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Family-school partnerships: Towards sustainable pedagogical practice
Abstract
The role of family-school partnerships in facilitating children's educational engagement and achievement is now widely recognised. However, the theoretical foundations of family-school partnerships remain under-developed and research in many aspects of this field is incomplete. The need for the development of a rigorously informed and theorised foundation to inform practice presents a challenge for educational research, and for the fields of teacher education and professional learning, in addressing the lack of instruction around effective involvement of families in partnerships with schools. This paper argues that when critically framed, a pedagogical conceptualisation of family-school partnerships provides a useful way forward in re-theorising this field of practice.
... Existe amplio consenso entre responsables de política, líderes educativos e investigadores del campo sobre la influencia de la relación familia-escuela en el desarrollo de habilidades académicas en estudiantes de todos los niveles (Castro et al., 2015;Epstein, 2018;Galindo y Sheldon, 2012;Garreta, 2015;Gubbins y Otero, 2019;Higgins y Katsipataki, 2015;Jeynes, 2017). Algunos modelos teóricos consideran determinante esta diada en la asistencia escolar, además de postularla como variable importante en la generación de buen clima escolar y en el desarrollo socioafectivo de escolares (Cross y Barnes, 2014;Daniel, 2011;Dettmers et al., 2019;Thompson et al., 2018). ...
... Otro de los asuntos sugeridos por la revisión de los materiales hasta aquí referenciados es que los y las futuras docentes sienten una mejor preparación, si participan en experiencias de práctica profesional longitudinales donde se involucren sistemáticamente con padres, madres, familias y comunidades de base, pues se tornan más conscientes de la necesidad, no solo de comunicarse bien o gestionar participativamente las planificaciones escolares, sino de tomar en cuenta los procesos de investigación basados en la reflexividad docente y las comunidades de indagación. Estos procesos, con enfoques asociados al aprovechamiento de los activos, recursos comunitarios o fondos de conocimiento, pueden orientar y potenciar el desarrollo de su práctica profesional docente, tanto durante la formación inicial como en ejercicio (Daniel, 2011;Epstein, 2018;Ruffinelli et al., 2020;Sharkey et al., 2016) Respecto de lo anterior, la discusión en el interior de muchas facultades de educación sigue poniendo foco en aquellas actividades prácticas que puedan añadirse fácilmente a cursos generales o a unidades de trabajo específicas, con sus respectivas propuestas conceptuales, pruebas y sistemas de evaluación. Sin embargo, el foco sobre el que se llama la atención se halla justamente en las habilidades, los conocimientos y los perfiles de competencias que articulan los procesos de formación profesional docente en cada caso, puesto que es a partir de la articulación de tales elementos -junto con los currículos generales de los programas universitarios y las apuestas a pequeña escala-como pueden enlazar la discusión conceptual general sobre las relaciones entre familias y escuelas, con el desarrollo de una práctica pedagógica situada e informada sobre la realidad social y territorial de las comunidades, con la que se pueda lograr una adecuada formación de docentes para la justicia social (Ferrada, 2020;Miller et al., 2018;Molina, 2013;Ruffinelli et al., 2020;Sharkey et al., 2016). ...
... De forma sintética, puede indicarse que a lo largo del periodo estipulado para la revisión sistemática (2000-2020), se reitera la convocatoria a generar suficientes bases teóricas para el desarrollo de programas, planes y estrategias de formación inicial docente, orientadas a forjar competencias profesionales en el trabajo con familias y comunidades (Daniel, 2011;De Bruïne et al., 2014;Epstein, 2018;Evans et al., 2015;Sheldon y Epstein, 2005). Algunos de los grupos de competencias específicas que son caracterizadas como nucleares para la formación docente como agente social, sin que medie el perfil disciplinar o metodológico de su formación, implican la capacidad para comunicarse asertivamente, establecer diálogos de manera efectiva y resolver problemas (Walker y Dotger, 2012;Walker y Legg, 2018;De Coninck et al., 2018); de igual forma, resulta referenciada la competencia para desarrollar trabajos en equipo, integrando miradas interdisciplinarias (Miller et al., 2018). ...
Objetivo: identificar las estrategias pedagógicas utilizadas en la última década (2011- 2021), en la preparación de docentes para el trabajo con familias y comunidades. Método: revisión sistemática de artículos académicos de referencia, extraídos del conjunto de colecciones de Web of Science (WoS), Scopus y SCielo, cuyos abordajes, objetos y resultados informaron sobre procesos de preparación de docentes en la promoción de las relaciones entre escuelas, familias y comunidades. Resultados y discusión: las principales estrategias identificadas se basan en la generación de cambios curriculares a pequeña escala, que se encuentran vinculados al uso del aprendizaje basado en problemas y las simulaciones. Conclusiones: los cambios curriculares a pequeña escala resultan alternativas mediadas por el máximo aprovechamiento de recursos e intervienen efectivamente en la generación y promoción de las relaciones entre familias, escuelas y comunidades. Al respecto, el docente en formación y en ejercicio resultan agentes clave como educadores dotados de una suficiente preparación para el liderazgo educativo y la justicia social
... Most parents in this digital era ensure the availability of computing devices and Internet access at home for their children's necessary home-based access to ICT for everyday use (Anastasiades, Vitalaki, & Gertzakis, 2008;Davies, 2011;Plowman, McPake, & Stephen, 2010). Besides providing technological support and creating e-learning opportunities, parents are expected to regulate the extent and manner of their children's ICT use to bring about meaningful effects on students' learning outcomes and out-of-class learning motivation (Daniel, 2011;Davies, 2011;Hwang, Liu, Chen, Huang, & Li, 2015;Valcke et al., 2010). Although the parental role is growing important in everyday educational activities which emphasise ICT use both at home and in school, home-based parental involvement regarding children's ICT use has not yet received enough research attention (Álvarez et al., 2013;Ihmeideh & Shawareb, 2014;Yu, Yuen, & Park, 2012). ...
... These parents may feel discomfort or uncertain and lack a model when guiding and supervising their children's ICT use (Anastasiades et al., 2008;Kong & Li, 2009;Plowman et al., 2010). Schools are thus responsible for addressing the potential negative aspects on children that are caused by ICT use, and for introducing parents to schools' strategies that tackle such aspects (Daniel, 2011;Kong & Li, 2009). The existing literature has seldom provided concrete ways of easing parental concerns. ...
... Hohlfeld, Ritzhaupt, and Barron (2010) have argued for the need to build the relationship between schools and parents with regard to technology use, as it could improve students' learning outcomes by increasing the social capital and empowerment of citizens and families. Close relationships between parents and schools are thus important for student success (Galindo & Sheldon, 2012), and the benefits could also extend to parents, teachers and schools (Daniel, 2011). Through partnership, on the one hand, parents can gain access to more information about e-learning and ways to handle negative effects caused by ICT use; on the other hand, schools can benefit from understanding and addressing parental needs. ...
This study aimed to investigate parents’ understanding of, support for and concerns about e-learning and proposed a school–parent partnership distributing responsibilities to parents and schools based on the results of the study. A total of 61 parents from 21 schools in an e-learning pilot scheme in Hong Kong responded to a questionnaire survey and focus group interviews. Results indicated that there was a high correlation between parental understanding and support for e-learning although parents demonstrated only a basic level of understanding. Four types of parental support and six major areas of parental concern were identified. These results shed light on the school–parent partnership whereby parents should implement a proactive e-learning policy at home to monitor, support and inspire e-learning. Schools should formulate a holistic policy to address parents’ concerns responsively and proactively to gain support. Schools can enhance parents’ pedagogical understanding of e-learning and address parental concerns through school–parent communication and peer support among parents.
... Family engagement can assist students, parents, and teachers in developing a trusting community that will benefit student learning (Barnyak & McNelly, 2009;Daniel, 2011). Increased communication between schools and families provides parents with an awareness of the educational system so they can assist and advocate effectively for their child's educational needs, as well as support the teacher's instructional goals for their child (Daniel, 2011). ...
... Family engagement can assist students, parents, and teachers in developing a trusting community that will benefit student learning (Barnyak & McNelly, 2009;Daniel, 2011). Increased communication between schools and families provides parents with an awareness of the educational system so they can assist and advocate effectively for their child's educational needs, as well as support the teacher's instructional goals for their child (Daniel, 2011). ...
... Previous research supports the need for family engagement in a child's education. Children achieve greater academic success if they have parents who are engaged in their education, teachers who provide learning experiences that relate to their home environment, and parents and teachers who frequently communicate (Daniel, 2011;Kim et al., 2012;Smith, 2006). Furthermore, students who have their families' support of their educational studies are more comfortable in the educational setting. ...
The purpose of this explanatory sequential mixed methods study was to uti- lize teacher perceptions to identify best practices for school leaders who seek to transform their school into a school as community. First, a large urban high school was purposefully selected based on data obtained from the Depart- ment of Education. After examining the quantitative data, teacher interviews were conducted to explore their perceptions of the principal’s efforts to trans- form the school into a school as community. Based on the quantitative and qualitative findings, four practices emerged as lessons learned from teachers in (re)imagining school as community: learning to lead, trusting in time, making the connections, and managing change.
