WorldCat Identities

Caspe, Margaret

Works: 9 works in 22 publications in 1 language and 1,555 library holdings
Genres: Academic theses  Case studies 
Roles: Editor, Author
Publication Timeline
Most widely held works by Margaret Caspe
Promising practices for engaging families in literacy by Holly Kreider( )

5 editions published in 2013 in English and held by 817 WorldCat member libraries worldwide

Promising practices for engaging families in STEM learning by Joy Lorenzo Kennedy( )

5 editions published in 2018 in English and Undetermined and held by 716 WorldCat member libraries worldwide

Family involvement, narrative and literacy practices : predicting low-income Latino children's literacy development by Margaret Caspe( )

3 editions published between 2006 and 2007 in English and held by 7 WorldCat member libraries worldwide

At the end of the year, children engaged in a variety of print-related literacy tasks and narrated a wordless book to the investigator. All narratives were audio taped, then transcribed and verified following a standardized format, and subsequently coded. Results of a cluster analysis identified three types of maternal booksharing styles: (1) storybuilder-labelers who co-constructed the story with their child by requesting narrative information, (2) storytellers who narrated a rich story with minimal requests of their children, and (3) abridged-storytellers who looked much like storytellers but provided a more concise story. Ordinary Least Squares Regression analyses demonstrated that mothers' booksharing style had predictive power over children's literacy such that a storytelling style positively predicted children's print-related literacy skills six-months later. Head Start had the greatest positive effects on children of abridged-storytellers
A librarian's guide to engaging families in learning( Book )

2 editions published in 2021 in English and held by 6 WorldCat member libraries worldwide

"Public libraries can increase their impact on knowledge development, innovation, and social change by promoting parent and family engagement in children's learning"--
Teaching the Teachers: Preparing Educators to Engage Families forStudent Achievement. Issue Brief by Margaret Caspe( Book )

1 edition published in 2011 in English and held by 3 WorldCat member libraries worldwide

To be effective, teachers must be prepared to collaborate with families to support student success. Many studies confirm that strong parent-teacher relationships relate to positive student outcomes, such as healthy social development, high student achievement, and high rates of college enrollment. Thus, by giving teachers the support they need to work with families, teacher education programs can have an even greater impact on student achievement. For this reason, some institutions of higher education are already taking innovative steps to prepare teachers to work with families through coursework and hands-on experience in schools during preservice and into their early years of teaching. "Teaching the Teachers" highlights those promising strategies through five case studies, and examines how teacher education programs can create the foundation for meaningful and effective family engagement. This brief describes five core elements necessary for a system of teacher training and professional development in support of family engagement, distilled from the case studies of existing teacher preparation programs. The brief also addresses the policies needed to support this type of teacher preparation system. The five core elements in the system are: (1) Standards for family engagement; (2) Curriculum that advances the skills, knowledge, and attitudes that teachers need to engage families; (3) Collaborations among various stakeholders; (4) Continuing professional development around family engagement; and (5) Evaluation for learning and continuous improvement. (Contains 35 endnotes.)
Update: New Skills for New Schools by Margaret Caspe( Book )

1 edition published in 2011 in English and held by 3 WorldCat member libraries worldwide

Since the 1997 publication of "New Skills for New Schools" by Harvard Family Research Project, the education reform landscape has changed dramatically, making it necessary to align teacher preparation and professional learning for family engagement with the goals of a twenty-first century education. Harvard Family Research Project is currently working to gather information about promising teacher education practices to prepare teachers to partner with families for student success. This brief provides a preview of these practices--to be published in our forthcoming policy brief in Spring 2011--including the five core elements of a system of training and professional learning for family engagement. (Contains 4 endnotes.)
Ideabook : libraries for families by Heather Bastow Weiss( Book )

1 edition published in 2016 in English and held by 1 WorldCat member library worldwide

Los Angeles Universal Preschool Programs, Children Served, andChildren's Progress in the Preschool Year: Final Report of the First 5La Universal Preschool Child Outcomes Study. Final Report by John M Love( Book )

2 editions published in 2009 in English and held by 1 WorldCat member library worldwide

