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New Skills for New Schools: Preparing Teachers in Family Involvement
... However, collaborations between parents and teachers do not come easily. While it appears that parental involvement positively effects student achievement (Eccles & Harold, 1993;Epstein, 1991;Henderson & Berla, 1994;Henderson & Mapp, 2002) and results in greater satisfaction for parents and teachers regarding their interaction (Comer, 1988;Swap, 1987), it is also clear that teacher candidates tend to have little formal training in working with parents in their teacher preparation programs (Houston & Williamson, 1990;Radcliffe, Malone, & Nathan, 1994;Shartrand, Weiss, Kreider, & Lopez, 1997). There is a growing belief that programs need to incorporate such a component (Ammon & Chrispeels, 1998;Shartrand, Weiss, Kreider, & Lopez, 1997;U.S. Dept. of Education, 1994). ...
... While it appears that parental involvement positively effects student achievement (Eccles & Harold, 1993;Epstein, 1991;Henderson & Berla, 1994;Henderson & Mapp, 2002) and results in greater satisfaction for parents and teachers regarding their interaction (Comer, 1988;Swap, 1987), it is also clear that teacher candidates tend to have little formal training in working with parents in their teacher preparation programs (Houston & Williamson, 1990;Radcliffe, Malone, & Nathan, 1994;Shartrand, Weiss, Kreider, & Lopez, 1997). There is a growing belief that programs need to incorporate such a component (Ammon & Chrispeels, 1998;Shartrand, Weiss, Kreider, & Lopez, 1997;U.S. Dept. of Education, 1994). ...
... In elementary and secondary schools, there are many reasons why parentteacher relationships can founder and the level of family involvement is discouraging. These reasons include class sizes that impede meaningful participation (Shartrand et al., 1997); lack of administrative support (Chavkin & Williams, 1987;Miretzky, 2002); parents' and teachers' differing expectations of involvement (Krasnow, 1990); ambivalence about the importance of parental involvement on the part of both teachers and parents (Eccles & Harold, 1993;Riley, 1994); and language barriers (Cryer, 1989;Moles, 1993). Time (Swap, 1990), cultural and class barriers (Henry, 1996;Lareau & Horvat, 1999;Sosa, 1996;Winters, 1993;Yao, 1988), and psychological hurdles (Atkin & Bastiani, 1988) are further obstacles. ...
Research on parent-teacher relationships tends to relegate parents to visitor roles in schools and to reinforce student achievement as the primary goal of parent-teacher relationships. This article argues for the recognition of the importance of talk among parents and teachers—both as a research methodology and as a desirable outcome—in creating and sustaining democratic communities that support school improvement. The study described used a qualitative approach that incorporated interviews and focus groups in a participative inquiry. Individual interviews with fourth through eighth grade teachers and parents determined the issues to be explored first in separate and then joint focus groups. Teachers and parents together discussed issues such as defensiveness, communication, and alliances. While parents and teachers did not espouse “democratic communities” per se, the values they expressed as important—investment in the school community, direct and honest communication, trust, mutual respect and mutual goals—all reflect the “communication requirements” of such communities. Parents and teachers may routinely frame the meanings of their encounters in terms of the children they have in common, but it appears that what they look for from each other is clearly connected to what they need for themselves as people who share a community that reflects democratic values.
... Evidence suggests that cooperation and trust between schools, parents, students, and the larger community is critical for high-quality education (Schneider, Teske, & Marschall, 2000). The premise of parent involvement rests on persuasive data that strong contributions from parents improve school quality (Shartrand, Weiss, Kreider, & Lopez, 1997). In fact, the National PTA (2000) unequivocally states that "highquality education cannot be successfully achieved without parents' active involvement" (p. ...
... Unfortunately, many teachers are not trained on building partnerships between schools, families, and communities (Bartels & Eskow, 2010;Ratcliff & Hunt, 2009) Furthermore, state departments of education have been faulted for lack of attention to parent involvement as an emphasis in the teacher education curriculum. State restrictions on the number of course units allowed in teacher education programs are one component of this deficiency (Shartrand et al., 1997). Flanigan (2007) found that faculty in colleges of education highlighted such deficits in pre-service training, as well; despite almost all faculty agreeing that such training is important (Epstein & Sanders, 2006). ...
... Alarmingly, such training is often unavailable in pre-service training programs for K-12 teachers (although early childhood certification programs do train teachers in skills for working with parents) (Epstein & Sanders, 2006;Shartrand et al., 1997). Broussard (2000) surveyed colleges of education (COE's) across the United States. ...
This article describes the Parent Teacher Education Curriculum, a Web-based curriculum focused on instructing teachers about best practices in family involvement and assesses its impact on the knowledge and attitudes of preservice teachers related to family involvement. Pre- and post-measures of preservice teacher candidate knowledge of and attitude toward parent involvement were analyzed using multivariate analysis of variance (MANOVA) and paired-samples t-tests. Findings revealed a significant multivariate main effect for the time of knowledge assessment administration (pre vs. post): Wilks' λ = .613, F(6, 449) = 47.308, p < .001, partial eta squared = .387. This suggested that overall Knowledge increased significantly from pre- to post-administration. In addition, multivariate analysis for the time of attitude assessment administration (pre vs. post) was Wilks' λ = .982, F(3, 1548) = 9.65, p
... "Lack of interest is a natural response when parents do not feel valued," (Endrizzi, 2008, p. 9). Efforts for parental involvement are most successful when the school staff assumes that all parents want the best for their children (Shartrand et al., 1997). It is essential for teachers and school staff to have a positive attitude toward family-school relationships (Graue, 2005). ...
... There is considerable consensus that schools should incorporate home literacy practices into the curriculum of the classroom and into school programs (Gonzalez, Moll, & Amanti, 2005;Shartrand et al., 1997). Doing so recognizes the multifaceted nature of literacy and acknowledges existing family literacy practices (Dail & Payne, 2010). ...
