Whetsel, Green, Wilkins and Closson there are four major factors that determine success with parent involvement (2005). Some of these pertain to a school driven approach while others are more impacted by the current state of a parents. These factors are role construction, sense of efficacy, perception of invitation and life-context (Walker, 2005). Moreover, Powell and Diamon discuss how parents and programs that are affecting young children’s development are influenced by social and political forces occurring in the world (1995). These are all outside forces that impact family-school partnerships. None the less, schools are more than capable of forming successful and positive partnerships with their parents, families, and the surrounding community Hoover-Dempsey, 2005). A positive and inviting culture is needed, as well as deliberate commitment, communication, collaboration, and respect according to Haines, Gross, Blue-Banning, Francis and Turnbull (2015). 

# data[].attributes.subject
Background: According to Hoover-Demspey, Walker, Sandler, Whetsel, Green, Wilkins and Closson there are four major factors that determine success with parent involvement (2005). Some of these pertain to a school driven approach while others are more impacted by the current state of a parents. These factors are role construction, sense of efficacy, perception of invitation and life-context (Walker, 2005). Moreover, Powell and Diamon discuss how parents and programs that are affecting young children’s development are influenced by social and political forces occurring in the world (1995). These are all outside forces that impact family-school partnerships. None the less, schools are more than capable of forming successful and positive partnerships with their parents, families, and the surrounding community Hoover-Dempsey, 2005). A positive and inviting culture is needed, as well as deliberate commitment, communication, collaboration, and respect according to Haines, Gross, Blue-Banning, Francis and Turnbull (2015). 

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Written Proposal of Research Communication Revision