... Om het onderwijs op afstand effectief te laten verlopen is sterk educatief partnerschap tussen scholen en ouders van groot belang. Sterk educatief partnerschap wordt gekenmerkt door positieve relaties tussen school en ouders, een sterk wederzijds vertrouwen en respect en een gevoel van gedeelde verantwoordelijkheid voor de ontwikkeling van leerlingen (Daniel, 2011;Denessen, 2019). Op scholen met een sterk educatief partnerschap is een grote betrokkenheid van ouders merkbaar en worden ouders door de school ondersteund in hun betrokkenheid bij de ontwikkeling van hun kind (Bryan, 2005). ...
... Om onderwijs op afstand effectief te laten verlopen voor risicoleerlingen is het belangrijk dat scholen en ouders in gesprek gaan met elkaar en zoveel mogelijk samenwerken. Het gezamenlijk verantwoordelijk voelen van ouders en scholen om optimale omstandigheden voor het leren en ontwikkelen van leerlingen te creëren, wordt educatief partnerschap genoemd (Daniel, 2011;Denessen, 2019). Op scholen met een sterk educatief partnerschap is een grote betrokkenheid van ouders op school merkbaar en worden ouders door de school ondersteund in hun betrokkenheid bij de ontwikkeling van hun kind (Smit, Driessen, Sluiter, & Brus, 2007). ...
Samenvatting Tijdens de COVID-19-crisis volgden middelbare scholieren gedurende verschillende periodes afstandsonderwijs. Voor een deel van de leerlingen ontstond hiermee risico op onderwijsachterstanden (risicoleerlin-gen). Om het onderwijs te waarborgen, juist ook voor risicoleerlingen, moesten scholen veerkrachtig reageren bij het realiseren of versterken van de samenwerking met ou-ders (educatief partnerschap). Deze studie beoogde na te gaan hoe VO-scholen gedu-rende COVID-19 veerkracht hebben getoond bij het vormgeven van dit educatief partner-schap met ouders van risicoleerlingen. We bestudeerden drie kernmechanismen van veerkracht (cognitief reageren, gedragsma-tig reageren en de versterkende werking van de context) en drie dimensies van educatief partnerschap (basisvoorwaarden voor leren, communicatie, thuisbetrokkenheid). Via een multiple case study design focusten we op vijf vmbo-scholen in Amsterdam en Nijme-gen met een hoog percentage leerlingen uit armoedeprobleem-cumulatie-gebieden. Er werden groepsinterviews afgenomen met lei-dinggevenden en zorgmedewerkers, leraren, leerlingen en ouders. De resultaten laten zien dat scholen relatief veerkrachtig reageerden bij het vormgeven van de basisvoorwaarden voor leren en communicatie met ouders van risicoleerlingen, maar dat er meer problemen waren met het ondersteunen van de thuisbe-trokkenheid. Een krachtige cognitieve reactie en een sterk intern en extern netwerk van de school bleken belangrijke randvoorwaarden om het educatief partnerschap met ouders van risicoleerlingen tijdens de crisis te reali-seren of versterken. Kernwoorden: kansengelijkheid, educatief partnerschap, veerkracht, voortgezet onder-wijs, interviews 1 Inleiding Wereldwijd heeft de COVID-19-crisis een grote impact op het onderwijs. Door COVID-19 zijn in 2020 schoolgebouwen voor voortge-zet onderwijs (VO) in Nederland dicht geweest vanaf maart (±10 onderwijsweken) en vanaf december (±8 onderwijsweken). Hierdoor moesten scholen, leraren, leerlingen en hun ouders zich op korte termijn aanpassen aan een nieuwe situatie waarin leerlingen thuis zaten en onderwijs op afstand kregen. Scholen gaven hier op verschillende wijze invulling aan. Vaak vond het onderwijs en contact met leerlingen plaats via online (leer)platforms en kon het zowel synchroon (real-time interactie, bijv. deelnemen aan online live lessen of gesprek-ken) als asynchroon (geen real-time interactie, bijv. doorgestuurde opdrachten maken of een e-mail sturen) verlopen (Thorn & Vincent-Lancrin, 2021). Het goed kunnen waarborgen van de kwaliteit van het onderwijs voor alle leerlingen heeft veel van de veerkracht van scholen gevraagd. Veerkracht wordt in de lite-ratuur gedefinieerd als het vermogen van een organisatie om te anticiperen op, effectief om te gaan met, en zich aan te passen aan verande-ringen en onderbrekingen teneinde succesvol te zijn (Duchek, 2020; Williams et al. 2017). De COVID-19-crisis heeft dan ook het belang van veerkrachtige schoolorganisaties duidelijk gemaakt. Daarnaast is door de COVID-19-crisis de bestaande kansenongelijkheid in het onder-Veerkracht verkennen: Hoe vijf vmbo-scholen veerkrachtig reageren bij het realiseren van educatief partnerschap met ouders van risicoleerlingen tijdens de COVID-19-crisis.
... 1. Family/Parent -All those sharing responsibilities for the care and raising of the child such as mothers and fathers, stepparents, grandparents, foster parents, siblings, aunts, uncles, friends, other relatives, and caregivers (Christenson, Rounds & Gorney, 1992;Daniel, 2011;Tran, 2014). The terms "family" and "parent" are used interchangeably in this research. ...
... Epstein's Theory of Overlapping Spheres of Influence was influenced by the work of Urie Bronfenbrenner who developed Ecological Systems Theory which posits that "human development occurs in ecological systems where the individual interacts with various environments" (Ettekal & Mahoney, 2017, p. 2). To date, Epstein's framework has become the most widely used in school, family, and community involvement and has been useful in the development of family, school and community programmes in schools, the development of policy, and the structuring of research evidence in the field (Daniel, 2011;Mahuro & Hungi, 2016). According to Sanders (2009), "when schools integrate into their educational programs activities that include these six types of involvement, they also create opportunities for meaningful interaction among individuals in students, schools, families, and communities" (p. ...
Research indicates that schools that involve the family and community in a mutual and collaborative relationship are generally more successful. This relationship is endorsed by all stakeholders as a launchpad to boost the academic performance of children, increase school retention, motivate students, and strengthen families and communities. However, despite the compelling case for school, family, and community involvement, there is relatively little empirical evidence documenting its merits (practice and subsequent outcomes) in developing countries including Jamaica. A qualitative case study of four Jamaican high schools was employed to document the merits of school, family, and community involvement, and data was collected using interviews, observations, and document reviews. Epstein's Theory of Overlapping Spheres of Influence and six typologies of school, family, and community involvement helped guide the research to facilitate the comparison of the ways in which schools that have been ranked high and low-performing by the National Education Inspectorate, Jamaica involve the family and community. The research looked at the strategies schools used, the possible outcomes of this involvement, and the challenges faced. The study offers a revised theoretical framework of Epstein's model applicable to the Jamaican context and, potentially, to similar developing countries. Key findings reveal that both high and low-performing schools experience challenges in involving the families and communities, but the high-performing schools are intentional and make school, family, and community involvement a priority. The high-performing schools have strong leadership, and their involvement programmes are multidimensional and linked to particular areas of engagement. These schools exude an atmosphere of positivity and ii commitment to the process; they are student-focussed; they build relationships, collaborate, and form partnerships with stakeholders; and family and community involvement is a school-wide initiative. This led the schools to experience the greatest overlap with the family and community based on Epstein's theory. In addition, this study shows that leadership is crucial to the success of a school, family, and community involvement programme. Therefore, it is proposed that leadership be embedded at the centre of Epstein's model. This research provides some benchmarks for further similar studies in Jamaican or international school settings, especially in developing countries, and provides critical information for families, teachers, policymakers, and school officials attempting to design and implement family and community involvement initiatives. The study also identifies key implications for further research, policy, and practice for education policy planners.
... The process by which students in an e-learning environment use digital technology for sharing and exchanging resources, interacting with peers, and collecting learning data that is analyzed and presented to understand how learning happens in the environment reflects the pedagogical meaning of e-learning (Haythornthwaite et al., 2013). Therefore, good relationships between parents and schools are critical for student performance, with potential advantages for parents, educators, and institutions (Galindo & Sheldon, 2012;Daniel, 2011). Through these relationships, parents can access more information on e-learning and strategies to deal with the potential negative impacts of ICT usage. ...
... In current circumstances, online learning results from students staying at home, and parents need to be aware of their needs during the process. Parents are required to manage the volume and method of their children's use of information and communications technology (ICT), as it significantly impacts their children's learning, outcomes, and motivation (Daniel, 2011;Valcke et al., 2010).Consequently, this paper analyses parental perceptions of online learning as a technology-enhanced environment for learning. Specifically, the study addresses the following two objectives: (a) describing the demographics of the selected studies including document type, research designs and methods, geographical areas, and content, and (b) thematically analyzing parents' perception towards online learning covered by selected studies. ...
The growing popularity of online learning has spurred educators, students, and parents to investigate its potential as a learning environment for various professions. A parent's role and influence on student progress are just as vital in the online learning environment as it is in the traditional learning environment. Several evaluations of literature on the perspectives of online learning have been produced in this vein and the scientific literature about parents' perceptions of online learning is outlined in this research. A systematic literature review was undertaken, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework for paper selection. Initially, the research identified 93 articles from the Scopus databases by using specific keywords search. After the selection and exclusion phase, ten articles were finalized to meet the criteria for review and discussion in this paper. The selected papers were analyzed thoroughly to uncover the new themes that have been classified as the result. The study reveals and discusses the parents' perception of online learning in several themes as reviewed from selected articles.