... However, in their report Henderson and Mapp (2002) cited a number of studies that concluded that some forms of parental involvement such as volunteering, attendance at school events, and parents being in communication with the school had little effect on student achievement. This traditional view of parental involvement activities is one where parents give something to the school, communication is unidirectional, and a narrow range of ways parents can participate Shartrand et al., 1997). In her study of preservice teachers, Graue (2005) asserted, "Despite the strong value placed on parental involvement in education, this group of preservice teachers indicated that relationships with families are built on a foundation of unequal partnership," (p. ...
The connection between home and school is of utmost importance. Therefore, an important concern for those educating teachers is to help teachers recognize the need for and importance of establishing parental involvement and to help them create avenues in which communication can occur. Knowing that parental involvement is important and putting that knowledge into practice is often difficult for teachers. This study uncovered the present practices and attitudes of 131 urban teachers about parental involvement by asking them to complete an online survey. It was found that the teachers' current practice and their schools' policy did not align with their definitional understanding of parental involvement. In practice, parents were included in school sponsored back-to-school nights, parent-teacher conferences, chaperoning trips, fund raising activities, and implementing school and classroom agendas. There were few opportunities to include parents in policy making, curriculum decisions, or activities to determine and use home literacy events in the classroom. The importance of creating a connection between home and school cannot be underestimated. Therefore, an important concern for those educating teachers is to help teachers recognize the need for and importance of establishing parental involvement and to help them create avenues in which communication can occur.
... Lisa is not alone. Of all of the skills that are taught and thought to be valuable to beginning teachers, home-school collaboration is a new and necessary skill that is minimally addressed in teacher education programs (Capse, Lopez, Chu, & Weiss, 2011;Shartrand, Weiss, Kreider, & Lopez, 1997). Many special education teacher programs have limited emphasis on home-school collaboration, which may be the reason why special educators report being unprepared to involve families (Hiatt-Mitchael, 2004;CEC, 2008). ...
... There is a gap in the literature regarding what kinds of experiences are provided for special education teacher candidates in order for them to become more competent and confident in home-school collaboration. (CEC, 2008;Shartrand, Weiss, Kreider, & Lopez, 1997). ...
... Professionals may be unaware of personal prejudices they have toward others and can miss opportunities to address them (Evans, 2013). Finally, there is a lack of preparation programs that target parent communication for early childhood professionals and teachers (Shartrand, Weiss, Kreider, & Lopez, 1997;Thurlings et al., 2014;Van Schagen Johnson, La Paro, & Crosby, 2017). With the barriers in family communication, there is a need to develop integrated preparation programs that provide tools to early childhood professionals to address this issue (Caspe, 2003;Shartrand et al., 1997;Snyder, Hemmeter, & Fox, 2015). ...
... Finally, there is a lack of preparation programs that target parent communication for early childhood professionals and teachers (Shartrand, Weiss, Kreider, & Lopez, 1997;Thurlings et al., 2014;Van Schagen Johnson, La Paro, & Crosby, 2017). With the barriers in family communication, there is a need to develop integrated preparation programs that provide tools to early childhood professionals to address this issue (Caspe, 2003;Shartrand et al., 1997;Snyder, Hemmeter, & Fox, 2015). ...
Effective parental communication is a professional responsibility that is often overlooked in preparing the next generation of early childhood educators. Preparation programs that incorporate context-embedded opportunities for preservice professionals to be involved with parents are needed. This study examined a personnel preparation model which incorporated peer coaching to develop effective electronic communication skills. Students in a university course communicated assessment information using an electronic format as an alternative to face-to-face interactions. Students received feedback from peer coaches on their electronic communication a total of six
times during the semester. To target diverse populations, one of the peer coaches was a non-native English speaker. After an entire semester of peer-coaching, students completed a survey regarding the program and their views on the efficacy of the peer coaching model. Results indicated that students perceived the program to provide
relevant experiences and opportunities to improve their electronic communication skills with families. Participants stated the need for further context-embedded instances in which they could interact with families with diverse backgrounds in the preparation program.
... A study of official certification materials from all states in 1992 found similar patterns and concluded that parental involvement was not a high priority in state certification (Shartrand, Weiss, Kreider, and Lopez, 1997). The researchers conducted follow-up inquiries with leaders of about 60 teacher education programs in 22 states that mentioned family involvement in their certification requirements. ...
... Studies also show that teachers who feel more competent about their own skills were more likely to implement activities to involve families, raising important questions about the need to improve coursework to increase teachers' efficacy on partnerships (Garcia, 2004). Other professors have reported that coursework increased their undergraduate and/or graduate students' understanding of partnerships as one of the essential components of school and classroom organization and as a major influence on student learning and development (Albert, 2008;deAcosta, 1996;Deslandes, Fournier, and Morin, 2008;Katz and Bauch, 1999;Shartrand et al., 1997;Shumow, 2004;Weiss, Kreider, Lopez, and Chatman-Nelson, 2010). ...
This study uses data from 171 teachers in eight inner-city elementary and middle schools to examine the connections between school programs of parent involvement, teachers’ attitudes, and the practices that teachers use to involve parents of their own students. Patterns are examined at two levels of schooling (elementary and middle), in different academic subjects, under various classroom organizations (self-contained, semi-departmentalized, departmentalized), and under different levels of shared support for parent involvement by the teachers and significant other groups. Each of these variables has important implications for the types and strengths of school programs and teachers’ practices of parent involvement. The results add to the validation of Epstein’s five types of school and family connections. The data used in this study were collected in a three-year action research process with the sampled schools. The process is outlined in terms that any school can follow to improve programs and practices of parent involvement.
... A study of official certification materials from all states in 1992 found similar patterns and concluded that parental involvement was not a high priority in state certification (Shartrand, Weiss, Kreider, and Lopez, 1997). The researchers conducted follow-up inquiries with leaders of about 60 teacher education programs in 22 states that mentioned family involvement in their certification requirements. ...
