The authors have been engaged in research focused on how parents in high-poverty urban communities negotiate understandings and build sustaining relationships with others in school settings. In this article, the authors draw upon ethnographic methodology to report on the stories of three working-class immigrant parents and their efforts to participate in their children’s formal education. Their stories are used as exemplars to illuminate the challenges immigrant parents face as they work to participate in their children’s schooling. In contrasting the three stories, the authors argue that parental engagement needs to be understood through parents’ presence in schooling, regardless of whether that presence is in a formal school space or in more personal, informal spaces, including those created by parents themselves.

What we know about parental involvement in schools cuts across two areas: how and why parental involvement is important and the structural barriers that impede parental participation. However, it has been difficult to construct an account of parental involvement, grounded in everyday practice that goes beyond a laundry list of things that good parents do for their children's education. In this article we make a case for a new data-driven framework for understanding parental engagement in urban elementary schools, the Ecologies of Parental Engagement (EPE) framework. The EPE framework marks a fundamental shift in how we understand parents' involvement in their children's education-a shift from focusing primarily on what parents do to engage with their children's schools and with other actors within those schools, to also considering how parents understand the hows and whys of their engagement, and how this engagement relates more broadly to parents' experiences and actions both inside and out of the school community. In explaining this framework, we situate parental engagement as a relational phenomenon that relies on activity networks. In doing so, we highlight the crucial importance that both space and capital play in the relative success parents (and teachers) have in engaging parents in the academic venue of urban schooling. Drawing from our understanding of the intersections between space and capital in the worlds of parents and school, we make the argument that parental engagement ought to be thought of as the mediation between space and capital."Yo se lo que esta pasando porque estoy ahi." ("I know what is going on because I am there.") T he above statement came from Celia, the mother of an elementary school student in a high-poverty urban community, and represents a fundamental shift in how we understand parents' involvement in their children's educationa shift from focusing primarily on what parents do to engage in their children's schooling, to also considering how parents understand the hows and whys of their engagement, and how this engagement relates more broadly to parents' experiences and actions inside and out of the school community.Since January 2000, we have been involved in research in high-poverty urban communities investigating parental engagement in school reform. This research has been focused on par-

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The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform-oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using the curriculum. Furthermore, these patterns were related to three key aspects of the teachers' own experiences with mathematics: their early memories of learning mathematics, their current perceptions of themselves as mathematics learners, and their mathematical interactions with family members. Implications for curriculum design and implementation are discussed.There have been many efforts to implement mathematics education reform during the last 15 years. Some of these efforts have been quite successful at changing practices in selected classrooms and schools, but few, if any, have been able to change classroom practices on a large scale (Ball, 2001). One avenue, an approach with a long tradition, for bringing about This paper is based on research supported in part by the McDonnell Foundation and the Spencer Foundation. Thanks to James Spillane, Karen Fuson, several anonymous reviewers, and the editors of Curriculum Inquiry for their helpful comments.

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Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to teacher learning from and about curriculum materials, we seek to answer the question, How can prospective teachers (PTs) learn to read and use educative curriculum materials in ways that support them in acquiring the knowledge needed for teaching? We present two extended conceptual examples of ways in which educative curriculum materials might be used to support PTs in developing the knowledge needed for teaching. We follow these examples with a set of empirically based design principles and conclude with a brief consideration of unanswered questions related to the use of educative curriculum materials in teacher education.