... Previous research has shown that children's educational interests are best served when parents and teachers cooperate [1][2][3]. eir joint efforts bring a variety of benefits to both home and school. For instance, well-functioning cooperation increases families' confidence, extends trust, builds a positive image of the school, and ultimately helps children's learning [4,5]. ...
... eir perceptions play a vital role in encouraging or discouraging parents from being involved in their children's education [23,24]. For instance, when teachers have a high regard for parents, they most likely encourage them to participate [2,25]. However, teachers' unpleasant and uncaring attitudes discourage parents [10], which results in communication breakdown, and both start blaming each other, especially when the child seems passive in learning [26,27]. ...
This research explored rural state school teachers’ perceptions concerning parental involvement in children’s education in a developing country context. The data were collected through thematic interviews with teachers of public schools situated in the rural areas of Khyber Pakhtunkhwa (KPK), Pakistan. The study findings revealed teachers’ frustration and disappointment regarding parental involvement. Teachers believed that susceptible socioeconomic circumstances and adherence to local customs hindered many parents from participating in their children’s education. In line with this, teachers frequently held negative perceptions regarding children’s parents, and these perceptions have the potential to adversely affect parent–teacher communion and children’s learning. We offered several policy implications for enhancing parents’ roles and teachers’ competency in supporting parental involvement, which could also be practical in other developing countries sharing similar impediments, such as widespread illiteracy, poverty, and a lack of qualified teachers.
... Trenutno ograničena konceptualizacija i nedovoljno teoretizirani temelji roditeljske uključenosti i prakse sudjelovanja predstavljaju izazov za podučavanje stručnjaka u ispunjavanju potreba za učenjem učenika i obitelji iz različitih društveno-kulturnih sredina te za obrazovanje nastavnika i programe stručnog učenja. Za izgradnju teorijskih temelja obrazovne i društveno održive politike i prakse potrebna su istraživanja koja istražuju učinkovitost tih praksi u pružanju pravedne i socijalno pravedne podrške studentima (Graham, 2011). ...
Od tradicionalne prema suvremenoj suradnji škole i roditelja Sažetak Učinkovita komunikacija čini osnovu za uspostavljanje partnerstva između škole i obitelji. U ovom radu donosimo povijesni pregled suradnje roditelja i ško-le, pregled zastupljenosti tradicionalnog odnosa i partnerstva u školama te pregled kritika postojećih istraživanja. Primjere modela partnerstva koji mogu poslužiti kao smjernica za učitelje u implementaciji partnerskog odnosa u školama predstavljamo kroz šest tipova modela partnerstva koje su rezultat brojnih istraživanja i dugogodiš-njeg rada učitelja i obitelji u osnovnim i srednjim školama i mogu pomoći učiteljima u razvoju izazovnog programa partnerstva. Ključne riječi: modeli odnosa, partnerstvo škole i obitelji, suradnja s roditelji-ma, strategije suradnje škole i obitelji, uključenost roditelja
... As has been well established, collaboration with families is an essential aspect of effective and caring educational leadership that ultimately benefits student learning and success (Daniel, 2011;Garbacz et al., 2016;Mapp & Kuttner, 2013;McIntyre & Garbacz, 2014). Epstein (2010) emphasized, "The way schools care about children is reflected in the way schools care about the children's families" (p. ...
The authors describe how educational leaders in one school district navigated the relatively novel terrain of remote instruction and provided support to their teachers, students, and families during the COVID-19 pandemic.
... Many research studies across the globe note the significance of parental engagement and participation for children's success in their academic endeavors in schools (Sheppard, 2009). It has been explored that the students whose parents are actively involved in the education of their children perform much better in their academic achievements than the children whose parents are passive in the educational development of their children (Daniel, 2011). A meaningful parental involvement in their children's educational processes can add significant value in improving home-school relationships, children's positive development, and their overall success in school (Bunting, et al., 2013). ...
Parental perceptions and perspectives play a critical role in their motivation, interest, participation, and valuation of children’s education which ultimately influences the quality of education in schools. This article reports the change of perception and perspectives of the parents under the influence of a comprehensive school improvement intervention. A quantitative survey approach was employed in this study including 680 parents from 6 districts. The data was collected in two rounds following the pre- and post- intervention approach. The first round of data was collected at the beginning of the project and the second round was collected at its end. The paired sample t-test showed significant difference between pre- and postintervention responses of parents about improved relationships between the school and the parents (p < 0.000), increased cocurricular activities in the school (p < 0.000), fulfillment of students’ educational curriculum requirements (p < 0.000), the provision of equal attention to both boys and girls (p < 0.002), the obligation of the parents to ensure the physical and moral development of their children (p < 0.000), the provision of a safe, healthy, and educational environment at home by the parents (p < 0.000), and the development and maintenance of positivity expressed by parents for the success of their children (p < 0.000). Hence, the study found that a planned intervention has the potential to positively change the perceptions, perspectives, and valuation of children’s academic development.
... Many research studies across the globe note the significance of parental engagement and participation for children's success in their academic endeavors in schools (Sheppard, 2009). It has been explored that the students whose parents are actively involved in the education of their children perform much better in their academic achievements than the children whose parents are passive in the educational development of their children (Daniel, 2011). A meaningful parental involvement in their children's educational processes can add significant value in improving home-school relationships, children's positive development, and their overall success in school (Bunting, et al., 2013). ...
This qualitative study explores the role of crucibles, life-triggering moments, parents’ life mottos and definitions of success, and holding values in the lives of authentic leaders. This research used the life-story approach to explore the experience of such concepts on authentic leaders. Self-identified leaders with more than five years of experience in a leadership position or in a role of managing and developing others were invited to this research. Qualified authentic leaders (between 65 to 80 in ALQ) were invited to a qualitative interview utilizing the life story approach to explore significant forming factors of their leadership qualities. An inductive coding method was used in analyzing the transcription of interviews. Significant themes and codes show that life-triggers, crucibles, parents’ life mottos, their definition of success, and holding values play a significant role in authentic leadership development. Leadership scholars should emphasize the forming experiences of authentic leadership in their leadership development studies. In other words, the experienced dynamics of parents (life mottos and definitions of success), the experience of crucibles are suggested as antecedents of authentic leadership. The research shows that parents’ dynamics, crucibles, and life-triggering moments resonate with Erikson’s stages of development on authentic leadership development.
... Strength based advocates argue "when families are engaged in positive ways, rather than labelled as problems, schools can be transformed from places where only certain students prosper to ones where all children do well" (Henderson, Mapp, Johnson, & Davies, 2007, p. 3). A factor in achieving a strength based approach is an underlying philosophy of family inclusion (Blackmore & Hutchison, 2010), and recognition of their sociocultural based capital (Daniel, 2011). Such models encourage schools to recognise families' experiences, skills and resources, known as funds of knowledge (Gonz alez, Moll, & Amanti, 2005, p. 47), to engage in reciprocal learning with families that creates a grounding for authentic partnerships. ...
Fostering families' connectedness to their children's learning has become a focus for schools, based on growing evidence that family engagement positively influences student learning outcomes. This paper highlights ways in which teachers' family engagement practices can be adversely impacted by limiting and ambiguous terms of reference for family school partnerships. The experiences of four primary school teachers, working within a low socio-economic and culturally and linguistically diverse school community in Melbourne, Australia are the focus of this small-scale study. Teacher participants undertook a two-cycle process of Critical Participatory Action Research (CPAR), where they examined school family engagement practices to identify opportunities to rethink and ultimately improve practice. The theory of practice architectures provided a scaffold for critical reflection, where the teachers' ways of understanding (sayings), facilitating (doings) and connecting (relatings) with students and their families were critically examined. Data were gathered through semi-structured interviews, transcripts of reflective practice meetings and reflective practice tools utilised throughout the CPAR cycles. Data analysis was underpinned by a practice architectures framework of cultural-discursive, material-economic and social-political arrangements to allow for consideration of factors which enable and hinder practice. The study found that the teachers' self-described family engagement strategies initially stemmed from a parent involvement discourse that situated school as the central learning platform, with family and community contexts seen as peripheral. Throughout the CPAR cycles, facilitated reflective practice meetings supported the teacher participants to be able to differentiate family engagement from parent involvement. Teacher participants adapted their homework practices to provide opportunities for informal learning, occurring within family homes and community contexts, with the aim to connect with school curriculum. This study highlights opportunities for teachers to enhance family school partnerships through distinguishing and reconsidering parent involvement and parent engagement practices.
... Theoretical foundations related to the partnership between home and school remain incomplete and insufficient in many ways (Daniel, 2011). To elucidate the deliberate actions taken by Black parents to influence the academic outcomes of their students, I drew upon two interrelated theoretical frames-institutional agents (IAs) and community cultural wealth-as the frameworks best suited for highlighting the importance and strength of "nontraditional" networks for students of color. ...
Though previous literature has explored the importance of parents in education, scholarship has failed to empirically demonstrate the influence voluntary parent groups have on the educational trajectory of Black students. Using institutional agency and community cultural wealth frameworks, the author qualitatively evaluates a Black parent group’s self-initiated efforts to influence the academic outcomes of high-achieving students. The author illustrates how one parent organization negotiates an environment in which their racial group comprises less than 5% of the population to effectively guide and support families as their students navigate academic success. Findings show that at least three critical components— accountability, alliances and networks, and legitimacy—are vital in the provision of collaborative support and agency on behalf of high-achieving students.
