Understanding Family Engagement through the Focus of the National Standards for Family-School Partnerships: Secondary Preservice Teachers' Perspectives (original) (raw)
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Journal of Educational and Psychological Consultation, 2018
When families are engaged in their education, children's academic, behavioral, and social-emotional development is indirectly supported. Many teacher-training programs (TTPs) focused on preparing teachers to communicate and work with families have been developed, although inconsistencies regarding their effectiveness exist. The current meta-analysis of 39 studies systematically analyzed the effects of TTPs on teachers' family-engagement practices, attitudes, and knowledge. TTPs included preservice university courses, teacher in-service, and professional development programs. Studies were coded for key sample, setting, and quality characteristics. Analyses revealed TTPs had a significant positive effect on all teacher family-engagement outcomes. Key intervention components were also determined (e.g., communication strategies, collaborative planning, and problem solving) and can be used to inform the development of future TTPs. Although results are promising, future TTPs should aim to improve methodological rigor and study quality.
Family Engagement: Establishing a System to Support the Parent-Teacher Partnership
2013
The Family Map Inventories were developed to support programs in their efforts to engage parents and understanding family needs and strengths. The Family Map Inventories are supportive of the framework put forth by Office of Head Start’s National Center on Parent, Family and Community Engagement (NCPFCE) and were developed with the Head Start performance standards as a guiding principle. This study provides evidence of the feasibility and usefulness of the Inventories used with parents of Infants and Toddlers. Parents and teachers were accepting of the Inventory. The Infant – Toddler Family Map Inventory appeared to provide an accurate assessment of the risks and strengths in the home and parenting environments of young children. The potential for use by educators is discussed.
Family Engagement in Schools: Parent, Educator, and Community Perspectives
SAGE Open, 2020
How engaged families are in their children’s lives, whether at home or in school, predicts their success in school and in life. The purpose of this study was to explore parent, educator, and community member perspectives of family engagement, preschool through grade 12, to inform state-level policy from an ecological framework. Ten semi-structured focus groups were conducted throughout one midwestern state, including five urban groups, four rural groups, and one suburban group. All focus groups were held in high-poverty areas serving high-need communities. All school communities received Title I funds and the average free and reduced lunch rate across participating districts was 75%. Several themes emerged through focus groups, including the importance of relationships, inclusive opportunities, communication, parent education, and family activities. Potential outcomes are included for policy and program development, as well as implications to further expand on issues relative to spe...
Differences in Pre-Service Teacher Attitude Change about Family Involvement across Four Universities
Societies, 2022
This study explored item-level change in pre-service teachers’ attitudes toward teacher- and parent-initiated parent involvement across four diverse universities. Pre-service teacher (N = 1658) attitudes toward parent involvement were measured before and after exposure to the online Parent Teacher Education Connection (PTEC) curriculum which provides information about Epstein’s six types of parent involvement. The four universities infused this curriculum differently into their coursework. Results showed that items demonstrated change related to how the four universities infused parent involvement curriculum into coursework. Overall, teacher-initiated involvement items showed more changes than parent-initiated items. Across the whole sample, there was change in items related to all six types of parent involvement. Results highlighted the importance of infusing parent involvement into the curriculum or teaching a full course, including activities placing pre-service teachers in the r...
Teacher Educators' Journal, 2021
Family engagement is critical to student achievement, and the essential importance of familyschool partnerships has become even more evident during the current sociohistorical context inclusive of the COVID-19 pandemic and the Black Lives Matter movement. As such, it is imperative that pre-service teachers (PSTs) are equipped to build effective relationships in a virtual environment with families from diverse backgrounds, experiences, and histories. In this paper, we highlight our role as teacher educators in ensuring that PSTs know how to forge authentic partnerships with families, and how to continue developing these necessary knowledge, skills, and abilities even during these challenging times of social distancing, often in a virtual environment or setting. We discuss this in the context of how we shifted a critically reflective, process-oriented, relationship-focused face-to-face (F2F) family engagement course that uses experiential learning, to a fully online course during the COVID-19 pandemic. Recommendations for teacher educators are discussed.
The Peabody Family Initiative: Preservice Preparation for Family/School Involvement
Recognizing the importance of parents' involvement in their child's education and the belief that lack of teacher training and experience in working with parents affects what teachers do to involve families in their schools, this study examined the impact of a teacher education model on preservice teachers' and inservice teachers' (program graduates) attitudes and skill preparation fostering family/school collaboration. The Peabody Family Involvement Initiative (PFII) is based on themes related to families, family-school collaboration, and developmental issues, and involves three components: (1) general knowledge; (2) skills; and (3) authentic "real life" settings. The themes were addressed in a 1-semester university course taken during the sophomore or junior year and in the implementation of "theory into practice" activities during a 15-week student teacher placement. Mail surveys were completed by preservice teachers just finishing the 1-semest...
2016
The Toolkit of Resources for Engaging Families and the Community as Partners in Education is a four-part resource that brings together research, promising practices, and useful tools and resources to guide educators in strengthening partnerships with families and community members to support student learning. The toolkit defines family and community engagement as an overarching approach to support family well-being, strong parent–child relationships, and students’ ongoing learning and development. The primary audiences for this toolkit are administrators, teachers, teacher leaders, and trainers in diverse schools and districts. Part I is designed to guide educators into building awareness of how their beliefs and assumptions about family and community engagement influence their interactions with families and the community and how knowledge about the demographic characteristics of the families in their schools can inform educators about what might support or hinder family engagement ...