... Studies also show that teachers who feel more competent about their own skills were more likely to implement activities to involve families, raising important questions about the need to improve coursework to increase teachers' efficacy on partnerships (Garcia, 2004). Other professors have reported that coursework increased their undergraduate and/or graduate students' understanding of partnerships as one of the essential components of school and classroom organization and as a major influence on student learning and development (Albert, 2008;deAcosta, 1996;Deslandes, Fournier, and Morin, 2008;Katz and Bauch, 1999;Shartrand et al., 1997;Shumow, 2004;Weiss, Kreider, Lopez, and Chatman-Nelson, 2010). ...
School, Family, and Community Partnerships: Preparing Educators and Improving Schools addresses a fundamental question in education today: How will colleges and universities prepare future teachers, administrators, counselors, and other education professionals to conduct effective programs of family and community involvement that contribute to students’ success in school? The work of Joyce L. Epstein has advanced theories, research, policies, and practices of family and community involvement in elementary, middle, and high schools, districts, and states nationwide. In this second edition, she shows that there are new and better ways to organize programs of family and community involvement as essential components of district leadership and school improvement. THE SECOND EDITION OFFERS EDUCATORS AND RESEARCHERS: •A framework for helping rising educators to develop comprehensive, goal-linked programs of school, family, and community partnerships. •A clear discussion of the theory of overlapping spheres of influence, which asserts that schools, families, and communities share responsibility for student success in school. •A historic overview and exploration of research on the nature and effects of parent involvement. •Methods for applying the theory, framework, and research on partnerships in college course assignments, class discussions, projects and activities, and fi eld experiences. •Examples that show how research-based approaches improve policies on partnerships, district leadership, and school programs of family and community involvement. Definitive and engaging, School, Family, and Community Partnerships can be used as a main or supplementary text in courses on foundations of education methods of teaching, educational administration, family and community relations, contemporary issues in education, sociology of education, sociology of the family, school psychology, social work, education policy, and other courses that prepare professionals to work in schools and with families and students.
... Radcliffe, Malone, and Nathan (1994) found that only seven states required teachers to study and demonstrate proficiency in family engagement, and no states required this proficiency in the recertification or renewal of licensure. A different review of state teacher certification requirements revealed a scarcity of family engagement terminology, as only 22 states included or alluded to family engagement as a requirement for teacher certification (Shartrand et al., 1997). When terminology was included, definitional clarity was deficient, as terms such as "home-school relations," "parent involvement," ...
... 1147). Shartrand et al. (1997) placed emphasis on training programs to formulate standards and procedures for family engagement curriculum, and argued that failing to teach about family engagement severely hinders individuals who seek certification. ...
Despite decades of research supporting family engagement’s benefits on children’s social, emotional, behavioral, and academic development (Hill & Tyson, 2009; Jeynes, 2012; Patall et al., 2010; Sheridan et al., 2010), teachers are not always adequately prepared to work with families (Chavkin & Williams, 1988; Epstein & Sanders, 2006; Weiss, Lopez, Kreider, & Chatman-Nelson, 2014) . Additionally, many teachers, researchers, and governmental mandates have called for increased training in this area. The number of college courses, teacher in-service, and professional development programs has continuously increased in conjunction with this recognized need. Mixed results exist regarding the effectiveness of teacher training on teachers’ family engagement practices, attitudes, and knowledge. Many training programs have showcased benefits related to teacher’s abilities to communicate and work with families, while other programs have revealed inconsistencies. Although training programs continue to increase, teachers are still reporting feeling unprepared and overwhelmed when it comes to working with families (De Bruïne, Willemse, D’Haem, Griswold, Vloeberghs, & van Eynde, 2014).^ The current study is the first of its kind to systematically analyze the effects of training programs on teachers’ family engagement practices, attitudes, and knowledge by conducting a much needed meta-analysis. Study procedures, coding, and data analyses were adapted from a previously conducted meta-analysis focused on family-school partnership and parent involvement interventions (i.e., Sheridan, Kim, & Beretvas, 2012). A comprehensive literature search of over 3,500 abstracts ultimately resulted in 39 empirical journal articles and dissertations/theses that were coded by trained research assistants. Studies were coded for key sample and setting characteristics, and were primarily moderate to low quality. Robust Variance Estimation (RVE) was utilized to quantitatively assess the impact of training programs on teacher’s family engagement practices, attitudes, and knowledge. Teacher training interventions had a significant positive effect on teacher family engagement outcomes. Additional moderation analyses found that results were not related to gender, ethnicity or study quality. However, results were significantly lower for high school teachers when compared to early childhood elementary, middle school, and special education teachers. Although results are very promising, future teacher training intervention studies should aim to improve methodological rigor and study quality.
... A variety of German and international studies show that teachers are not adequately prepared for conversations with parents ( Dotger & Smith, 2009;Flanigan, 2005;Hertel, 2009;Hertel et al., 2014;Jäger-Flor & Jäger, 2009;Kempen, 2008;Markow & Pieters, 2010;Shartrand, Weiss, Kreider, & Lopez, 1997). According to Freyaldenhoven (2005), the reason why German teachers are inadequately prepared is that while parent-teacher cooperation is required by law (see chapter 2.1)-though only on a very general level-preparation for parent-teacher conversations is not prescribed legally. ...
... Mostly, conversation techniques are only broadly addressed through general communication trainings and classes that are not fitted to parent-teacher conversations ( Hertel, 2009). Furthermore, US studies show that if parent-teacher conversations are part of the curriculum, they are usually related to early childhood certification ( Shartrand et al., 1997;Weiss, Lopez, & Rosenberg, 2010). Up to now, there are no German studies investigating this question. ...
Parent-teacher conversations can positively influence the development of pupils, but are often challenging for teachers. Thus, the aim of this dissertation was to develop and validate an instrument - “simulated conversations” - for measuring the competence of pre-service teachers to conduct conversations with parents. The dissertation shows that this instrument fulfills psychometric quality criteria, possesses the potential to bridge the gap between teacher education and practice and allows for an evidence-based refinement and quality assurance of teacher education. In this way, the dissertation contributes to preparing pre-service teachers for communicating with parents and to improving parent-teacher cooperation.