... A pesar de la importancia reconocida de la participación de los padres en la educación de los hijos como una herramienta para la mejora de la calidad educativa, por parte de la política educativa en México, a partir de la institucionalización en 1993 de los 'Consejos de Participación Social', el logro de un involucramiento efectivo de los padres es aún una debilidad importante del Sistema Educativo Mexicano (Martínez, Bracho & Martínez, 2007). La participación de las familias en la educación comprende todas las actividades que éstas realizan en el propio hogar, con las instituciones escolares y con la comunidad para fomentar el éxito académico de los hijos y los estudiantes en general (Graham, 2011). ...
Este documento presenta un reporte preliminar de una intervención educativa con 550
estudiantes de nuevo ingreso al ITCM durante 12 semanas y 24 horas en total. Se
desarrolló un taller vivencial para fortalecer sus técnicas de equilibrio personal en el
manejo de sus emociones y en la organización de sus ideas, utilizando ejercicios físicos,
dibujo con colores, alimentación balanceada y música y aromas para propiciar un
ambiente de aprendizaje pertinente. Los mayores beneficios que manifestaron los
estudiantes se refieren a su actitud: relajados, concentrados, estimulados para la
creatividad, con pensamientos más claros, más positivos. Los beneficios que menor
porcentaje de estudiantes percibió están relacionados con el uso de los aromas y la
alimentación balanceada, entre el 40% y el 60% de los estudiantes. Se vislumbra la
necesidad del fortalecimiento del aspecto nutricional y del uso del sentido del olfato
durante el taller.
... Decades of research and practice have demonstrated that collaborative family-school relationships are essential in supporting the academic achievement and social-emotional development of students (Epstein, 2018;Graham, 2011;Mapp & Kuttner, 2014;McNeal, 2015). In response to this growing body of research on parent involvement, public policies like No Child Left Behind (NCLB) Act of 2001 (2002) and the reauthorization of the Every Student Succeeds Act (EESA, 2015) require schools to include family involvement as a part of their work with students. ...
This study involved validating the structure of the Attitude Toward Parent Involvement Survey ( ATPIS). The survey was administered 1,729 times to preservice teachers along with Knowledge assessments at the beginning and end of a course on parent involvement. An exploratory factor analysis was conducted to validate the factors using more sophisticated statistical software. The analysis was conducted to validate the structure of the instrument and compare the factor structure with the factor structure obtained in a previous factor analysis. The main dimensions that the survey evaluated were parent involvement activities initiated by the teacher and parent involvement activities initiated by the parent. It replicated the original three factors and showed a strong fit. Fit statistics supported the three-factor structure in a confirmatory factor analysis. The three factors were Partners in Learning, Teacher-Initiated Activities, and Parent-Initiated Activities. Concurrent and predictive validity were assessed through correlating ATPIS scores and knowledge assessment scores at pre-and posttest. Results yielded limited evidence for concurrent validity at posttest and predictive validity. Current post-Knowledge assessment scores were correlated in four instances with current post-Attitude subscale scores (concurrent validity) and two pre-Attitude subscale scores were correlated with two post-Knowledge assessment subscale scores (predictive validity). The fact that the measure is valid and contains reliable subscales suggests its usefulness for identifying students who would involve parents once they became teachers. The 20-year-old measure needs revision to include family engagement and diversity.
... The prominent role of teachers and parents during the COVID-19 pandemic is to work together to succeed in distance learning. Therefore, cooperation is needed in providing motivation and learning support to children (Daniel 2011). As a form of implementing learning during a pandemic like this, teachers usually do it by applying a lot of learning models and methods, only applying student-centered learning and student creativity. ...
... The prominent role of teachers and parents during the COVID-19 pandemic is to work together to succeed in distance learning. Therefore, cooperation is needed in providing motivation and learning support to children (Daniel 2011). As a form of implementing learning during a pandemic like this, teachers usually do it by applying a lot of learning models and methods, only applying student-centered learning and student creativity. ...
... The prominent role of teachers and parents during the COVID-19 pandemic is to work together to succeed in distance learning. Therefore, cooperation is needed in providing motivation and learning support to children (Daniel 2011). As a form of implementing learning during a pandemic like this, teachers usually do it by applying a lot of learning models and methods, only applying student-centered learning and student creativity. ...
The learning process during the COVID-19 pandemic requires effective and efficient communication. This research was conducted to find out the interpersonal communication provided by teachers through the level of mastery of information technology in the online learning process during the COVID-19 pandemic. The respondents of the study were teachers who were scattered in West Java. The research approach is using a quantitative approach with an explanative method. The results showed that teachers in West Java can recognize information technology tools and are able to use communication tools and applications for online learning. Mastery of teacher technology relates to interpersonal communication which is seen based on aspects of friendliness, attentiveness, openness, argumentation, and responsiveness. Teacher’s ability to manage communication technology during online learning relates to optimal online learning. Thus, the teacher’s communication skills are related to the ease of implementing the online learning process through available communication tools.
... Research on the relationships between families and schools often uses the terms parent involvement, parent engagement, or family-school partnerships (Barr & Saltmarsh, 2014;Daniel, 2011;Epstein, 2001). These terms carry significantly different connotations. ...
For educators located in the Global North or South what it means to work with families in inclusive settings is often a reflection of fundamental conceptions of the very nature of schooling and learning. These conceptions, whether implicit or explicit theories, inform teacher practice, interaction, communication, and involvement when it comes to students' parents, families, and communities. Understanding how theories of learning relate to family engagement and inclusive practices allow for (a) an accounting of established knowledge and practices, and (b) more innovative future directions for engaging parents, families, and communities in schooling. Three specific theories of learning (behaviorist, sociocultural, and critical) demonstrate stark differences in how the roles of parents and family are understood in their children's education. Each of these theoretical lenses produce different answers to the question of what it means to work with families. They entail different conceptualizations of parent/family engagement and inclusion, the challenges to this engagement and inclusion, and the tools used to address these challenges. Families can be positioned as passive recipients of knowledge, contributors to knowledge, or as knowledge-makers. Regarding their child's schooling, parents can be seen as supporters, contributors, or collaborators. They can be situated on the periphery of schooling or in the center. In this chapter we explore these three theoretical approaches, illustrating them through the composite narrative of Miguel and his family. Further, we consider strategies that typically are, and potentially could be, implemented in cultivating family-school partnerships. We close with consideration of possible challenges and tensions that could be encountered in implementing socioculturally and critically informed models of family-school relations.
... Toplum ise çocuğun sosyalleşmesinde ve başarılarını göstermesinde kısacası çocuğun ailede ve okulda öğrendiklerini gösterdiği önemli ortamlardır (Sanders, 2001). Daniel (2011) etkili okulların ortak noktasının okul aile işbirliği olduğunu ifade etmektedir. Aile okul ortaklıkları öğrencilerin öğrenmesinde, dezavantajlı gruptaki öğrencilerin kazanılmasında çok önemlidir. ...
... As noted above, parent engagement has typically occupied a tenuous space in Australia's Initial Teacher Education (ITE) curricula, with several studies noting that there has often been minimal or ad hoc attention given to parent engagement in ITE programs (Jordan, Orozco, & Averett, 2002;Daniel, 2011;Brown, Harris, Jacobson & Trotti, 2014;Saltmarsh, Barr, & Chapman, 2014). These studies observe that while there are some notable exceptions, and despite ITE accreditation requirements that engagement with parents (like other Australian Professional Standards for Teachers) be given attention at various points in degree programs, extended coverage and theorising of this topic in ITE curricula is nonetheless limited. ...
... Based on their observation, Grant and Ray (2013) claim that parents who are engaged in their children's education tend to have a more positive attitude toward schools and teachers, and that the child benefits in many ways from this parent-teacher collaboration. For instance, children attain higher grades and their academic achievement improves (Daniel, 2011;Grant & Ray, 2013;Lemmer, 2013;Makgopa & Mokhele, 2013). Given this understanding of the importance of parents in the education of a child, the South African Schools Act No. 84 of 1996 (Republic of South Africa [RSA], 1996) mandates the decentralization of school governance to allow different members of the community, including parents, to be involved in the running of primary and secondary schools. ...
There is general consensus that parents are invaluable partners in education of their children but, getting South African rural parents involved in education has remained difficult. This paper draws from parents' voices to explore the question, what do parents in a rural South African school context see as the school's role in enhancing parent-teacher collaboration? An interpretive qualitative approach was adopted to conduct the study. Semi-structured interviews were conducted to collect data from 10 rural parents and the interpretive phenomenological analysis was used to analyze data. Findings suggest that parents understand the need for their involvement but believe that schools need to invest in their empowerment, consider modern communication methods, communicate with parents the school vision, and what is expected from parents. The findings further suggest the need to bring on board the traditional leaders because of their inherent influence in the community. While parents seem to have adopted the negative discourse in relation to their involvement, they present a different notion from scholarship that portrays rural parents inadequate. The findings suggest that we need to question the current dominant notion of what parental involvement is and consider roles that parents from different contexts can play when collaborating with teachers.
