School-Parent-Community Partnerships: The Experience of Teachers Who Received the Queen Rania Award for Excellence in Education in the Hashemite Kingdom of Jordan (original) (raw)
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Reality and Obstacles of the Partnership between Family and School in Jordan
Modern Applied Science, 2018
The study aimed at identifying the reality and obstacles of the partnership between the family and the school in Jordan (Qualitative Study). The study adopted the qualitative approach based on interviews with the school principals and parents participating in the Parents’ Councils in Jordan, a total of 30 interviews have been made for this study: 9 interviews with the school principals and 21 others with parents. The study resulted on a moderate level of partnership between the family and the school in Jordan and this is for both school administrators and parents, however and as for the obstacles of partnership between the family and the school, the result was a bit different; the school administrators believe that the external obstacle originating from the families and the ministry are high while the parents pointed to the same result for the internal obstacle represented by their preoccupation, working conditions and the lack of confidence that they were real partners with the sch...
Parental Involvement, Parental Participation, Parent School Community Partnerships
Encyclopedia, 2019
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the academic and social capacities of students, especially those of disadvantaged backgrounds determined by ethnic minority origin and low socio-economic status. In this contribution, various forms of both parental and school-initiated involvement will be described. In addition, results of studies into the effectiveness of parental involvement will be presented.
Teacher-Parent Cooperation: Strategies to engage parents in their children’s school life
This article examines the collaboration of 2 teachers with the families of their pupils. The data were collected during an ethnographic study conducted in a rural school in Cyprus. The data set includes individual interviews, focus groups, observations, and the researcher's journal. These 2 teachers, with different perspectives on parental involvement, adopted different but effective strategies to involve parents actively in their children's school lives. S chools are viewed as providing educational opportunities and achieving their aims only insofar as what they offer builds on and directly engages with the fundamental education and "curriculum" that the child experiences at home
Community Involvement Practices of Public Secondary School Teachers
Psychology and Education: A Multidisciplinary Journal , 2023
The study focused on the community involvement practices of public secondary school teachers in the new normal in the 2nd District of Zambales. The study determined the profile of the respondents, the extent of community involvement practices of the respondents, the significant relationship between the profile of the respondents, and the extent of their community involvement practices. The descriptive method of research was used in this study. Findings showed that most respondents are in the middle adulthood stage, married, holding a Teacher III position with a monthly income of Php 20,001-Php 30,000, experienced teachers with Masters Units, and equipped with training. Likewise, the community involvement practices of the respondents are extensive and allencompassing. Hence, they do the necessary practices to ensure a healthy and wonderful relationship with the community. Finally, years in service as a teacher greatly influence the extent of community involvement practices of teachers along with collaborating with the community. The study recommended that public secondary school teachers can adapt the program crafted by the researcher to strengthen their community involvement practices. Further, close monitoring/ advising of parents should be done to attract more parents and other stakeholders to engage during community involvement activities. In addition, teachers should recognize problems encountered that may pose an effect on their extent of community involvement practices.
Teacher-Parent Cooperation: Strategies to Engage Parents in Their Children's School Lives
Journal of School Public Relations, 2006
This article examines the collaboration of 2 teachers with the families of their pupils. The data were collected during an ethnographic study conducted in a rural school in Cyprus. The data set includes individual interviews, focus groups, observations, and the researcher's journal. These 2 teachers, with different perspectives on parental involvement, adopted different but effective strategies to involve parents actively in their children's school lives.
Teaching and Learning, 2015
This paper is based on a qualitative case study examining the impact of social context on school-community partnerships. Sixty-four students and school personnel at one K-12 magnet school in southern California participated in 21 open-ended, 45-minute interviews. Observations were conducted, and documents were collected. Structural, cultural and agentive issues impacted partnership establishment. Teachers and the principal valued a school culture was conducive to community involvement. They collectively developed the school’s mission and vision with a focus on global citizenship, and initiated partnerships consistent with the vision. The stages of the partnership development process are discussed, and it is argued that they are broadly applicable to the establishment of collaborative activities. Funding and networks contributed to the professional development, resources and technology needed to support partnering. Findings extend research by identifying the educators’ leadership rol...
Parent and Community Involvement in Education: A Rapid Review of the Literature
This rapid review of international literature on parent and community involvement in education was conducted for the Strengthening Education Systems in East Africa (SESEA) project sponsored by Aga Khan Foundation Canada and the Canadian Department of Foreign Affairs, Trade and Development (formerly CIDA). This is one of a set of rapid reviews on key dimensions of school improvement developed as input to a research agenda setting process for East Africa for the Learning and Dialogue component of the SESEA project. The complete set addressed the following themes: teaching and learning, teacher development, school management and leadership, parent and community involvement and early childhood education and development. 1 The rapid review synthesizes main findings in the literature internationally and more particularly in East Africa on parent and community involvement in education at the school and the system level, and also identifies the gaps to suggest areas for future research. The review is structured around three broad themes: (1) parent and community participation in school governance and management; (2) parent involvement in teaching and learning; (3) parent and community engagement at the system level (governance and accountability).
Types of parents and school strategies aimed at the creation of effective partnerships
In order to expand parental participation in the education of their children, teachers should be equipped with some basic and possibly new skills for communication and cooperation purposes. Schools host a very diverse population of pupils, and the purpose of the present study was therefore to attain a better understanding of what various groups of parents expect of education and the school in order to develop a framework for school strategies to involve different types of parents. The research included a review of the literature, consultation with three expert panels, a web survey of 500 school leaders, an interactive focus group, 20 case studies to identify promising practices and the identification of strategies to expand parental participation. The results showed parents in 'white' schools to support teachers during activities (parents as supporters). Non-minority parents and certainly those from higher social milieus were accustomed to having a say in school matters (parents as politicians). In schools with many disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in school matters. A bottleneck in 'white' schools was that parents do not have time to participate due to their work (career parents). A bottleneck in 'black' schools is that parents do not perceive themselves as qualified to participate (absentee parents). It is further shown that strategies which parallel the different types of parents can be identified for school teams to realize effective partnership relations.