... Radcliffe, Malone, and Nathan (1994) found that only seven states required teachers to study and demonstrate proficiency in family engagement, and no states required this proficiency in the recertification or renewal of licensure. A different review of state teacher certification requirements revealed a scarcity of family engagement terminology, as only 22 states included or alluded to family engagement as a requirement for teacher certification (Shartrand et al., 1997). When terminology was included, definitional clarity was deficient, as terms such as "home-school relations," "parent involvement," ...
... 1147). Shartrand et al. (1997) placed emphasis on training programs to formulate standards and procedures for family engagement curriculum, and argued that failing to teach about family engagement severely hinders individuals who seek certification. ...
Despite decades of research supporting family engagement’s benefits on children’s social, emotional, behavioral, and academic development (Hill & Tyson, 2009; Jeynes, 2012; Patall et al., 2010; Sheridan et al., 2010), teachers are not always adequately prepared to work with families (Chavkin & Williams, 1988; Epstein & Sanders, 2006; Weiss, Lopez, Kreider, & Chatman-Nelson, 2014) . Additionally, many teachers, researchers, and governmental mandates have called for increased training in this area. The number of college courses, teacher in-service, and professional development programs has continuously increased in conjunction with this recognized need. Mixed results exist regarding the effectiveness of teacher training on teachers’ family engagement practices, attitudes, and knowledge. Many training programs have showcased benefits related to teacher’s abilities to communicate and work with families, while other programs have revealed inconsistencies. Although training programs continue to increase, teachers are still reporting feeling unprepared and overwhelmed when it comes to working with families (De Bruïne, Willemse, D’Haem, Griswold, Vloeberghs, & van Eynde, 2014).^ The current study is the first of its kind to systematically analyze the effects of training programs on teachers’ family engagement practices, attitudes, and knowledge by conducting a much needed meta-analysis. Study procedures, coding, and data analyses were adapted from a previously conducted meta-analysis focused on family-school partnership and parent involvement interventions (i.e., Sheridan, Kim, & Beretvas, 2012). A comprehensive literature search of over 3,500 abstracts ultimately resulted in 39 empirical journal articles and dissertations/theses that were coded by trained research assistants. Studies were coded for key sample and setting characteristics, and were primarily moderate to low quality. Robust Variance Estimation (RVE) was utilized to quantitatively assess the impact of training programs on teacher’s family engagement practices, attitudes, and knowledge. Teacher training interventions had a significant positive effect on teacher family engagement outcomes. Additional moderation analyses found that results were not related to gender, ethnicity or study quality. However, results were significantly lower for high school teachers when compared to early childhood elementary, middle school, and special education teachers. Although results are very promising, future teacher training intervention studies should aim to improve methodological rigor and study quality.
... Indeed, Shartrand et al. (1997) found that teacher preparation programs in a majority of states did not mention family engagement and that those who did mention family engagement did so in very vague terms. In a more recent qualitative case study of teacher preparation in Missouri, Wilson (2009) used a content analysis of courses, open-ended interviews of student teacher directors, and program observations to determine how family engagement practices were addressed in teacher preparation programs. ...
... A majority of preschool teachers who responded to this survey reported having two to three courses with "family" or "parent" in the course title. This finding may mark a trend toward more explicit inclusion of family engagement in early childhood coursework over recent years, given the contrast with Shartrand's (1997) finding that teacher preparation programs across the majority of states did not mention family engagement and Bruder and Dunst's (2005) finding that early intervention preparation did not address family engagement. Wilson (2009) found in a review of teacher preparation programs in Missouri that family engagement was infused in coursework instead of being addressed in a specific course. ...
Both families and teachers play an important role in preschool children’s learning and development and research has shown that both high quality preschool and family engagement in children’s learning at home improve children’s social and academic outcomes. However, it is not clear that teachers are adequately prepared or supported to communicate with families about children’s learning and development. This survey research involving 143 preschool teachers working in state or federally funded preschool programs examined the relationship between teacher preparation specific to family engagement, structural supports that provide teachers with opportunities to communicate with families, teacher’s feelings of self-efficacy related to communicating with families, and the frequency of communication. Surveyed teachers reported communicating more frequently about program events than about learning and development and engaged in in-person communication more frequently than remote methods of communication. Teacher preparation related to family engagement was correlated with higher ratings of self-confidence and self-competence, as well as higher frequencies of communication about learning and development. The number of structural supports was also correlated to self-confidence and self-competence and frequency of communication about learning and development; however, these correlations were weaker than those associated with teacher preparation. Further research into the role of different methods of communication, increasing understanding regarding the varieties of types of communication about learning and development, and examining these variables with a larger sample size will further the understanding of the complex relationship between these factors. Greater understanding of how to best support teachers to engage families in meaningful discussions about children’s learning and development should result in increased communication with families and ultimately improve children’s social and academic outcomes.
... Astfel, concluziile studiilor incluse în sinteza teoretică (Ţibu & Goia coord., 2014) au arătat că "pentru a putea creşte participarea părinţilor în educaţia copiilor lor, profesorii ar trebui să fie echipaţi cu câteva abilităţi de bază, posibil noi, de comunicare şi cooperare" (Smit, Driessen, Sluiter & Sleegers, 2007). Shartrand, Weiss, Kreider & Lopez (1997) subliniază că pregătirea profesorilor pentru a îndeplini acest obiectiv nu este suficientă, autorii considerând că profesorii au nevoie de noi cunoştinţe şi abilităţi pentru a interacţiona mai eficient cu părinţii, fiind propus un cadru cu 7 arii, una dintre acestea fiind comunicarea bi-direcţională acasă-şcoală. Driessen, Smit, Sleegers (2005) arată că implicarea părinţilor la şcoală depinde în primul rând de măsura în care profesorii invită părinţii la o astfel de implicare, iar profesorii au nevoie să înveţe cum să lanseze aceste oferte de colaborare şi cum să comunice eficient pentru a construi relaţii de încredere cu părinţii, aspecte care depăşesc tehnicile specifice de comunicare didactică la clasă. ...