... 22) in Standard 7.3 envisions a teacher capability characterised by an ability to deal with parents who are in an unequal relationship with teachers in relation to determining the educational priorities of the school that impact their child's education. This aspect of parental engagement has been identified as an under-theorised area of teacher education (Daniel, 2011;Jordan, Orozco, & Averett, 2002). Further theorisation in this area could lead to deeper, more nuanced expression of the school-parent relationship in the Standards, and in other policy, that links to the extensive research on parental engagement. ...
This book focuses on the challenges of teaching in diversely multilingual classrooms, discussing how these challenges and complexities interact in the preparation of teachers (language & content areas) in and for multilingual settings, and how they impact on educational processes, developments, and outcomes.
Teacher education in multilingual contexts is a key topic and occupies an important position in efforts to improve educational outcomes and quality for all stakeholders. It is seen as essential for competitive participation in global economic activity and for providing opportunities to enjoy the benefits of increased prosperity. Teacher education is generally expected to address both the demand for multilingualism and the challenges of teaching in diversely multilingual classrooms, which are important foci at policy and institutional levels. For example, the demand for quality outcomes is manifested in state-administered standards and performance cultures that regulate entry and practices, and poses ethical and pedagogic dilemmas for teachers.
This book presents high-quality empirical research on education in multilingual societies, highlighting findings that, in addition to providing descriptions of language learning, development, and use in language contact and multilingual contexts, will help shape future language education policy and practices in multilingual societies.
... Research in the field of education approaches for Indigenous students argues for the importance of school-community partnerships (for example, see Daniel, 2011;Lowe, 2017), which illustrates the multifaceted complexity of literacy learning, particularly in remote and rural communities. As is highlighted in the PAAL articles, professional learning and whole school-contextualised planning are important processes in supporting Indigenous students' literacy. ...
Improving Indigenous students’ literacy is a major priority area for the Australian Government, receiving significant funding to address below benchmark English literacy standardised test results. Despite this, recent benchmark tests suggest Indigenous students continue to achieve well below the national average. This systematic review discusses peer-reviewed and evidence-based publications that report on significant literacy programmes to investigate which aspects of literacy are their focus, which are identified as successful, conditions needed for success, barriers to success and measures of success. While most programs reported significant literacy improvements, all identified barriers to success and/or sustainability as outlined in this paper. This review also utilises the four resources literacy model and multiliteracies theories to map literacy gaps. When considering decades of literacy research, there were significant gaps in the represented literacy skills, with the dominant focus on codebreaking, and very few programs addressing critical literacies, multiliteracies or creativity skills. The review of the papers highlighted the need for consideration of ways to design balanced and place-based literacy programs; school-community literacy partnerships; access to training and resources for schools and communities around literacy and school/community research projects and agency for teacher and school leaders to be professional context-based decision-makers.
... The approach of preschool institutions toward cooperation with parents Graham (2011) emphasizes that involvement of parents and parents" participation in their children"s education constitutes the notion of school-family cooperation. Therefore, the term parents" involvement is an essential term applied for the participation of family, school and community in activities supporting the development of the child. ...
THESIS - International Research Journal
Thesis is an international research journal with double-blind peer review, which is published by AAB College in Prishtina.
The journal presents an international forum for empirical, qualitative, critical and interpretative studies, on interdisciplinary research in the Social Sciences and Humanities: Law, Linguistics, Media Studies and Communication, Pedagogical & Educational Research, Political Sciences and International Relations.
https://thesis-journal.net/
ISSN: 1848-4298 (Print)
ISSN: 2623-8381 (Online)
... The question arises, what do research results indicate? Graham (2011) emphasizes that involvement of parents and parents' participation in their children"s education constitutes the notion of school-family cooperation. Therefore, the term parents' involvement is an essential term applied for the participation of family, school and community in activities supporting the development of the child. ...
Preschool education, especially institutionalized preschool
education, is exceptional for early childhood. In this context,
cooperation with the parents is considered vital for children‟s
education. Very often, parents are not aware of their
fundamental role in their children‟s education and
development, through different ways of cooperation.
This research addresses the partnership between parents and
preschool institutions (hereafter: PSI), and the relation of this
partnership with factors such as communication, school
environment, parents transferring their professional experience
to children, and parents' access to preschool education curricula
and policies, all of which serve to improving children‟s early
education. The research is carried out through a quantitative
approach with parents (N=60) and a qualitative approach with
educators, examining the challenges and needs for the
improvement of this cooperation, as well as the role and the
opportunities of both parties towards the realization of a more
effective cooperation.
Research findings prove that identifying forms and agents of
cooperation with parents does have the positive influence on
strengthening the triangle preschool institution / family /
community and in increasing the level of awareness of parents
and preschool institutions on benefits from such co-operation.
Keywords: early childhood, cooperation, communication, parents,
preschool institutions
... The approach of preschool institutions toward cooperation with parents Graham (2011) emphasizes that involvement of parents and parents" participation in their children"s education constitutes the notion of school-family cooperation. Therefore, the term parents" involvement is an essential term applied for the participation of family, school and community in activities supporting the development of the child. ...
Abstract
This paper deals with the issue of collocations. More specifically, it investigates the role collocations play in achieving the highest level of English language proficiency, and the essentials that advanced students of English should know to be able to overcome ‘collocational’ hurdles.
The paper proposes that advanced EFL\ESL students be provided with a solid theoretical background to be able to understand the concept of collocation, as that, in turn, can alleviate considerably the process of collocation reception and production. Based on a thorough literature review, the paper highlights aspects of collocations that should obligatorily be brought to students’ attention, since true mastery of English is unconceivable without a proper collocational competence. In that respect, first, different definitions of collocations are discussed; then, the most distinctive features of collocations which help in distinguishing collocations from similar phraseological expressions are presented; and, finally, the focus is placed on the different types of collocations. In addition, the paper lays out a selection of useful ‘tools’ and practices such as regular and well-organized note taking (students’ collocation glossaries); consulting collocation dictionaries, electronic language corpora and concordances, all of which are essential for advanced students of English to approximate native-like proficiency.
Key words: English collocations, advanced ESL\EFL students, types of collocations
... In the conceptual papers we noticed a strong focus on theoretical reflections on the assumptions underlying co-production and the diverse interpretations of parental activities in and around school (Daniel, 2011;Pushor, 2012). A majority of conceptual papers addressed the question how to build stronger relationships between the home and the school (Kirshner and Jefferson, 2015;Wilkins and Terlitsky, 2016), especially among papers looking into ways of getting disadvantaged groups involved (LaRoque, 2013;Carnie, 2013;LaRocque et al., 2011;Gonzalez et al., 2013;Wegman and Bowen, 2010). ...
Co-production is the involvement of citizens in the design and delivery of services. In primary schools, this involves parents working with teachers to improve the educational development of their children. In this contribution, we present the results of a systematic literature review on co-production in primary schools to establish what research has been conducted and to what extent there is evidence on the effectiveness of co-production in this context. After three subsequent steps of literature selection, an initial database of 3121 articles was reduced to 122 articles which were then carefully analysed. Generally, co-production in education tends to be aimed at specific groups, which makes it hard to generalize, but some findings appear more generally applicable. Co-production does appear to improve students’ knowledge acquisition. Parent–teacher relationships can be difficult and ambiguous, but teacher training appears to be an effective tool for improving co-production.
Points for practitioners
Although co-production in schools is increasingly popular, it has been tested mostly for specific socioeconomic groups. Further testing is necessary to know whether it would work as a mainstream method. Co-production in school requires a tailor-made approach. The evidence suggests that it is only effective if it is adapted to the specific context. It is therefore misleading to speak of co-production in schools as a single phenomenon; there are many different types of co-production in schools. Investing in teacher training turns out to be helpful in overcoming initial resistance.
... This research suggests that active participation of parents in authentically constructed educational partnerships has impacted significantly in the quality of the educational experiences of schooling for many students (Auerbach 2011(Auerbach , 2012. The promise of these findings rings true to the oft-stated aspirations of Indigenous communities within Australia (COAG 2009;Daniel 2011;Lowe 2011). However, a countervailing commentary from Aboriginal communities has highlighted a deep level of scepticism about government claims of their commitment in establishing programmes that are genuine in intention and sustainability. ...
The conundrum of Indigenous education in Australia is that there are multiple, highly contested and polarising narratives that vie to inform both public and policy debate about how to construct effective schooling of Aboriginal students. Two of these contested discourses, which are seen to drive much of this debate, highlight the complexity of concerns—one which is essentially aspirational in its intent but unperceptive to the realities of Aboriginal student achievement and a second data focused discourse that is managerial and evaluative in its focus to disclose policy and pedagogic failures on student outcomes. The first has posed the politically more palatable proposition that there has been a slow, sometimes faltering but inexorable improvement in Aboriginal education, while the second highlights a mounting body of qualitative data that document an overall failure by school systems to lift Aboriginal student education achievement. The author recognises the complex and historical nature of the multilayered ‘issues’ that sit at the heart of Aboriginal underachievement. He argues that one of those underpinning issues that has plagued Aboriginal education centres on the depth of the socio-cultural disconnect between Aboriginal students and their communities, and teachers. He also argues that, too often, teachers are appointed to schools with limited social, political and professional knowledge about the particular needs and aspirations of Aboriginal students such that it impacts on their capacity to establish authentic connections to students. The research on which this article is based sets out to provide an understanding of both the nature and dynamics of community and school engagement in sites with high proportions of Aboriginal students. The study aimed to investigate teachers’ capacity to develop authentic pedagogic practices that are responsive to the educational, cultural and aspirational needs of Aboriginal students. In particular, the research highlights how the relational dynamics between schools and Aboriginal people have been deeply affected by colonial histories of exclusion and systemic disadvantage, pervasive school discourses of marginalisation and in particular an ignorance about holistic needs of Aboriginal students at school and the resultant negative relational interactions between schools and Aboriginal families. This multisite ethnographic study was undertaken with Aboriginal community members, teachers and school principals in 2012 as doctoral research. It was conducted within a relational landscape characterised by an enduring socio-cultural dissonance between schools and their Aboriginal communities. The study focused on examples of authentic collaboration and purposeful interactions between Aboriginal communities and schools that were shown to support teachers in building deeper understanding that enhanced their cognisance of the wider needs of Aboriginal students. The findings in this article highlight that when authentic engagement between Aboriginal people and schools occurred, it appeared to positively impact the teachers’ professional knowledge and created a consequent interest within these communities to engage with their schools. The research further identified that in each site the Aboriginal participants articulated an interest in developing authentic school collaborations that would enhance student outcomes. These findings suggested that teachers need to honour, understand and actively reflect on community history, contexts and aspirations to develop the skills and knowledge to address the particular socio-cultural and educational needs of Aboriginal students.
