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The policy forum brought to the center what is now on the periphery of education reform: family, school, and community engagement (FSCE) as a strategy to support student success. The forum sought to serve as a catalyst for reframing what FSCE should look like in the twenty--first century, and for repositioning this engagement as a major contributor...
Context in source publication
Context 1
... spend only about 1,000 of these hours in school-spending the remaining 5,000 hours at home and in the community, at after-school and summer programs, and in lessons, sports, and other enrichment activities. (Figure 1.) By sixth grade, economically advantaged children have spent 6,000 more hours learning out of school than their counterparts born into poverty, according to ExpandED. ...
Citations
... 2002), regular attendance to school, high performance in official exams, tests and accomplished homework, positive attitudes towards learning, school and future educational careers, and high rates of pursuing post-secondary educational levels to the degree of parents' participation and full engagement in their children's daily lives (Wherry, 2003). According to Weiss, Lopez and Rosenberg (2010), it is fundamental to reframe the involvement of family in the school matters of their children; thus, the role of the family members should shift from being a marginal element in promoting the students' education to an essential strategy that chiefly contributes to developing the children together from birth until young adulthood. Decades of research, for instance, in the USA demonstrated that the alignment of parents' ability and efforts in transforming education can ensure meaningful, fruitful cooperation relationships between school, parents and community. ...
Parental involvement is a critical issue across societies, mainly in the educational setting.This study endeavours to investigate the level of the involvement of parents in their children’s education in exam classes, particularly in order to obtain the Certificate of Middle School Education in rural and urban spheres. This study seeks to examine the extent to which parental engagement and commitment can make a difference in the academic life of children who undertake official exams. Two classes of fourth year middle school took part in the research by filling in an attitudinal questionnaire, and two head teachers took part via a semi-structured interview. The obtained results indicate that parents are involved to some extent in their children’s education in rural areas in contrast with parents in urban ones, who are more involved. These findings are attributed to the geographical variable and the availability of resources and the socioeconomic status in both settings. There is no disparity at the level of homework assistance, time management at home and parental aspirations for children’s future education.
... Theories describing parents as educational actors (Epstein & Sheldon, 2016;Hoover-Dempsey & Sandler, 2010;Weiss, Lopez & Rosenberg, 2011;Jeynes, 2011) Mapp & Kuttner, 2013Patall, Cooper & Robinson, 2012) The essential role of parents as educational cooperation partners in a successful educational process is revealed. ...
This study investigates the nuanced view of parental expectations regarding their children’s educational objectives in Latvia, with a focus on the perspective of teachers. As parental involvement is an important determinant of a child’s educational journey, understanding the dynamics of these expectations becomes paramount for educational stakeholders. The study aims to provide a comprehensive analysis of teacher observations and experiences related to parental expectations, shedding light on the intricate interplay between home and school environments. The methodology employed for this research includes mixed methods: literature context analysis and surveys for teachers (n = 1150). Preliminary findings reveal a spectrum of parental expectations, ranging from a desire for academic excellence to broader developmental goals. The study identifies commonalities and variations in teacher experiences, highlighting cultural influences and socio-economic factors that may impact the nature and intensity of parental expectations. This research contributes to the broader field of education by providing a localized understanding of the role parental expectations play in shaping children’s educational trajectories. Insights gained from teacher perspectives can inform educational policies, interventions, and practices aimed at fostering a collaborative and supportive partnership between parents and educators.
... Ngaka and Zwane (2018) stressed that partnerships are indispensable in extension services. Similarly, partnerships can help reinforce, support, and even renovate individual partners, resulting in higher program quality, more well organized resource use, and better alignment of goals and programs (Weiss et al., 2010;Campos-Silva et al., 2021). As a result, several community extension services were successfully conducted with all support from the University Extension Services Office and the partner institution (Gutter et al., 2020;Antwi-Agyei and Stringer, 2021). ...
Today the world observes the International Day for the Eradication of Poverty, first commemorated in Paris in 1987 and subsequently receiving official designation by the United Nations. It is a day for renewing commitment to the human project – to enable universal human development, making it possible for all humans to achieve their highest potential – and to reflect on poverty, how it thwarts human development, and how it might disappear. The challenge is not new, but it achieves new urgency as we start to emerge from the COVID-19 pandemic and realize that the damage it caused, to well-being and human development, was deeply intensified by poverty. This volume aims for accelerated growth of knowledge about poverty, its causes and consequences, its links to crises and disasters, its connections to inequality and fairness, the direction and speed of its trajectory in different contexts, and strategies for reducing it and their assessment.
