The RISE project is creating curriculum resources for dual language learners (DLLs) in science, technology and engineering (STE). Participants include teachers in pre-K programs in the Boston area selected to target Hispanic and Chinese students and their families. The curriculum will be based on the Massachusetts framework, one of only a few states with pre-K standards. The evaluation will monitor both the progress of the research and development and the dissemination to the target audiences.
- McWayne, C. M., Doucet, F., & Sheridan, S. (Eds.) (2019). Research on Family-School Partnerships: Ethnocultural Diversity and the Home-to-School Link. New York, NY: Springer Publishers.*
- McWayne, C. M., Doucet, F., & Mistry, J. (2019). Family-school partnerships in ethnocultural communities: Redirecting conceptual frameworks, research methods, and intervention efforts by rotating our lens. In C. M. McWayne, F. Doucet, & S. Sheridan (Eds.), Research on Family-School Partnerships: Ethnocultural Diversity and the Home-to-School Link (pp. 1-18). New York, NY: Springer Publishers.*
- McWayne, C. M., Mistry, J., Brenneman, K., Greenfield, D., & Zan, B. (2018). Supporting family engagement in STE curriculum among low-income immigrant families with preschool children. In M. Caspe, T. A. Woods, & J. L. Kennedy (Eds.), Promising practices for engaging families in STEM learning: volume in family-school-community partnership issues (pp. 79-95). Charlotte, NC: Information Age Publishing, Inc.*
- Limlingan, M. C., McWayne, C. M., & Sanders, E. (2019). Classroom language contexts as predictors of Latino preschool dual-language learners’ school readiness. American Educational Research Journal. https://doi.org/10.3102/0002831219855694
- McWayne, C. M., Melzi, G., Limlingan, M. C., & Schick, A. (2016). Ecocultural patterns of family engagement among low-income Latino families of preschool children. Developmental Psychology, 52(7), 1088-1102.