Purpose
This paper describes a case study of a developmental program evaluation on the Autism Community Toolkit, a collaborative skills training program for parents and school professionals. The purpose of this study was to examine the influence of the training on participants’ knowledge, competence and perceived collaboration; and potential improvements to the training program.
Design/methodology/approach
The program included multiple training sessions for families and school professionals, designed to educate participants on autism, evidence-based interventions and to increase home-school communication and collaboration. Data collection methods included pre- and post-measures and feedback forms.
Findings
Results indicated that the training program was beneficial for participants overall. Pre- and posttest measures indicated growth in knowledge and competency in autism interventions. While there were no statistically significant differences in the quantitative measure of collaboration, qualitative results suggest that participants reported increased collaboration posttraining.
Practical implications
Overall, the training program was effective, and the ongoing implementation assessment was conducive to continuous improvement. The authors also discuss difficulties with implementation and recommendations for future intervention implementation.
Originality/value
This case study provides practical information about creating, evaluating and improving a unique intervention designed to support school–home collaboration.
This study's purpose is to interpret the SNC's goal of teaching English as a second language in primary grades across the country. The study is qualitative and uses content analysis to explore SNC's creative aspects. The curriculum clearly aims to improve students' communication skills in English as a second language and make them confident speakers. Along with this, curriculum intent to instill ethical, social, and universal values in Pakistani students through themes and subthemes such as harmony and community solidarity, ideology, religious pluralism, compassion, justice, and dispute resolution to achieve sustainable development goal - SDG 4. SNC is also compared with the Cambridge Curriculum of English as a second language and is found aligned in terms of curriculum approach and skill development however; this paper proposes the professional development of the teachers in the form of pre service and post service workshops for language development and teaching pedagogies of the teachers. This paper also identified the need of print and digital teaching resources to address the need of the teachers and learners. The SNC's vision can only be accomplished if the suggested assessment technique is used, hence revamping the examination system should be prioritized.
Teamwork and partnerships are inextricably related. They are the critical elements necessary for any institution pursuing its vision, achieving its goals, and accomplishing its objectives. For schools, this is especially true, and the makeup of a school's team must include those members of the educational community who are impacted by outcomes resulting from decisions made by the team. While conventional wisdom has the school's principal playing the role of the school team's leader, in fact, the leadership of a school's team is shared by the principal and distributed throughout the educational community, which includes parents. This chapter focuses on the concept of family/school partnerships and the inclusion of parents who are essential members of the leadership team. And, while this applies to parent representatives throughout the school's general population of families, it is critical to ensure that the parents of CLD children are included among the leadership team.
A connected school community can enhance learning opportunities for students and support a whole-child development philosophy. It encourages shared responsibilities and collective leadership amongst all stakeholders in the school population. To build a compassionate and inclusive school community, school leaders and teachers need to develop knowledge and skills to increase enhanced personal emotional intelligence and collective emotional intelligence. This chapter captures research-based approaches to inspire school leaders and teachers to strengthen their capabilities to increase their personal emotional intelligence (EI). It also presents models and strategies on how to lead collective EI to build constructive partnerships with parents and students, and how to help students put their voices to action.
This article reports on an exploratory study of parental involvement in primary education conducted in the Kingdom of Bahrain. Drawing on a survey of 154 parents across 16 schools, parent views on parental involvement are explored – specifically, beliefs and experiences about parental involvement, and who should be held responsible for ensuring parental involvement. The study finds that the participants viewed all types of parental involvement identified by Epstein (2011) as important, and that it was emphasized by their children’s schools, but had a school-centered view of home–school relations. Furthermore, they identified a range of barriers to parental involvement, with parents’ other responsibilities featuring as the most important. Cultural factors influencing parental involvement within the specific cultural context of Bahrain are discussed.
The complex relationship between schools, parents and children surrounding mathematics homework is one that is yet to be fully resolved. In a contribution to reconfiguring mathematics homework, a take-home mathematics games kit focusing on multiplication was trialled with primary school children and their parents. Diary and interview data from nine parent participants showed evidence of parents co-producing meaningful engagement experiences that were differentiated by mathematical complexity, their children’s dispositions and interests, and family routine. The findings suggest that flexible offerings of homework tasks underpinned by a core idea can support parents’ opportunities to engage deeply with their children’s learning.
Preparation of pre-service teachers for parental engagement has struggled to find a consistent foothold within teacher education programs. A focus on EAL/D contexts brings many of the barriers and opportunities affecting parental engagement preparation into sharp focus, especially aspects confounded by neoliberal influences in teaching and learning such as the development of teacher professional capabilities requiring deeper relationality. This chapter draws on staple educational theories in teacher education programs, research literature, and relevant policy to contextualize the perspectives of three teacher educators on the place of parental engagement in addressing the demands of classrooms characterized by linguistic diversity. Issues at the intersection of these two important areas of teacher education, parental engagement in EAL/D contexts, are foregrounded and opportunities are identified for embedding effective preparation of preservice teachers to engage with these issues through a thematic approach.
The value of strong collaborative relationships between schools and the families of their pupils has been consistently highlighted through research and has been found to benefit all parties involved. Trainee teachers in England however have continued to report feeling unprepared to ‘communicate with parents/carers’, a sentiment that has been supported by the findings of wider-ranging research. This study therefore aimed to determine which elements of family–school partnership (FSP) should be considered as core content when covering the subject in ITE. The findings suggest that home-school communication is the most valued element of FSP for inclusion in the taught content of ITE, specifically the preparation for and running of home-school meetings, dealing with difficult conversations and communicating effectively. Whilst the significance of communication is widely understood, this research argues that setting out a rationale for the importance of FSP and challenging trainees to reflect on their attitudes towards parents foregrounds the development of effective communication skills.
The purposes of this study were to explore the parents’ acceptance of participation in integration of technology into children’s instruction. The Technology Acceptance Model (TAM) was adopted as the framework in the study. There were 876 fifth-grader’s parents in Taipei, Taiwan participated in the study. The research results show that parents’ beliefs and parent–teacher communication can be used to directly and indirectly predict the perceived usefulness and perceived ease of use integration of information technology into instruction. The parents–child interactions can directly predict the perceived usefulness in TAM model and indirectly predict perceived ease of use. In the TAM model, the perceived ease of use and perceived usefulness could predict their attitude toward use and the intentions to use of the integration of technology into instruction for children. Finally, we discuss the implications of our findings for parents, teachers, and future studies.
This study deals with teachers' perceptions of principals' leadership style as it affects parental involvement (PI) in the special context of the Arab education system in Israel. Contemporary perceptions of education within the Western individualist society, including in the majority society in Israel, regard the full spectrum of PI, ranging from supervising homework to taking part in pedagogical decision-making, as very beneficial for children's education and support it. Yet the social context of the Arab minority, which is both traditional and collectivist, may induce Arab teachers to different views. In this study we correlate the teachers' PI perceptions with the leadership style of principals at their schools. We presented two kinds of Likert type questionnaires to a sample of 200 Arab elementary school teachers. Our findings indicate that, contrary to what was expected, Arab teachers support PI as beneficial for the children’s education. When they perceive the principal as efficient, they tend to be rather reserved about pedagogical PI. If the principals are passive, teachers welcome PI. It is concluded that Arab teachers can serve as agents of change in their society toward more democratic values. There are limitations to the validity of such a conclusion for the whole population of the Arab teachers as this is their view in theory, not tested with actual behaviors.
The study was aimed to define the opinions of teacher educators on the importance of parental involvement in teacher education, sufficiency level of teacher education programs about teaching how to involve parent to education and their suggestions for improving programs. Both qualitative and quantitative data were gathered. A scale based on Epstein and Sanders studies was used to gather quantitative data. Qualitative data was gathered with open-ended questions. Two-hundred eighty-three teacher educators attended to the study. Results showed that teacher educators believed that preservice teachers don’t have enough knowledge on parental involvement. They stated that teachers should have knowledge and skills such as volunteering in parental involvement, designing interactive homework and planning and implementing a full year program for parental involvement activities. They emphasized parental participation is a missing but necessary topic to add to all teacher education programs. Moreover, it is vital to increase cooperation between universities and Ministry of National Education.