... Driessen, Smit, Sleegers (2005) arată că implicarea părinţilor la şcoală depinde în primul rând de măsura în care profesorii invită părinţii la o astfel de implicare, iar profesorii au nevoie să înveţe cum să lanseze aceste oferte de colaborare şi cum să comunice eficient pentru a construi relaţii de încredere cu părinţii, aspecte care depăşesc tehnicile specifice de comunicare didactică la clasă. Shartrand et al. (1997) Ipoteza cercetării a fost următoarea: profesorii care participă la programul de formare pe tema comunicării cu părinţii vor demonstra o îmbunătăţire semnificativă a comunicării şi a modului de raportare la părinţi, comparativ cu profesorii care nu participă la program, atât după finalizarea intervenţiei de formare, cât şi la un follow-up la şase şi apoi, la nouă luni după intervenţie. ...
Parteneriatul şcoală – familie – comunitate (SFC) este abordat în literatura de specialitate ca o relaţie prin intermediul căreia personalul şcolii acţionează împreună cu familia şi alţi membri ai comunităţii în vederea susţinerii copiilor pentru a avea succes şcolar (Bryan, 2005; Epstein, 1995). Parteneriatul presupune colaborarea între personalul şcolii şi familii, membrii comunităţii, organizaţii (de exemplu: companii, biserică, biblioteci, servicii sociale etc.) pentru a implementa programe şi activităţi în beneficiul elevilor. Această definiţie a parteneriatului utilizată în cadrul studiului nostru are la bază teoria sferelor de influenţă intersectate (eng. „overlapping spheres of influence”), care afirmă că elevii învaţă mai bine atunci când părinţii, educatorii şi alţi membri ai comunităţii au scopuri şi responsabilităţi comune legate de învăţare, iar elevii lucrează împreună cu aceştia, nu în mod izolat (Epstein, 1987, 2001). Specialiştii consideră că începând cu anii 2000, creşterea nivelului implicării părinţilor a devenit unul dintre criteriile pentru reformele şcolare din întreaga lume (Cankar şi colegii, 2009). Realizarea parteneriatelor SFC este mai dificilă atunci când vorbim de comunităţile
dezavantajate, deoarece părinţii cu venituri mici participă mai puţin la activităţi în şcoli decât cei cu venituri mai mari (Van Velsor, Orozco 2007). Pentru aceştia, şcoala trebuie să dezvolte o nouă abordare, care să aibă în vedere nevoile lor concrete şi barierele pe care le întâmpină pentru o implicare mai mare în viaţa şcolii. Studiile au arătat că parteneriatele pot fi construite numai dacă iniţiativa vine din partea şcolii. Părinţii sunt, în general, interesaţi, dar adoptă o atitudine pasivă, aşteptând un semnal, o invitaţie din partea şcolii. Un exemplu de bună practică, identificat în sinteza teoretică pe tema parteneriatelor SFC (Ţibu & Goia coord., 2014) îl reprezintă abilitarea cadrelor didactice în comunicare pro-activă şi pozitivă cu părinţii (Van Velsor, Orozco 2007), în
cadrul unei paradigme educaţionale care vede şcoala ca o instituţie cu scopuri şi obiective care ţin cont de specificul şi nevoile comunităţii din care face parte. Un rol important revine consilierului şcolar, care poate oferi modele de rol cadrelor didactice sau poate derula cursuri de formare pe această tematică. Departamentul Consiliere şi management educaţional din cadrul Institutului de Ştiinţe ale Educaţiei Bucureşti a realizat o cercetare de 3 ani (2013-2015) pe tema parteneriatelor SFC, cu accent pe colaborarea şcoală-familie. Prima parte a cercetării (2013) a constat în realizarea unei sinteze teoretice la nivel internaţional pentru a identifica abordări teoretice, metodologii şi bune practici cu privire la implementarea SFC şi a contura posibile modalităţi
de adaptare şi intervenţie în context românesc. Această primă etapă s-a concretizat în publicaţia „Parteneriatul Şcoală-Familie-Comunitate” (Ţibu & Goia coord., 2014). Cea de-a doua parte (2014-2015) a fost dedicată designului şi implementării unei cercetări cantitativ-calitative care a avut în centrul său derularea unui program de formare pe tema comunicării profesori-părinţi din şcoli dezavantajate. Această parte a cercetării face obiectul prezentei publicaţii.
Alegerea de a implementa în cea de-a doua parte a cercetării un program de formare, destinat cadrelor didactice pe tema comunicării profesori-părinţi a avut la bază atât argumente teoretice, cât şi practice. Astfel, concluziile studiilor incluse în sinteza teoretică (Ţibu & Goia coord., 2014) au arătat că „pentru a putea creşte participarea părinţilor în educaţia copiilor lor, profesorii ar trebui să fie echipaţi cu câteva abilităţi de bază, posibil noi, de comunicare şi cooperare” (Smit, Driessen, Sluiter & Sleegers, 2007). Shartrand, Weiss,
Kreider & Lopez (1997) subliniază că pregătirea profesorilor pentru a îndeplini acest obiectiv nu este suficientă, autorii considerând că profesorii au nevoie de noi cunoştinţe şi abilităţi pentru a interacţiona mai eficient cu părinţii, fiind propus un cadru cu 7 arii, una dintre acestea fiind comunicarea bi-direcţională acasă-şcoală. Driessen, Smit, Sleegers (2005) arată că implicarea părinţilor la şcoală depinde în primul rând de măsura în care profesorii invită părinţii la o astfel de implicare, iar profesorii au nevoie să înveţe cum să lanseze aceste oferte
de colaborare şi cum să comunice eficient pentru a construi relaţii de încredere cu părinţii, aspecte care depăşesc tehnicile specifice de comunicare didactică la clasă. Shartrand et al. (1997) consideră că „profesorii trebuie să fie echipaţi cu noi tehnici, metode şi abilităţi de comunicare şi cooperare pentru a putea creşte participarea părinţilor”. Pe de altă parte, experienţele practice de lucru cu cadrele didactice şi părinţii în cadrul
campaniei UNICEF “Hai la şcoală!”, - derulată în scopul prevenirii absenteismului şi abandonului şcolar în şcoli din comunităţi dezavantajate – ne-au oferit informaţii privind modalităţile concrete în care se realizează comunicarea şcoală-familie în aceste medii. Observaţiile directe au arătat că profesorii interacţionează cu părinţii cu precădere în cadrul şedinţelor, tema principală a discuţiilor fiind notele slabe sau comportamentele indezirabile ale copiilor. Părinţii şi cadrele didactice nu reuşesc să depăşească limita colaborării formale,
