This timely Handbook presents vital perspectives underpinning historical, current, and emerging trends within family and education studies. Editors Sivanes Phillipson, Wendy Goff and Susanne Garvis bring together a diverse collective of authors to holistically depict the unique role of families within education.

Contents SECTION I INTRODUCTION 1 Families in education 2 Sivanes Phillipson, Wendy Goff and Susanne Garvis SECTION II THEORY OF FAMILIES AND EDUCATION 2 Theory of Overlapping Spheres of Influence on school, family, and community partnerships: reflections and extensions 10 Joyce L. Epstein, Steven B. Sheldon and Megumi G. Hine 3 An integrative model of factors and processes linked to collaborative school–family relations 29 Rollande Deslandes 4 The Actiotope Model of parental engagement 42 Gerarda Richards and Sivanes Phillipson 5 The Peripheral Model of Home–School Associations 63 Wendy Goff and Timothy Lynch 6 The TOGETHER programme 76 Joanna Phillips, Gaye Tyler-Merrick and Sivanes Phillipson 7 Meta-analysis of the relationships between family systems practices and parenting beliefs and participation in early childhood learning 90 Carl J. Dunst 8 Ethnicity, equity and choice: a theoretical proposal for researching minority families’ school choice 109 Jan Gube, Fang Gao and Sivanes Phillipson 9 A cultural-historical approach: extended family and what matters in the everyday life of children 125 Gloria Quiñones and Megan Adams SECTION III CULTURE AND CONTEXTS 10 Family education in day care centers in the field of tension between social expectations and family realities 143 Dagmar Kasüschke and Katharina Schramm 11 Understanding the mental well-being of family day care educators in Australia – a qualitative study 157 Theresa Rayfield, Brennen Mills, Karen Lombardi and Ruth Wallace 12 ECEC: personnel perspectives on supporting families with an immigrant background living in Finland 176 Lassi Lavanti, Arniika Kuusisto and Heidi Harju-Luukkainen 13 Digital portfolios as a means to enhance parental participation in early childhood education and care 191 Karoliina Purola, Arniika Kuusisto and Jyrki Reunamo 14 Extending the concept of family: the role of the domestic helper in the family–school partnership 207 Sandra Webster SECTION IV SOCIOECONOMIC PERSPECTIVES 15 Parental involvement: a bibliometric analysis of research on relations between disadvantaged families and the school 221 Paola Dusi and Audrey Addi-Raccah 16 Researching with families of children from culturally, linguistically, and socio-economically diverse backgrounds 249 Björn Rúnar Egilsson and Jóhanna Einarsdóttir 17 Children’s experiences of preschool class and families’ economic situation – further study on the Child Barometer 2020 survey in Finland 261 Heidi Harju-Luukkainen and Minna Maunula 18 Early childhood education and care around the world: an early start that prevails on reading literacy 272 João Marôco, Heidi Harju-Luukkainen, Jorge Sinval and Jonna Kangas 19 Australian families ‘learning-at-home’ – primary and secondary students’ perspectives 292 Shane Phillipson, Sivanes Phillipson, Cindy Di Han and Wayne Jaeschke 20 Australian families ‘learning-at-home’ – parents’ perspectives 325 Shane Phillipson, Sivanes Phillipson, Cindy Di Han and Wayne Jaeschke SECTION V POLICY ITERATIONS 21 School-based parent involvement policies: an international comparison study 362 Siobhan O’Brien and Kristina Turner 22 School–family–community partnerships: challenges and winning conditions 377 Rollande Deslandes 23 Locating home–school partnerships in school strategic planning, policies and school websites 391 andiobhan O’Brien 24 The development and change of early childhood education and family policy in China – based on the analysis of policy text 407 Yan Zhang, Ting Pan and Susanne Garvis 25 Children and parents – a social policy journey in Australia 427 Zarah Denese Ramoso and Guzyal Hill SECTION VI CONCLUSION 26 A meta-theoretical understanding of families and education 440 Susanne Garvis, Wendy Goff and Sivanes Phillipson

‘Families play a pivotal role in optimizing learning. This Handbook makes explicit this under-stated factor in the learning equation. Activating the power of families has the potential to transform the educational experience of every learner … and the effectiveness of every teacher. This book is the first of its kind, providing insights, frameworks, tools and intentional strategies from leaders of the field world-wide to catalyze the impact of families in the education ecosystem. It is timely and profound.’