2001
DOI: 10.1080/10459880109603331
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Reflecting on Personal Interaction Style to Promote Successful Cross-Cultural School-Home Partnerships

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Cited by 6 publications
(8 citation statements)
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“…However, if interpersonal communication issues in the caregiver/program relationship were being assessed by the program/caregiver involvement measure as was intended, the results point to more optimistic implications for intervention. For example, interventions could be developed to accommodate differences in interpersonal styles and behaviors (Lupi & Tong, 2001). Staff could learn ways to modify and adapt their behavior and activities to engage with differing communication styles and needs of caregivers (Lightfoot, 1978), along with providing socially supportive parent‐focused services to lessen depressive symptoms that often co‐occur with difficulties in engaging interpersonally with others.…”
Section: Discussionmentioning
confidence: 99%
“…However, if interpersonal communication issues in the caregiver/program relationship were being assessed by the program/caregiver involvement measure as was intended, the results point to more optimistic implications for intervention. For example, interventions could be developed to accommodate differences in interpersonal styles and behaviors (Lupi & Tong, 2001). Staff could learn ways to modify and adapt their behavior and activities to engage with differing communication styles and needs of caregivers (Lightfoot, 1978), along with providing socially supportive parent‐focused services to lessen depressive symptoms that often co‐occur with difficulties in engaging interpersonally with others.…”
Section: Discussionmentioning
confidence: 99%
“…To engage in inclusive, democratic conversation, pre-service teachers need to be familiar with the multiple, legitimate language uses. Rules of speaking are learned in social and cultural contexts (Lupi & Tong, 2001). Language practices are developed, transformed, and mediated by participation in language communities (Gutiérrez et al, 2010).…”
Section: Conceptualizations Of Culture and Language: Contradictions Amentioning
confidence: 99%
“…When pre-service teachers reflect on their own language use, they may be more aware of pre-existing attitudes toward language. To help pre-service teachers form linguistic self-awareness, teacher educators can allow time for reflection on personal interaction styles by debriefing conversational efforts and behaviors following course discussions (Gay & Kirkland, 2003; Lupi & Tong, 2001). Providing pre-service teachers with experiences to step outside their linguistic comfort zone can also be beneficial in understanding the diverse and legitimate ways language is used.…”
Section: Recommendations For Inclusive Democratic Partnershipsmentioning
confidence: 99%
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“…In addition, to get to know the students they work with directly in their school settings, they should become familiar with the concept of “student voice” (Lalas & Valle, 2007; Mitra, 2004, 2009) and how to develop processes in schools that allow for student voice to be expressed and heard. To develop leadership students’ knowledge of relationship theories and models, the curriculum should include topics such as the “ethic of care” (Noddings, 1984, 2005; Starratt, 1994), the principles of dialogue and cross-cultural communication (Burbules, 1993; Isaacs, 1999; Lupi & Tong, 2001; Ryan, 2002, 2007; Shields, 2003, 2004b; Shields & Edwards, 2005; Sidorkin, 1999; S. T. Murphy, Censullo, Cameron, & Baigis, 2007), and the principles of “deep,” “good,” and “transformative” listening (Beatty, 1999; Glover, 2007; Kurth-Schai & Green, 2000).…”
Section: The Praxis-dimensions-capacities Framework: Implications Formentioning
confidence: 99%