This article discusses the contributions of the international studies in this special issue and presents a few emerging topics on school, family, and community partnerships. The studies in Part I confirm that, across countries, future teachers are inadequately prepared to conduct effective partnership programmes with all students’ families. Part II reports the results of interventions that provide future teachers with opportunities to practice the kinds of communications with parents that they will use as new teachers. In my and colleagues’ studies, several topics of family and community engagement have emerged that will extend and enrich college courses for future teachers and school leaders. These include a redefinition of the ‘professional’ teacher; understanding partnerships as a component of good school organisation; the importance of goal-linked family and community engagement for student success in school; the role of the community in partnership programmes; and the connections of preservice and inservice education for preparing and sustaining productive connections of home, school, and community.
The few studies conducted in Europe to date suggest that little attention is paid to pre-service teacher preparation for family-school partnerships (FSP) and that many teachers feel unprepared for such work. In England there has been little research in this area but a government review of best practice in parental involvement with schools concluded that ‘(t)eachers often lack the confidence and knowledge to work with parents …’. Given the apparent discrepancy between the need for teachers to be more knowledgeable about FSP and the lack of opportunity within initial teacher education (ITE) programmes to address the issues, we carried out a national survey of ITE providers in England in order to ascertain what provision is currently on offer. Our findings indicate that while there is overall recognition of the value of preparing trainee teachers to become confident and knowledgeable about home-school partnerships, ITE providers feel constrained by the lack of time available to them to explore this area in greater detail. The article concludes by discussing some of the challenges of both planning and delivering effective FSP provision within the ITE curriculum and how this might relate to future professional learning.
Purpose
The present study examines perceptions of parental involvement among 317 teachers in the Arab education system in Israel.
Design/methodology/approach
A questionnaire measured teachers' attitudes regarding parents' involvement in the school relating to pedagogy, resources, and control.
Findings
Findings show that Arab teachers perceive parents’ involvement as related to pedagogy and resources rather than control. In addition, the research results revealed that young teachers in terms of age, and seniority of teaching, and teachers who are not members of the management team demonstrated a stronger perception of the pedagogy and control components than did older and senior teachers and teachers who are members of the management team. However, older and senior teachers and teachers who are members of the management team had a stronger perception that parental involvement related to resources than did young teachers and teachers who are not members of the management team.
Originality/value
The paper contributes to our understandings of the different components affect parental involvement in developing and minority societies.
In this chapter data from a wider project that examined adult relationships as children make the transition to school is shared. It is argued that whilst it is important that educators and families work together to support children through the transition process, that this can be achieved in various ways. Data presented in this chapter demonstrates how a preschool educator and primary school educator came together with families to support children’s learning as they made the move to school. Whilst the families and educators did not work in what might be described as a “traditional partnership model” they were still able to come together to support the mathematical learning of children. This chapter details this process and offers a different way to conceptualise how families and educators might work together to support the learning of children as they make the transition to school. The chapter concludes by offering suggestions for future research.
This chapter examines the perspectives of both adult family members and educators on the establishment of partnerships as children living in complex circumstances make the transition to school. Policies and frameworks relating to the education and care of children and young people frequently identify the importance of partnerships among schools, families and communities. However, these same documents rarely consider issues of context and diversity. The study, undertaken in Australia, analysed the perspectives of family members and educators on the establishment of family-educator partnerships as a new policy relating to starting school was implemented as a state government initiative. While various national policies and local department documents identified the importance of family-educator partnerships, the expectations and aspirations of families and educators placed emphasis on relationships of mutual trust and respect.
Visionary leaders shape their actions and initiate transformation to reach a specific goal. To do so is critically important in South Africa, where the education system offers limited opportunities to manage a school in a manner that deviates from the prescribed norm. School leaders typically encounter barriers such as the inadequacy of the national educational budget, poor teaching and learning quality, limited curriculum offerings and insufficient learning resources. One entrepreneurial school leader nevertheless, successfully crossed the boundaries of income, culture, language and technology, and as a result now provides efficient and equal education to less privileged schools in the immediate vicinity of his school, in a rural area in Mpumalanga Province. This article reviews the proactive, innovative and visionary leadership of this principal and assesses the pedagogical justifiability of his entrepreneurship.
This paper presents data collected in individual case studies that aimed to investigate children and their families who succeeded against the usual 'odds' of disadvantage. Funded as an extension of EPPE 3–11 by the Cabinet Office for the Equalities Review, the study focused particularly closely upon the performance of disadvantaged children from White and minority ethnic groups. The study found that disadvantaged families often have high aspirations for their children and provide significant educational support through 'concerted cultivation'. The paper discusses the implications for policy and for practice and argues that much of the popular criticism of state policies related to social exclusion fail to acknowledge the need to engage with the policy in action as well as in theory. It is also argued that these policies offer significant and valuable contexts for supporting efforts on the part of families and individuals to achieve success in education 'against the odds'.
This paper explores the relationship between social class and parental agency. It does so through an analysis of the findings of a recently completed qualitative research project exploring parental voice in relation to secondary schools. The first part of the paper presents a summary of a typology of parental interventions. This illustrates some of the differentials between parents in terms of their access to and deployment of a range of social, cultural and material resources, all of which translates into varying levels of effectiveness in finding and using a voice in their relationship with their children's school. The second part of the paper focuses on the middle-class parents at both schools, suggesting that more nuanced differences in their attitudes to various educational issues (namely discipline and appropriate parental involvement) are closely linked to the class fractions which they belong. It is argued that, despite the broad title of 'middleclass', variations within this general grouping in parental education, occupational pathways and spatial mobility affect their approaches to the education of their children.
Substantial literature suggests that parent participation is beneficial to student success. Latino parents, however, have traditionally been underrepresented in their children's schools. Historically, this phenomenon has been explicated using deficit perspectives which have viewed Latino parents as culpable for their children's academic and social failure, arguments which have failed to capture the complexity of the relationship between these parents and the public school system.
This article is a parent activist's narrative. Integrating personal experience and parental voices, it examines tensions in the relationship between Latino parents and the public schools. The author suggests that Latino parents can resist, challenge, and even transform contradictory and "oppressive" school policies and practices, particularly when accompanied by political consciousness.
This paper presents the views of working-class parents on home-school links. Group interviews with parents of pupils in a primary school in the disadvantaged areas scheme in the Republic of Ireland suggest that parental involvement in school is limited to the giving and receiving of information, restricted consultation, and engagement in some supplemental responsibilities. Although parents were interested, informed and concerned regarding their children's education, they felt excluded from participation in decision-making about school management and organisation, about matters that affected them personally and financially, and about their children's progress. We suggest that heterogeneity in working-class voice merits further research; that the gendered nature of parent-school links needs further refinement to take account of being a primary carer; and that hearing working-class parents' voices can increase understanding of how parent groupings occupy spaces that are relatively peripheral or proximal to the school site and to their children's experiences of schooling.
This article analyzes 41 studies that evaluated K–12 parent involvement programs in order to assess claims that such programs are an effective means of improving student learning. It examines the characteristics of the parent involvement programs, as well as the research design, data, and analytical techniques used in program evaluation. Our examination of evaluations found little empirical support for the widespread claim that parent involvement programs are an effective means of improving student achievement or changing parent, teacher, and student behavior. We do not conclude that programs are ineffective. Rather, serious design, methodological, and analytical flaws inherent in studies evaluating the effectiveness of parent involvement programs must be addressed before definite conclusions about program effectiveness can be reached. The findings of this study are particularly significant given the substantial federal support for parent involvement.
The authors acknowledge generous funding from the World Bank to write this note. The opinions expressed herein are those of the authors and not necessarily of the institutions they represent. We thank the participants of a World Bank workshop on school-based management for useful comments and suggestions. All errors are our own.
The last decade has seen a rise in research on and practices of school, family and community involvement in the education of youth. This trend can be attributed to a number of factors. Low achievement and high dropout rates, especially for poor and marginalized youth, have led educators and social scientists to become more aware of the importance of family and community involvement for school effectiveness and positive student outcomes. Moreover, communitarians and others have pointed to the loss of community and collective life that many people feel in their neighbourhoods, workplaces and schools as well. In this chapter, Sanders and Epstein make the case that in order for schools to educate all youth effectively, families and communities must become full partners in the process.
Not all schools and not all nations, they point out, are at the same point in their work on partnerships. Some focus on parent participation on school councils; others concentrate more on choice of schools than on what happens to involve families after the choice is made; some are looking deeply into helping families understand their children’s school subjects and curricula; and others are working on improving general communications. Drawing on Epstein’s model of different forms of school-community relationship, this chapter summarizes and discusses research studies collected from social scientists in twenty nations to increase our understanding of how partnership approaches are linked to the processes and outcomes of educational change and school improvement.
Incl. bibl., abstract The governance of schools reconstituted by the Conservative Education Reform Acts of 1986/88 has been the subject of review since the turn of the century, with questions raised about the roles and responsibilities of governing bodies. Do governors as volunteers have too many responsibilities? Do they contribute to school improvement? Do they matter? This paper reports on a national study of governance and school improvement in Wales. It presents original data that shows an association between good governance? - especially the practice of scrutiny - and the performance of schools.