... Ngaka and Zwane (2018) stressed that partnerships are indispensable in extension services. Similarly, partnerships can help reinforce, support, and even renovate individual partners, resulting in higher program quality, more well organized resource use, and better alignment of goals and programs (Weiss et al., 2010;Campos-Silva et al., 2021). As a result, several community extension services were successfully conducted with all support from the University Extension Services Office and the partner institution (Gutter et al., 2020;Antwi-Agyei and Stringer, 2021). ...
Introduction
Higher Education Institutions play a role in poverty reduction by implementing community extension programs focusing on capacity building and entrepreneurship training. Cebu Technological University programs offer these programs through various skills training to its targeted beneficiaries. This study aims to assess the community extension Micro-, Small and Medium-sized Enterprises (MSMEs) entrepreneurial activities concerning poverty reduction. The research participants are beneficiaries of community extension programs that primarily focus on capacity building and entrepreneurship training, and they eventually become entrepreneurs.
Method
Using a cross-sectional survey, 172 valid responses were analyzed, with entrepreneurship education (EE), budgeting financial literacy (BFL), access to credit facilities (ACF), and entrepreneurial performance (EP) as predictors of poverty reduction (PR). Results from Partial Least Squares - Structural Equation Modeling (PLS-SEM) generate insights from the seven hypothesized paths of the proposed model.
Results and discussion
Findings revealed that entrepreneurship education (β = 0.258, p < 0.05), budgeting financial literacy (β = 0.147, p < 0.05), and access to credit facilities (β = 0.541, p < 0.001) help reduce poverty. However, no significant relationship was found between entrepreneurial performance and poverty reduction (β = 0.132, ns ) whose cause may be directly pointed to the pandemic's significant impact on MSME's entrepreneurial activities.
Conclusion
This study confirms the importance of entrepreneurship education, budgeting, financial literacy, and credit access in promoting entrepreneurial success and reducing poverty.
... Family engagement has been an integral part of education across the United States over decades (Weiss et al., 2010). Research has shown evident benefits of effective family engagement on grade improvement and learning performance (Henderson & Mapp, 2002;Gonzalez & Jackson, 2013). ...
Family engagement has been an integral part of education across the United States over decades. Research has shown evident benefits of effective family engagement on grade improvement and learning performance. Family engagement has a positive effect on student motivation, student behavior, student attendance and student optimism towards schooling. During COVID, schools had to close their doors. During this time, TeleNGAGE still connected families to school with an online approach. TeleNGAGE is an online environment for engaging families for student education. While benefits have emerged, there has been no research yet to present successful online elements of TeleNGAGE. The purpose of this study is to explore, through the lens of self-determination theory (Ryan & Deci, 2017), how components of TeleNGAGE facilitated engagement of participants as they collaboratively addressed problems associated with the pandemic. Main components through the online approaches include using case-based scenarios and didactic sessions, discussion, and accessibility. Implications for practice and directions for further research are discussed.
... Scholars and educational leaders have recognized community engagement as an important strategy for supporting student learning and development (Henderson & Mapp, 2002;Weiss et al., 2010). More than just the participation in school activities, parent and community engagement efforts seek to involve stakeholders in the development of school policies, goals, plans, and funding decisions. ...
Governmental policies in the United States and beyond increasingly call for school leaders to involve local communities in decision-making, yet engagement practices have often centered the perspectives of White parents and marginalized the voices of racially minoritized families. In this comparative case study of seven school districts, we draw on critical race theory to explore how race and racism shaped district practices under a statewide community engagement policy. Our findings suggest that, without careful attention to racial power and privilege, the implementation of community engagement policies may promote racism in practice, highlighting the need for culturally responsive approaches to engagement.
... Therefore, when their children's school programs are practical, parents are more likely to support them. As Weiss et al. (2010) concluded in their study of educational reform, in creating meaningful partnerships between schools, families, and communities, particularly in Journal of Human Sciences and Extension Volume 10, Number 1, 2022 lower-performing schools, initiatives need to be supported by policies and programs, funding, qualified service providers, as well as accountability measures. ...
Improving student learning and development requires a constant exploration of practical collaboration methods with families and educational service providers. Using Bronfenbrenner’s socio-ecological systems theory can help stakeholders understand how internal and external factors affect a student’s overall performance and raise families’ and educational service providers’ awareness of their roles. The application of this theory encourages stakeholders to extend the existing dual capacity framework between families and schools to the quadruple partnership that further involves communities and universities. When families and educators become more aware of the complexities of the factors and make intentional efforts, they are more likely to create an effective partnership for facilitating student learning and development. Our article utilizes Bronfenbrenner’s theory to address the quadruple partnership of families, schools, communities, and universities. This article summarizes Bronfenbrenner’s theory and discusses how the idea can be applied to quadruple partnerships to improve the collaboration among stakeholders. Implications for practitioners and researchers are further discussed.