lipsa sau insuficienta dezvoltare a abilităţilor de comunicare reprezentând o barieră importantă în calea construirii unor parteneriate şcoală-familie. Pe baza celor două tipuri de argumente, departamentul de Consiliere şi management educaţional a adaptat şi implementat un program de formare pentru cadrele didactice din comunităţi dezavantajate, pe tema comunicării profesori-părinţi, aspectele metodologice,
rezultatele şi recomandările fiind prezentate în lucrarea de faţă. Programul de formare a fost construit pe baza modulelor de Comunicare din cadrul programului Facilitator pentru sănătatea mentală (MHF - Mental Health Facilitator), care a rezultat din colaborarea National Board for Certified Counselors (NBCC International) şi
Organizaţia Mondială a Sănătăţii (OMS). Programul MHF îşi propune facilitarea accesului la serviciile destinate sănătăţii mentale prin educarea şi formarea diverselor categorii profesionale care lucrează direct cu oamenii pentru a dobândi informaţii şi tehnici de asistenţă primară în sprijinul beneficiarilor care trec prin situaţii dificile. În urma parcurgerii întregului program de formare MHF, sunt dezvoltate următoarele competenţe şi abilităţi: a) comunicare şi ascultare activă; b) sprijin şi empatie; c) consiliere şi îndrumare în echilibrarea rolurilor din
viaţă; d) identificarea dificultăţilor; e) luarea deciziilor; f) identificarea soluţiilor şi a alternativelor; g) abilitatea de a identifica anumite probleme si de a face recomandări către specialişti. Prin structura sa riguroasă şi validată în context internaţional, dar şi prin faptul că a fost special conceput pentru a se adresa nevoilor beneficiarilor din comunităţi dezavantajate, modulele de Comunicare din cadrul programului MHF au reprezentat varianta optimă de program de formare pe care să o utilizăm în scopul cercetării noastre. Modulele au fost adaptate de către membrii echipei de cercetare la specificul grupului ţintă, cu acordul NBCC. Rezultatul final îl reprezintă un Program de formare pe tema: comunicarea profesori-părinţi din medii dezavantajate, cu drept de proprietate intelectuală a ISE şi cu posibilităţi de acreditare şi utilizare ulterioară, dar şi cu opţiuni de adaptare pentru alte categorii de grupuri ţintă. Ipoteza cercetării a fost următoarea: profesorii care participă la programul de formare pe tema comunicării cu părinţii vor demonstra o îmbunătăţire semnificativă a comunicării şi a modului
de raportare la părinţi, comparativ cu profesorii care nu participă la program, atât după finalizarea intervenţiei de formare, cât şi la un follow-up la şase şi apoi, la nouă luni după intervenţie. Grupul ţintă l-au reprezentat profesorii din şase şcoli din zone dezavantajate din Bucureşti. Şcolile au fost selectate din baza de date a Campaniei pentru participare şcolară “Hai la şcoală!”, derulată de UNICEF, destinată reducerii abandonului şi absenteismului şcolar în comunităţi dezavantajate din România. Intervenţia specifică a constat în implementarea programului de formare pe tema “Comunicarea profesori-părinţi” în patru din cele şase şcoli implicate în cercetare. Anterior, în cadrul Campaniei pentru participare şcolară UNICEF „Hai la şcoală!”, toate cele şase şcoli au beneficiat, pe lângă alte intervenţii, de participarea la un program de Consiliere a părinţilor,
dezvoltat în baza teoriei sferelor de influenţă intersectate (Epstein, 1987, 2001), axat pe 12 teme expuse pe larg în ghidul “Părinţii în şcoala mea”. Formarea în cadrul Campaniei ”Hai la şcoală”, pentru toate cele 12 teme, a avut o durată de opt ore. Comunicarea a reprezentat una dintre temele ghidului, acesteia fiindu-i alocată aproximativ o oră de formare. Feedback-urile constante primite de la beneficiari în legătură cu necesitatea formării aprofundate şi extinse pentru toate cele 12 teme, dar şi necesitatea de a pune mai concret în evidenţă rezultatele formării ne-au determinat să realizăm o cercetare distinctă, cu focalizare clară pe una din cele
12 teme (Comunicarea) şi să implementăm programul de formare în 4 şcoli, urmărind rezultatele în baza unui design de cercetare riguros. Pentru analiza şi interpretarea datelor cercetării a fost utilizată o metodologie mixtă: calitativă şi cantitativă. Metodologia cantitativă a fost bazată un design cvasi experimental de tip Solomon, cu patru grupuri de intervenţie şi două grupuri de control. Aplicarea metodei calitative a constat în interviuri de grup cu părinţii, al căror scop a fost culegerea de date care să completeze analiza cantitativă, prin ilustrarea unor situaţii specifice, oferirea de explicaţii posibile ale fenomenelor relevate şi extinderea ariei de analiză asupra unor aspecte considerate relevante de către părinţi. Instrumentele utilizate în analiză au fost: chestionare de evaluare a cunoştinţelor şi opiniilor pentru profesori, fişe de evaluare a cursului şi interviuri de grup pentru părinţi. Analiza cantitativă a datelor a fost ghidată de ipoteza studiului şi surprinde: a) comparaţii
între datele obţinute de la profesori în timpul cursului de formare şi cele obţinute imediat după formare; b) comparaţii între datele obţinute de la diferite grupe de profesori, conform designului de cercetare; c) comparaţii şi corelaţii în funcţie de diferite variabile demografice. S-au constatat efecte semnificative ale cursului de formare în cazul grupurilor de profesori care au completat chestionarul de evaluare înainte de curs, beneficiind astfel de o sesiune preliminară de informare şi pregătire. Profesorii care au completat chestionarul de evaluare înainte de curs au obţinut performanţe semnificativ mai bune decât cei care au început direct cursul de formare. Putem presupune că prima etapă de completare a chestionarului, care a avut loc înaintea cursului de formare, a avut un efect motivaţional asupra profesorilor. S-a constatat o influenţă a vechimii în învăţământ asupra receptării cursului, profesorii tineri fiind mai deschişi în a-şi modifica cunoştinţele şi atitudinile în comparaţie cu cei cu vechime mai mare. Dacă înainte de curs s-a constatat o relaţie inversă între autoevaluarea profesorilor şi evaluarea pe care aceştia au făcut-o părinţilor (cu cât profesorii s-au autoevaluat mai bine, cu atât i-au evaluat mai nefavorabil pe părinţi), după curs tendinţa relaţiei a devenit pozitivă, profesorii punând aşadar mai în acord propria evaluare cu cea a părinţilor, rezultate care se menţin la toate etapele de testare şi care nu apar la lotul de control. Nu s-a constatat o diferenţă semnificativă între nivelul de acumulare al cunoştinţelor între grupurile de profesori care au beneficiat de curs de formare cu durata de 12 ore, respectiv cele care au beneficiat de formare de 6 ore. Rezultatele calitative arată că părinţii consideră, în general, că şcoala este importantă în evoluţia copiilor, însă comunicarea cu profesorii este marcată de o serie de probleme:
fluctuaţia personalului, atitudine de superioritate, violenţă în comunitate, slab control asupra cazurilor de elevi cu probleme de învăţare şi disciplină. Recomandările fac referire la aspecte, precum: necesitatea informării participanţilor înainte de începerea cursului, oportunitatea oferirii unui curs de comunicare ca etapă premergătoare construirii parteneriatului între şcoală, familie şi comunitate, durata potrivită pentru un astfel
de curs, cât şi aspecte organizatorice de care este necesar să se ţină cont. De asemenea, sunt discutate modalităţile de implicare a părinţilor în cercetările pe această temă şi sunt propuse recomandări cercetări ulterioare. Principala limită a cercetării a constat în faptul că nu am putut asigura selecţia randomizată,
toate cadrele didactice predând la şcoli din zone defavorizate şi având nevoie de formare. În plus, selecţia randomizată a ridicat dificultăţi şi din cauza specificului cercetării, fiind greu de pus în practică un program experimental de formare în şcoli care nu doresc acest lucru. De aceea, am selectat şcoli care au participat la campania UNICEF „Hai la şcoală!”. Acestea corespund profilului dorit şi şi-au manifestat iniţial interesul de a participa la cercetare. Din această perspectivă, putem afirma că rezultatele obţinute au un caracter exploratoriu şi necesită validare prin replicarea cercetării cu un număr mai mare de subiecţi selectaţi randomizat.
... Fourth, it is important that early childhood teachers have knowledge, skills, and confidence in working with families and communities to build supportive relationships and to engage families and others in the education of young children (Fantuzzo et al. 2000;Shartrand et al. 1997). With the increasing diversity in families regarding race, culture, living arrangements and socioeconomic status, the more teachers are aware of and understand a child's family background, the more teachers are able to engage families in facilitative learning (American Association of Colleges for Teacher Education 2004; Shartrand et al. 1994). ...
... For example, in a national study of 116 teacher education programs, Broussard (2000) reported that only 42 % of early childhood teacher education programs offered at least one required course on family knowledge. Shartrand et al. (1997) examined 58 teacher education programs (25 early childhood and 33 k-12 programs) in 22 states. These programs included family involvement in their requirements for teacher licensing. ...
Background
Early childhood educators are expected to provide quality education to young children based on national standards, but the extent to which these standards are incorporated into teacher education programs is not well established.
Objective
The purpose of this study was to examine curriculum coverage of recommended quality standards in early childhood teacher education programs and to compare 2- and 4-year degree programs.
Methods
We conducted an online survey with 175 university early childhood education program directors in the US.
Results
More than 60 % of the programs covered child development, program and classroom management, families and community, academic instruction and curricula, and observation and assessment in more than one entire required course. However, areas such as maintaining professionalism and promoting children’s social and emotional development were less frequently covered in required courses and were discussed in only one or several class sessions. Associate programs were more likely to focus on skill development through practicum work, but were less likely than 4 year programs to require a formal student teaching experience. A few differences emerged in the curriculum content in bachelor’s and associate programs. Bachelor’s programs appeared to focus on knowledge, including academic instruction and curricula and observation and assessment, and associate programs appeared to be focused on practices, including program and classroom management.
Conclusions
Findings highlight under-taught areas such as professionalism and promoting social and emotional learning and significant differences in associate and bachelor’s degree programs. Additional research should be conducted on pre-service training to assure that training results in teachers who improve the quality of early childhood programs.
... Accordingly, institutions of higher education should improve the content and assessment of collaborative education literacy training in the process of teacher training. Secondly, teachers are encouraged to understand and integrate the cultural contexts of the induction unit and students' families, and field interactions in the community, schools and families are supported, with new teachers exploring cultural capital and supplementing it in their teaching activities to promote reflection on collaborative education [3]. ...
With the backdrop of the implementation of the double reduction policy and the construction of a high-quality education system, the importance of family-school-society collaborative education has been raised to an unprecedented level. However, there are still some dilemmas in the current practice of collaborative education by teachers. Teachers have inadequate collaborative education literacy, low willingness to take responsibilities and high burnout in practice. Therefore, corresponding countermeasures are proposed: promoting lifelong development of teachers, clarifying teachers' responsibilities and reducing burden on teachers.
... This difference in agendas or attitudes starts during preservice teachers' programs. Many scholars over the past decades called for more attention to FSP in teacher education programs worldwide (Epstein & Sanders, 2006;Graue & Brown, 2003;Shartrand et al., 1997;Willemse et al., 2016Willemse et al., , 2018. Almost two decades ago Graue and Brown (2003) pointed out the risk of a lack of attention: ...