Although facilitating community participation in disadvantaged schools can be difficult, this article argues that, given the structuring of schooling in contemporary western democracies, it is even more difficult than we might imagine. Drawing on Bourdieu, the authors attempt to elucidate the complex relations between schooling and socio- cultural contexts which can lead to inequalities of opportunity for parent participation in schooling and which work to maintain disadvantage for marginalised students. Recognitive justice, with its positive regard for social difference and centrality of social democratic processes, offers us another way of advancing this discussion beyond simplistic attributions of blame. In particular, a politics of recognition is concerned with opening up the processes of schooling to groups who often have been excluded. This article uses interview data from a small Australian secondary school located in a regional community with high welfare dependency and a large indigenous population.
The authors estimate an education production function in which attainment depends upon parental inputs, peer group inputs, and schooling inputs. They find that parenting is much more important than schooling. The most powerful parental input is parental interest in education for which ordinary least squares does not give upward bias as B. H. Plowden (1967) suspected. The authors also find a strong peer group effect. The school pupil-teacher ratio does not enter significantly. A simulation study of the properties of their estimators indicates that the authors conclusions are robust. Copyright 1999 by Royal Economic Society.
This chapter is part of a broader effort within the sociology of education to write social class back into the analytical problematic of the discipline. Social class has been the subject of considerable debate and development in mainstream sociology in recent years. However, to some extent research in the sociology of education has failed to keep abreast of or take into account empirical, methodological and theoretical developments in class analysis in mainstream sociology. We intend to demonstrate that pronouncements about the ‘end of class’ are premature. Marshall (1997) suggests that ‘we may have mistaken changes in the shape of the class structure for changes in social fluidity or the degree of openness’ (p.5 emphasis in the original).
In the second edition of New Learning: Elements of a Science of Education, renowned authors Mary Kalantzis and Bill Cope explore the contemporary debates and challenges in education. In this time of dramatic social change, education represents significant possibilities and opportunities. Written in accessible and lively style, this book examines learners and their learning environments and considers how schools can prepare their students for the future. Featuring new classroom examples, case studies and excellent online resources at newlearningonline.com, this book strikes a balance between theoretical understandings and their practical applications. Fully revised and updated, the second edition and its companion website include greater coverage of educational psychology and cognitive science perspectives, the use of assessment in education and curriculum developments around the world. New Learning, Second Edition is an inspiring and comprehensive resource for pre-service and in-service teachers alike.
In this, the era of the knowledge society, more is expected of education than ever before, yet disappointment in education seems pervasive. New Learning analyses the state of education today and presents an exciting vision of what schools could be like. It addresses the fundamental questions: what kinds of workers, citizens and individuals will our future need, and how can schools refashion themselves and become more relevant? The focus is on learners and their learning - the extraordinary diversity of their backgrounds and interests, and the dynamics of educational environments which can engage all to fully maximise the effectiveness of learning. This book by internationally renowned experts is an imaginative, future-oriented exploration of contemporary education. The supplementary web site NewLearningOnline.com includes extracts from books and interviews, case studies, keyword definitions and additional learning material.
Throughout the world, neoliberalism functions to decouple learning from the most important elements of civic education, transforming education into training and students into consumers. Neoliberalism, Globalization, and Human Capital Learning is an enormously important book that reveals in painstaking detail how neoliberal ideology destroys critical education. But it does much more. It also provides the insights and tools for educators to both overcome the market-based attack on critical education and address schooling as a democratic public sphere and the classroom as a laboratory for the nurturing of critical agency and social responsibility. This dynamic book should stir a public outcry among concerned citizens and educators through out the globe. Henry A.Giroux is the Global TV Network Chair at McMaster University and the author of the more recent America on the Edge and Beyond the Spectacle of Terrorism.
In this article, the authors examine two distinct but closely related fields, research on teaching and research on teacher education. Despite its roots in research on teaching, research in teacher education has developed in isolation both from mainstream research on teaching and from research on higher education and professional education. A stronger connection to research on teaching could inform the content of teacher education, while a stronger relationship to research on organizations and policy implementation could focus attention on the organizational contexts in which the work takes shape. The authors argue that for research in teacher education to move forward, it must reconnect with these fields to address the complexity of both teaching as a practice and the preparation of teachers.
This study of school governors across the UK has suggested that while school governors and school boards had adopted (modernizing) perspectives of monitoring schools to improve performance they have nevertheless developed conceptions of governance which are independent of ‘the state’ and reflect local cultural traditions of governing education. In this sense governors have become active citizens. Our concluding analysis, however, proposes that school governance in many respects remains significantly unrepresentative of some of its significant parent constituencies. As such citizen participation in school governance has yet to be realized in many communities. The cultural traditions of education across the UK have all tended to reproduce the tradition of the school as a space of professional regulation. This study of school governance and school boards concludes that although participation has developed to strengthen institutions in the official world of the public sphere, it remains incomplete. Arguably, schools will not become effective learning communities until they become truly cosmopolitan learning communities, and they will only realize that vision when democratic governance is strengthened at the level of school and community as well as the local authority.
This October 2010 article is a reprint of the original May 1995 (V76N9) article and includes a new one-page introduction (on page 65 of this issue) by the author. The author highlights the importance of designing integrated, coordinated social contexts in which children can develop. She summarizes the results of many studies and the work of educators and families in elementary, middle, and high schools and describes how schools can develop more positive school/family/community connections. The introduction is included in the downloadable pdf.
This meta-analysis of 41 studies examines the relationship between parental involvement and the academic achievement of urban elementary school children. Analyses determined the effect sizes for parental involvement overall and subcategories of involvement. Results indicate a significant relationship between parental involvement overall and academic achievement. Parental involvement, as a whole, was associated with all the academic variables by about 0.7 to 0.75 of a standard deviation unit. This relationship held for White and minority children and also for boys and girls. The significance of these results is discussed.
The experience of the School Development Program has shown that parental involvement benefits not only students and schools, but also parents themselves. Parental involvement in the program can transform families' lives along with improving teaching and learning.
This annotated bibliography identifies approximately 70 research studies concerned with the role of parent/family involvement in student success that were published during the last decade. Studies are grouped into three related areas: studies that evaluate the effectiveness of school-based programs and interventions intended to promote parent/family involvement with student outcomes, studies that evaluate family behaviors and characteristics and their effect on student outcomes, and studies that analyze parent/family involvement research. Twelve key findings from analysis of this literature are identified, including: (1) parent/family involvement has a significant positive impact on student outcomes throughout the elementary, middle school, and secondary years; (2) variations in effects on student outcomes have been found related to students' family cultures, ethnicity, and/or socioeconomic backgrounds; (3) parent/family involvement at home has a more significant effect on children than parent/family involvement in school activities; (4) the nature of the parent/family involvement that is most beneficial to children changes as they reach adolescence; and (5) to be effective, parent/family involvement school programs must be individualized to fit the needs of students, parents, and community. (DB)
This paper focuses on a project of parental involvement in a state primary school located in a predominantly working-class area in Malta. The authors are two of the project's coordinators. The paper reviews the international literature on parental participation in schools, gives an account of the socio-economic context of the school, and foregrounds, through empirical data culled from transcribed semi-structured interviews, the voices of parents, administrators, school-council members and teachers. The paper argues that, if this project is to develop into a genuine exercise in democratic participation, parents must begin to be conceived of not as 'adjuncts', but 'subjects'. The parents interviewed in this empirical work see themselves as such, and derive confidence from the fact that their claims and recommendations are translating into concrete developments.
Examined influences of parents' involvement (PI) in their children's education on children's postsecondary educational expectations, using data from 9,929 participants in the National Education Longitudinal Study: 1988. PI was assessed when children were in 8th grade, and their educational expectations were assessed 6 yrs later. Educational expectations were operationalized as expectation for (1) less than a bachelor's degree or (2) a bachelor's or higher degree. Student-reported home-based PI was most strongly predictive of high educational expectations. Parent-reported PI in school organizations was also predictive of high expectations. Parent-reported home-based PI and student-reported school-based PI were weakly related to expectations. At higher levels of SES, effects of PI were stronger in a positive direction. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
three perspectives on family-school relations
a model of overlapping family and school spheres
effects of family-school overlap on parents, students, and teaching practice (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The changes that have occurred in accepted approaches to teaching and learning in recent years have been underpinned by shifts in psychological and pedagogical theory, culminating in moves towards a constructivist view of learning. This paper looks at the consequences of these theoretical shifts for Computer Assisted Learning (CAL).
Moshman has identified three interpretations of constructivism: endogenous constructivism which emphasises learner exploration, exogenous constructivism which recognises the role of direct instruction, but with an emphasis on learners actively constructing their own knowledge representations and dialectical constructivism which emphasises the role of interaction between learners, their peers and teachers. This classification scheme provides a framework for looking at the various constructivist approaches to CAL.
For example, constructivist CAL materials that draw on the endogenous view include hypermedia environments, simulations and microworlds. Materials that draw on the exogenous view include learner controlled tutorials, cognitive tools and practice modules. Lastly, materials that draw on the dialectical view include Computer Supported Collaborative Learning (CSCL) tools and support (or scaffolding) tools.
First publ.in French,Paris,Ed.de Minuit,1970,La Réproduction: éléments pour une théorie du système d'enseignement.Incl.bibl., index,app., glossaire
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Retrieved from http://www.cyc-net.org/cyc-online/cycol-0605-bakersoden.html