In February 2007, First 5 LA contracted with Mathematica Policy Research, Inc. (MPR) and its subcontractors, Juarez and Associates, American Institutes for Research (AIR), and Berkeley Evaluation and Assessment Research (BEAR) Center, to conduct the First 5 LA/LAUP Universal Preschool Child Outcomes Study (UPCOS). The authors conducted the study in two phases. The spring 2007 pilot phase (Phase 1) examined the feasibility, reliability, and validity of selected child development measures in the large, culturally and linguistically diverse population of children served by LAUP programs. In early spring 2007, the authors selected a purposive sample of 418 4-year-olds enrolled in 14 LAUP programs. The children were predominantly Latino (60 percent), and 28 percent spoke primarily Spanish at home. Data collection included direct child assessments and a teacher interview encompassing ratings of children's behavior and development. The second phase of the study (fall 2007 and spring 2008) addressed the quality and overall implementation of LAUP programs, children's growth from fall to spring, and the relationships between family characteristics and children's development over time. After describing the characteristics of the representative sample of children and families, the authors report their findings related to the three broad questions this study addresses, which are described in more detail in Chapter II: (1) What is the overall level and range of quality in the implementation of LAUP/PoP center-based programs?; (2) How do children enrolled in LAUP/PoP center-based programs develop from fall to spring?; and (3) How are characteristics of children and families related to school readiness outcomes? In Chapter II, the authors describe the study methods used, including how they sampled programs and families; what child, parent, teacher, and classroom measures they used; what data collection procedures they followed; and what research questions the study was designed to address. In Chapter III, they present the results, beginning with descriptive data on programs, teachers, and classrooms, followed by descriptions of children and families. They then report what they learned about parents' involvement and satisfaction with the program. They conclude the results chapter with findings about the relationships between child and family characteristics and the children's school readiness outcomes. Chapter IV summarizes the findings and presents their assessment of their implications for programs and recommendations for future study. In the appendices, they provide details on the measures used, the routing procedure used for determining the language of assessment, what they learned about a new experimental observational measure of teacher-child interactions, and their report on the PoP programs. Appended are: (1) Measures Used in Phase 2 of the Universal Preschool Child Outcomes Study; (2) Procedures for Routing Children into the Most Appropriate Language for Assessment; (3) Tables of Results Presented in Chapter III; (4) Descriptive Results from the Pilot Study of the Language Interaction Snapshot (LISn); (5) Descriptive Information on LAUP Programs Participating in the Power of Preschool Demonstration Program; and (6) Development of a Respect for Differences Scale. Individual appendices contain references. Individual chapters contain footnotes. (Contains 98 tables, 24 figures and 4 boxes.) [For executive summary, "The Children of LAUP: Executive Summary of the First 5 LA Universal Preschool Child Outcomes Study," see ED533142.]
Meaning in the Method: Pretesting Methods for a Diverse Population. Issue Brief. Number 3 by Susan Sprachman( Book )

2 editions published in 2010 in English and held by 1 WorldCat member library worldwide

A child's ability to develop relationships and connections with others, a sense of who he or she is in the world, and an ability to control impulses and emotions are at the core of social-emotional development. In early childhood, parent reports are one of the most common methods for assessing this type of development. However, parents from different cultural and language backgrounds may vary in their: (1) perceptions of the importance of different social-emotional indicators; (2) willingness to discuss particular behaviors; and (3) ability to understand certain words and phrases. This brief presents findings from the Universal Preschool Child Outcomes Study, which examined a diverse group of Los Angeles preschoolers. The study integrated three strategies--card sorts, focus groups, and cognitive interviewing--to look at how children's social-emotional behavior could be reliably and validly assessed through parent reports. Rather than identify one piloting strategy as more valid, the authors stress the importance of examining measures developed by and for clinicians and the implications of using these measures with diverse populations. (Contains 3 figures.) [This report was based from "Los Angeles Universal Preschool Programs, Children Served, and Children's Progress in the Preschool Year: Final Report of the First 5 la Universal Preschool Child Outcomes Study" by John Love, Sally Atkins-Burnett, Cheri Vogel, Nikki Aikens, Yange Xue, Maricar Mabutas, Barbara Lepidus Carlson, Emily Sama Martin, Nora Paxton, Margaret Caspe, Susan Sprachman, and Kathy Sonnenfeld.]
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.07 (from 0.06 for Ideabook : ... to 0.86 for A libraria ...)

Promising practices for engaging families in STEM learningA librarian's guide to engaging families in learning
English (21)