Crossing boundaries with action research: A multinational study of school-family-community collaboration (original) (raw)
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Family-School Cooperation through Action-Research
1995
The involvement of parents in schools has been legislated in Spain since 1970, with the main activities being parents associations and school councils, but these partnerships do not represent a particularly friendly situation. A research project was carried out through the University of Oviedo, Spain, Department of Education, to create a mechanism for the exchange of ideas about parent-teacher partnership and education, including assessment of the school's cooperation needs. The setting was a well-organized school open to innovative programs, with good cooperation between parents and teachers, located in Gijon, Spain. The results based on the original objectives of the study, were achieved by means of a permanent school-based seminar with parents, teachers, children and a university coordinator to exchange ideas about parent-teacher partnerships and cooperation. Contributions of the project to the school were high, with a more positive attitude between parents and teachers and increased activities involving the community as major indicators. However, the project had a few limitations, mostly the dependence on the university facilitator and doubts as to the long-term effects to the school and generalization of issues to other schools. (SM)
School Development Program. Research Monograph
This book presents a compilation of papers generated by the research unit of the Comer School Development Program. The program operates from the basic theme that if school staff understand child development and how to organize and manage their school building as a social system, a climate that facilitates learning among the greatest number of students will exist. Papers and their authors are as follows: "The School Development Program: A Holistic Educational Approach" and "Empowering Schools: Process and Outcome Considerations" (Norris M. Haynes); "Implementation of the Yale School Development Program in Two Middle Schools: An Ethnographic Study" (Edward Joyner, et al.); "Evaluating School Development" (Norris M. Haynes, Khalipha Bility); "Teachers' Attributions for Student Performance: The Effects of Race, Experience, and School Context" (Valerie Maholmes, et al.); "Parent Involvement and School Improvement" (Keith Bru...
School and Family Partnerships. Report No. 6
1992
The theoretical perspectives of school and family partnerships discussed in this report are based on the influences of families and schools on children's learning and development. A review of research deals with three topics: (1) the importance (pc family environments and involvement; (2) the influence of school environments on family involvement; and (3) the effect of school-family partnerships on students, parents, and teachers. It is emphasizrl that effective practices of partnership are developmental and respw.sive to the common and different needs of families. Discussion of types of involvement that help families and schools fulfill their responsibilities for children's learning and development focuses on basic obligations of families and schools; parent involvement in schools and in home learning activities; and parent and community involvement in decision making, governance, and advocacy. Also examined is involvement that adds the community as a sphere of influence. Included in the discussion are implications for future research, practice, and evaluation that relate to teacher and administrator education and training, policy development, and new ways of thinking about shared responsibilities for children. Appended are 115 references. (GLR)
مجلة التربیة الخاصة والتأهیل
Having effective collaboration skills is one of the most necessary skills that both families and educators need to demonstrate in order to meet their students' needs. Today, effective collaboration between school and home is required more than ever in schools because collaboration helps assure that students receive well-coordinated supports to meet their needs, and it also demonstrates respect and equality among teachers, school personnel, and families. In addition, school-home collaboration is important because schools currently have students from different cultural, linguistic, social, and ethnic backgrounds, and it is also legally required by IDEIA. In the preparation of this paper, (17) studies published between (2004 and 2020) in the United States were reviewed to identify the most important components that need to be considered to foster collaboration with families, teachers, and other professionals in school settings. The review led to the identification of three components: (a) understanding the cultural and social backgrounds of the students' families, (b) providing supports for the students' families in school and at home, and (c) training teachers and other professionals in school settings to develop their collaboration skills. Implications for effective collaboration are identified and discussed. The study recommends that it is necessary to encourage positive collaboration between families and professionals. Schools should spend more interest of positively influencing the cultural and social system of families in order to meet their needs and the needs of their children.
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.
The School-Family Partnership Project: A Survey Report. Publication Series No. 5
1998
Abstract: The School-Family Partnership (SFP) project at the University of Illinois at Chicago created a self-assessment tool to measure perceptions and practices of teachers and parents, with the overall mission of identifying and developing effective SFP practices. Parent questionnaires, in English and Spanish, and a teacher questionnaire were developed. The parent questionnaire covered parent involvement at home and school and their perceptions of teacher outreach. The teacher questionnaire covered similar aspects ...
Parents_ Involvement in their Children_s Education_ The Value of 2.pdf
The purpose of this study was to gather data from public school parents that would contribute to the understanding of parental involvement with school choice for their children and of parental involvement with educational organizations. We employed a case study approach as the methodological basis for eliciting 22 multi-racial parents perceptions' about school climate and their child's school choice. Our comprehensive indepth semi-structured interviews, field notes, observations, and documents data collection process incorporated feedback from potential respondents from the outset of the design process to enhance data quality. Verbatim transcripts and documents were analyzed using a content and thematic analysis approach. Four over-arching themes were identified; (i) factors that parents value in schools, (ii) concerns about other school choices, (iii) the features and programs that appeal to parents, and (iv) parental perceptions of the chosen school. The findings of this study revealed that parents choose schools for their children for the following reasons. The children were better served, the programs and features offered by schools appealed to most participants, the schools had strong academic programs, a proper school climate and culture were present, the setting embraced diversity and multicultural atmospheres, a safe and secure place was present, and instruction was focused on a small and caring environment.
II . What Is Parental Involvement In Children ’ s Efficient Education
2014
Parental involvement in efficient education for buildup a strong Nation has been a much discussed concept by parents, teachers and policy-makers alike. In this paper is an attempt to highlight that parental involvement is a complex matter. A parent’s role is to support their child’s efficient education. Support the schools and be pro active in their child’s efficient education for buildup a Strong Nation. Express concerns with the teacher. Be a partner in the schools. Know your child’s educational strengths and weaknesses. So the parent can work with their child on the skills they are lacking. The question arises though is parent involvement more than just a “feel good” idea? Does parental involvement really work? The present paper (a) discusses research evidence that indicates the major role parent involvement & school family partnerships play, in improving children’s efficient education for buildup a Strong Nation. (b) Improve social & emotional learning & prevention of high risk ...