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Article #1
(Week 2)
Wood, C., & Moore, J. L., III. (2008, May). Elementary School Counseling
Interventions and Programs. The Elementary School Journal, 108(No. 5), 358-361. doi:
The University of Chicago Press.
Chris Wood Seattle University
James L. Moore III The Ohio State University
Scholarly Article, published in The Elementary School Journal

(Scholarly /Trade/Other)

Summary of essential
information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic and
study:
Stage of action research
where the source will
be used:

Proactive School Counseling:

o Close the educational achievement gap by addressing/treating trauma
from an early age
o Schools today must provide comprehensive services for children and
their families
Improving School Counseling
o Counselors should partner up with teachers to give strategies that can
be used within the classroom
o Career and skill focus during counseling sessions
This article focuses on how counseling should be integrated into the school day
starting in elementary school in order to shorten the achievement gap in children from
different socio-economic statuses.

This study is relevant to my study because it reinforces the idea that counseling needs
to be proactively incorporated throughout the entire day.
Background-to build researcher understanding of the topic/presence in the field..

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Article #2
(Week 2)
Rush, S., & Vitale, P. A. (1994, July/August). Analysis for Determining Factors That
Place Elementary Students at Risk. The Journal of Educational Research, 87(No. 6),
325-333. doi: Taylor & Francis, Ltd.
Sheila Rush Sioux City Community School District
Patrick A. Vitale University of South Dakota
Scholarly Article published in The Journal of Educational Research

(Scholarly /Trade/Other)

Summary of essential
information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
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your research topic and
study:
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where the source will
be used:

A survey created to determine a profile of the most significant factors that

caused elementary school students to be at risk was given to teachers who
work in an urban school district (Rush & Vitale, 1994, p. 325)
Profile for students at-risk for trauma:
o Academically behind
o Behavior and coping skills
o Socially withdrawn
o Family income
o Parenting
o Language development
o Retention
The profile developed will help teachers identify students who could benefit from proactive counseling as well as identify students who may be victims of trauma.

This study is relevant to my study because it helps outline common features of students
who have suffered from or who are at risk of experiencing trauma..
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Article #3
(Week 2)
Ronan, K. R., Crellin, K., Johnston, D. M., Finnis, K., Paton, D., & Becker, J. (2008).
Promoting Child and Family Resilience to Disasters: Effects, Interventions, and
Prevention Effectiveness. Children, Youth and Environments, 18(No. 1), children and
disasters, 332-353. doi:University of Cincinnati.
Kevin R. Ronan-Central Queensland University
Kylie Crellin-Central Queensland University
David M. Johnston-Institute of Geological and Nuclear Sciences and Massey
University
Kirsten Finnis-Massey University
Douglas Paton-University of Tasmania
Julia Becker-Institute of Geological and Nuclear Sciences
Scholarly Article published in Children, Youth and Environments

(Scholarly /Trade/Other)

Summary of essential
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source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
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your research topic and
study:
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be used:

This study examined qualities of effective school-based relationships when

working with students who have experienced trauma
Qualities include:
o Teacher-driven
o Authentic caring
o Responsive to students emotions
o Individualized
Effective, strong relationships help support children who have experienced
trauma
The study of relationships will help teachers when working with students who are
victims of trauma.

This study is relevant to my study because it provides teachers with evidence-based

strategies on how to support children who have suffered trauma.
Background-to build researcher understanding of the topic/presence in the field.

Article #4
(Week 5)
Bib. Information (APA
Formatting):

Pizzolongo, P. J., & Hunter, A. (2011, March). I Am Safe and Secure:

Promoting Resilience in Young Children. YC Young Children, 66(No. 2), 67-69.
National Association for the Education of Young Children (NAEYC).

Author(s) Affiliation:

Peter J. Pizzolongo Senior Director of professional development at NAEYC

Amy Hunter program manager at ZERO TO THREE
NAEYC Article published in YC Young Children

Type of Resource:
(Scholarly /Trade/Other)

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information:

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source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
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study:
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This article explains the importance behind building resilience in young

children
Topics included:
o What resilience looks like in people/children
o Why resilience is an important trait to cultivate in young children
o How adults can build resilience in children
o Additional resources that may be helpful when researching resilience
in young children
Promoting a safe, loving environment where students are able to independently
explore and make mistakes under the supervision of a dependable adult is
paramount in fostering resilience in young children
This article reinforces the importance of providing children with a predictable balance
of structure and independence within a classroom.

