alid or invalid on a priori ground*y Thus, de-pending on the problem, the laboratory may bean altogether appropriate setting for an investiga-tion and certain real-life environments may behighly inappropriate. Suppose, for example, oneis interested in studying the interaction betweenmother and child when the child is placed in astrange and unfamiliar situation. Clearly the lab-oratory approximates this condition far better thanthe home. Conversely, if the focus of inquiry isthe modal pattern of parent-child activity pre-vailing in the family, observations confined to thelaboratory can be misleading. As I have docu-mented elsewhere in greater detail (Bronfenbren-ner, in press), patterns of parent-child interactionin the laboratory are substantially and systemati-cally different than those in the home. Specifi-cally, so far as young children are concerned, theresults indicate that the strangeness of the labora-tory situation tends to increase anxiety and othernegative feeling states and to decrease manifesta-tions of social competence (Lamb, 1976b; Ross,Kagan, Zelazo, & Kotelchuck, 1975; Lamb, Note3). Possibly in response to this reaction of thechild, parents tend to exhibit more positive inter-i actions toward their children in the laboratory' than in the home (Schlieper, 1975; Shalock, 1956;Belsky, Note 4). In addition, Lamb (1976b;Note 3) reported that the tendency of the infantat home to display more affiliative behaviors (e.g.,looking, smiling, reaching, vocalizing) toward thefather than the mother was reversed in the labora-tory. Moreover, consistent with the arguments ofSroufe (1970) and Tulkin (1972) that the lab-oratory is especially likely to be an anxiety-arous-ing situation for lower-class families, Lamb foundsocioeconomic differences in father-infant inter-action favoring the middle class in the laboratory,'whereas such differences had not been present inI the h o m e.Again, the fact that

The body of research of family involvement continues to leave largely unnamedand unexamined existing assumptions about the dominant narrative of schooling.This narrative displays the role of families in schools and the impact of the homeculture on schooling: student academic achievement is the purpose and outcomeof involving families in schools (Henderson, 1987; Henderson, Mapp, Johnson, &Davies, 2007; Jeynes, 2007; Stanton-Salazar, 1997; Stanton-Salazar, Chavez, &Tai, 2001). With such a narrow focus, opportunities for re-imagining theinteraction of families and schools are significantly constrained within traditionalschool environments.

Be respectful of people and their ideas.Be open to new learning and perspectives.Be accountable for raising and resolving issues that occur, with classmates, withyour instructor, with the course content, with assignments.Be prepared to participate in online discussions and activities.Be responsible by being on time with your assignments, insightful about yourcomments, and active with your course readings