... Intrinsic benefits of family engagement include an increase in self-esteem, motivation, and positive learning outcomes by students (DeSpain, et al., 2018;Goodall & Montgomery, 2014). Weiss, Lopez, and Rosenberg (2010) also stated that the benefits of family engagement include higher student achievement, better social skills and behavior, and improved school readiness. ...
Once considered an additional support for schools, family engagement became a more essential aspect of education to help connect teachers with family members in an effort to increase positive academic outcomes among students. The purpose of this qualitative case study was to examine the current practices and perspectives of family engagement practices promoted by classroom teachers who currently teach at a high school in a rural setting. Bronfenbrenner’s Ecological Systems Theory and the Teacher Efficacy Theory based on Bandura’s Social Cognitive Theory were two influences of the theoretical framework for this study. The two research questions examined teachers’ current practices and perspectives that promote student learning in the classroom and whether the family engagement practices enhanced or inhibited the relationship between teacher and student in the classroom. Data was collected through interviews with four participants from the “Pocahontas High School” located in North Georgia. The significance of the study, a literature review, methodology, and findings of this study were also provided in detail.
... The goal of the WSCC model is to strengthen a unified and collaborative approach to school health and learning (CDC, 2019a). No single component can make a sustained impact by itself, so in order to make positive change that is sustainable all components, or at least multiple components, must be functioning together (Weiss et al., 2010). Schools are integral to their communities, and the importance of community involvement (part of WSCC model) has been an increasingly researched concept (Hanover Research, 2014). ...
... Community involvement involves schools collaborating with community agencies (e.g., vending suppliers, parents, local government representatives, etc.) to provide resources and services to improve school programs and student learning and provide opportunities for students to participate in community-based learning projects (Dikkers, 2013;Kehm et al., 2015). Research shows that family and community engagement can improve school readiness, academic achievement, and graduation rates (Weiss et al., 2010). Some components of the WSCC model seem like a natural fit when it comes to partnering with community resources. ...
Obesity rates, mental illnesses, and emotional health and well being pose a significant problem for today’s youth. Family and community involvement have been shown to improve school readiness, academic achievement, and graduation rates. The Whole School Whole Community Whole Child (WSCC) is a ten-component model designed to work synergistically to help improve school wellness. In this article, three components of the WSCC model (employee wellness, social and emotional school climate, physical environment) were examined from the lens of family and community support. For each area, the problem is explored and resources for combating the problem are provided.
... Costruire alleanze e partnership famiglia-scuola coinvolgendo i genitori come partner di apprendimento fin dai primi anni è quindi essenziale per migliorare lo sviluppo dei bambini e dei giovani e per realizzare l'idea di sviluppo di comunità educanti (Weiss, Lopez;Rosenberg, 2010). Tra i risultati positivi vi sono l'aumento dei tassi di laureati e, oltre al miglioramento dell'atteggiamento nei confronti della scuola, in generale un miglioramento dei risultati scolastici (Knoche, 2016). ...
... Costruire alleanze e partnership famiglia-scuola coinvolgendo i genitori come partner di apprendimento fin dai primi anni è quindi essenziale per migliorare lo sviluppo dei bambini e dei giovani e per realizzare l'idea di sviluppo di comunità educanti (Weiss, Lopez;Rosenberg, 2010). Tra i risultati positivi vi sono l'aumento dei tassi di laureati e, oltre al miglioramento dell'atteggiamento nei confronti della scuola, in generale un miglioramento dei risultati scolastici (Knoche, 2016). ...
Con la crisi della pandemia dovuta al Covid-19 è emersa la consapevolezza dell'importanza di solide relazioni fra i genitori e la scuola (Bonal; Gonzáles, 2020). Le famiglie, durante il lockdown, hanno svolto un ruolo importantissimo nel recupero scolastico, nell'alleviare il senso di solitudine e di mancanza di libertà e hanno assicurato le strutture di base per il proseguimento dell'apprendi-mento. I genitori continuano anche ora, alla riapertura delle scuo-le, a collaborare per garantire misure igieniche e distanziamento sociale e per affrontare le situazioni di stress e disagio, ma soprat-tutto per motivare e ispirare i loro figli 1 a continuare ad imparare anche in una situazione di limitazione dell'apprendimento e della socializzazione. Un recente documento di lavoro dell'OECD (Ulferts, 2020) ha sottolineato come debba essere riconsiderato e rivalutato il ruolo che i genitori svolgono riguardo al successo scolastico dei figli. Dare vita a modelli e modalità di genitorialità accoglienti, autorevoli e di sostegno è però molto difficile quando ci si trova in situazioni di marginalità, quando in famiglia si affrontano le sfide della disoccupazione, della mancanza di un alloggio dignitoso op-pure si affrontano malattie o disagi psichici o fisici, così come quando ci si deve integrare in un Paese e in una cultura nuovi.