This study is relevant to my study because it provides guidelines for teachers to follow
when working in a classroom with victims of trauma.
Background-to build researcher understanding of the topic/presence in the field.

Article #5
(Week 5)
Bib. Information (APA
Formatting):

Neocleous, M. (2012, August). "Don't Be Scared, Be Prepared": TraumaAnxiety-Resilience. Alternatives: Global, Local, Political, 37(No. 3),
Governing Traumatic Events, 188-198. Sage Publications, Inc.

Author(s) Affiliation:

Mark Neocleous Critique of Political Economy Brunel University, UK

Type of Resource:

Scholarly Article published in Alternatives: Global, Local, Political

(Scholarly /Trade/Other)

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information:

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source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
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study:
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This study examines trauma on populations due to war and conflict, and how
commonplace trauma has become within our society
The author argues that widespread trauma leads to a society comprised of
resilient citizens, but that poses a danger of losing site of what caused the
problem; that is, focusing more on rehabilitating the individual instead of
stopping the larger problem that resulted in the widespread trauma
The author also discusses microcosms of trauma as areas that as widely
susceptible to trauma based on the conditions within the area
Although this article is not directly linked to the field of education, this article
discusses how to move forward after experiencing trauma. It states that trauma is less
an issue of memory or the past and more a question of building resilience in the
future, and this is an important mindset for both teachers and students to maintain
when working with the effects of trauma (Neocleous 2012, p. 188). This is also
important because it discusses how widespread trauma has become within our society.
This study is relevant to my study because it shows how common trauma can be within
certain areas. This is important to keep in mind as someone who teaches within a
community that has a particularly high risk of trauma.
Background-to build researcher understanding of the topic/presence in the field.

Author(s) Affiliation:

Article #6
Hawes, K. (2007-2008, December/January). Parents Are Not the Enemy: Ten Tips for
Improving Parent-Teacher Communication. The Mathematics Teacher,101(No. 5), 329331. doi:National Council of Teachers of Mathematics
Kathy Hawes Teacher at Henry M. Gunn High School, Palo Alto, CA

Type of Resource:

Article published in The Mathematics Teacher

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(Scholarly /Trade/Other)

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information:

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source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
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This article, written by a high school math teacher in California, synthesizes

tips and tricks gained through experience and teacher observation on how to
strengthen relationships between teachers and families. The goal, Hawes
discusses, is to view families as allies, not enemies.
Tips include contacting families at the first sign of a struggle, shown concern
(not anger), remain objective, listen, create action plans with families, lead the
conversation, document parent contact, inform your principal of conversations,
apologize when you are wrong, and end positively
When students and families are facing challenges in their lives, schools are generally
able to provide assistance. This is only possible, however, if families are willing to
trust the school enough to ask for assistance. This article provides helpful tips for
establishing an honest, open, and supportive line of communication between teachers
and families, which is essential in establishing this trust.
This study is relevant to my study because it provides tips on establishing honest and
open lines of communication between families and teachers.
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Article #7
Nzinga-Johnson, S., Baker, J., & Aupperlee, J. (2009, September). TeacherParent
Relationships and School Involvement among Racially and Educationally Diverse
Parents of Kindergartners. The Elementary School Journal, 110(1), 81-91. doi:The
University of Chicago Press
Sekile Nzinga-Johnson Nazareth College
Jean A. Baker Michigan State University
Jana Aupperlee Michigan State University
Scholarly Article published in The Elementary School Journal

(Scholarly /Trade/Other)

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information:

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source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
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study:

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be used:

This article discusses the qualities of a strong parent-teacher relationship,

specifically with regards to ethnicity and race of the parents and teachers. The
article sought to determine if ethnicity, race, or other elements (i.e. educational
background, socio-economic status) affect the effectiveness of the
home/school relationship.
The researchers found very little trends based on race or ethnicity with regards
to the relationship between home and school.
Ultimately, this study found that these factors play a role on these relationships
only when including them within psychological variables, such as parentteacher trust (Nzinga-Johnson, Baker, & Aupperlee, 2009, p. 88)
Open communication and strong family/school relationships are essential components
providing families facing trauma with support, and this article argues that establishing
trust between families and teachers is a better indicator of a strong relationship than
race, ethnicity, educational status, or socio-economic status of either the families or the
teachers.
This study is relevant to my study because it shows how trust and family/teacher
relationship is the key to establishing trust in the home and school relationship, despite
and ethnic/racial differences or similarities. Of course, this article is in no way
suggesting that culture is irrelevant when relationship building. On the contrary, it
argues that mutual respect, including respect of ones culture, it paramount to building
strong relationships.
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Article #8
Strom, P. S., & Strom, R. D. (2002-2003, December/January). Teacher-Parent
Communication Reforms. The High School Journal, 86(2), 14-21. doi:University of
North Carolina Press
Paris D. Strom Auburn University
Robert D. Strom Arizona State University
Study published in The High School Journal

(Scholarly /Trade/Other)

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information:

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source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
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your research topic and
study:

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where the source will
be used:

This study examined the effectiveness of current methods of parent/teacher

communication. They found that many current methods used by teachers
(sending notes home, calling during the day) are frequently ineffective due to
the realities and obstacles parents face in their work/home life. The
researchers also noted that the large majority of parent/teacher conversations
were about negative behaviors or school work, and that this increased parent
anxiety when teachers reached out to them.
In this study, researchers gave teachers and parents PDAs and beepers that
were to be used solely for the purpose of updated families on how students
were doing, academically and behaviorally, throughout the day. The study
found that parents and teachers benefitted from this more frequent yet less
invasive contact from school. Parents could check on their students at their
leisure, and the automaticity of updates was a low-lift for teachers.
Ultimately, this study reiterated the fact that families and teachers share
common goals for education, and that parents and teachers who carry out
their complimentary roles improves student behavior, safety at school, and
learning (Strom & Strom, 2002-2003,p. 20).
This article is relevant to education because it shows the benefits of strong
parent/school communication on students. It found that frequent communication that
respected the families time was highly effective in improving students overall
behavior and academics.

Although providing parents and teachers with PDAs and beepers seems unrealistic, the
basic finding of this research is key to establishing trusting and open relationships
between school and homecommunicate frequently, respect your families time, and
communicate about the positive as well as the negative.
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Article #9
Cheatham, G. A., & Milagros Santos, R. (2011, September). Collaborating with
Families from Diverse Cultural and Linguistic Backgrounds: Considering Time and
Communication Orientations. YC Young Children, 66(No. 5), 76-82. doi: National
Association for the Education of Young Children (NAEYC).
Gregory A. Cheatham University of Kansas, Lawrence
Rosa Milagros Santos University of Illinois at Urbana-Champaign
Article published in YC Young Children

(Scholarly /Trade/Other)

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information:

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source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
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study:
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This article examines how families from diverse cultural or linguistic

backgrounds may find teacher communication to be stressful or challenging.
The authors explore several cultural differences in communication styles, and
how they might each present themselves in school conference settings (for
example, a family with a strict time orientation values timeliness and may be
insulted if you are multitasking, whereas a family with a loose time orientation
may bring other family members to a conference or want to share and discuss
more personal information).
The article ends with the finding that understanding a familys communication
and time orientation styles can lead teachers to more effective interactions
with children and families from backgrounds culturally and linguistically
different from their own (Cheatham & Milagros Santos, 2011, p. 82).
This article is relevant to the field of education because it is key that educators are
aware of respectful of cultural differences within their classroom. By understanding
differences in culture, time orientation methods, and communication styles, teachers
can build stronger relationships with their families.

This article is relevant to my study because it shows how being culturally competent
and sensitive within the classroom can help create a safe space for parents to share and
ask for help if needed.
Background-to build researcher understanding of the topic/presence in the field.