Abstract
Despite the fact that research shows that collaboration
between families and schools contribute to academic achieve�ment, social‐emotional development and sense of well‐being of
students, many schools struggle to establish family‐school
partnerships. The current study explores keys to success and
challenges in engaging families to the design and implementa�tion of School Wide Positive Behavioral Interventions and
Supports (SWPBIS). In a two‐step systematic assessment,
consisting of an online survey (n = 27 participants) and five
focus group interviews with administrators and members of
SWPBIS leadership teams in schools for primary education
(n = 15 participants), we found that all 27 participating schools
considered partnerships and communication with parents
important. However, most participating schools did not have
a policy or strategic planning for engaging families, nor did they
systematically evaluate their actions. Schools used one‐way
approaches of communicating with parents and found it hard
to adapt their communication to a diverse population of new
parents and parents already familiar with SWPBIS. Schools did
not communicate about what was achieved by implementing
SWPBIS in their school. Including families in the SWPBIS
leadership team was often considered challenging. Input from
families on SWPBIS was not collected, nor did schools gather
information about family's needs, (cultural) backgrounds to develop strategies for engaging families. Further research on
actual school practices in engaging families is recommended.
... This requires that the family is seen as an important resource in the child's life, and also as the ECEC's social capital in allowing the professionals to access other knowledge and perspectives on the child. Being seen as social capital, parents gain a new role-the role of respected partners in education-which affects both their confidence and competence as parents (Shartrand et al., 1997;De Bruïne et al., 2014). Their personal experience "bridges" (Hurley, 2017) their family to the ECEC institutions, where it becomes a resource that bonds the ECEC and the parents. ...
The chapter discusses the discourse theory of Laclau and Mouffe (Hegemony and socialist strategy: towards a radical democratic politics. Verso, 1985) and relates it to conceptualisations of ECEC quality as a process of meaning-making (Dahlberg et al., Beyond quality in early childhood education and care: languages of evaluation. Routledge. https://doi.org/10.4324/9780203371114 , 2013) and narrative inquiry that theorises human experience as a story. Such a conceptualisation allows us to look at more-than-parental involvement as a never-ending process of meaning-making that manoeuvres between reproducing and challenging the established hegemonies of meaning and communication channels. The included empirical example comes from a quality development project run by an ECEC setting in a multicultural neighbourhood in Norway.
... This requires that the family is seen as an important resource in the child's life, and also as the ECEC's social capital in allowing the professionals to access other knowledge and perspectives on the child. Being seen as social capital, parents gain a new role-the role of respected partners in education-which affects both their confidence and competence as parents (Shartrand et al., 1997;De Bruïne et al., 2014). Their personal experience "bridges" (Hurley, 2017) their family to the ECEC institutions, where it becomes a resource that bonds the ECEC and the parents. ...
This chapter gathers collaboration theories together into a discussion of how a partnership between ECEC and families is possible. It starts with a description of such a partnership, followed by the presentation of the collaboration theory. The emerging question of what constitutes a leader and a follower in the partnership between ECEC and families is answered with the help of the concept of pedagogical leadership and an empirical example of ECEC’s work with migrant and refugee children in the United States. The chapter concludes with an outline of ECEC’s responsibility for guiding parents to become leaders of the ECEC-home collaboration.
... This requires that the family is seen as an important resource in the child's life, and also as the ECEC's social capital in allowing the professionals to access other knowledge and perspectives on the child. Being seen as social capital, parents gain a new role-the role of respected partners in education-which affects both their confidence and competence as parents (Shartrand et al., 1997;De Bruïne et al., 2014). Their personal experience "bridges" (Hurley, 2017) their family to the ECEC institutions, where it becomes a resource that bonds the ECEC and the parents. ...
This chapter introduces Coleman and Putnam’s social capital theory and discusses its potential for inspiring reflection on the social practice of ECEC’s collaboration with children’s families. Specifically, the theory promotes reflection on the relationships that develop through a new community of parents and professionals coming together, as well as the new interconnectedness among the parents, which extends the social capital of a particular family and becomes a profitable investment in the child’s future. Understanding the concept of social capital allows for the identification of which forms are being blocked, as well as the bridging and bonding that are not occurring. The empirical case presented in this chapter highlights the role of ECEC’s recognition of a family’s culture as a bridge to the parental community. The chapter concludes with a discussion of ECEC’s role in strengthening the family’s network in times where intense migration, mobility, and other factors may impede its growth.
... Alarmingly, such training is often unavailable in pre-service training programs for K-12 teachers -although early childhood certification programs tend to provide more specific training working with parents (Epstein & Sanders, 2006;Shartrand et al., 1997). In a study of 161 leaders in schools and departments of education, Epstein (2005) found that although the large majority of those surveyed "strongly agreed" that teachers should be prepared to implement parent involvement programs, there were not enough courses available to all pre-service teachers. ...
... Alarmingly, such training is often unavailable in pre-service training programs for K-12 teachers [41,42]. In a study of 161 leaders in schools and departments of education, ref. [36] found that although the large majority of those surveyed "strongly agreed" that teachers should be prepared to implement parent involvement programs, there were not enough courses available. ...
This study explored item-level change in pre-service teachers’ attitudes toward teacher- and parent-initiated parent involvement across four diverse universities. Pre-service teacher (N = 1658) attitudes toward parent involvement were measured before and after exposure to the online Parent Teacher Education Connection (PTEC) curriculum which provides information about Epstein’s six types of parent involvement. The four universities infused this curriculum differently into their coursework. Results showed that items demonstrated change related to how the four universities infused parent involvement curriculum into coursework. Overall, teacher-initiated involvement items showed more changes than parent-initiated items. Across the whole sample, there was change in items related to all six types of parent involvement. Results highlighted the importance of infusing parent involvement into the curriculum or teaching a full course, including activities placing pre-service teachers in the role of the parent, including service learning, and focusing on cultural diversity.
... The central aim of these prototypes is to enhance student teachers' preparation for parent-teacher communication, as the theory-practice gap is particularly visible in this competence area (see e.g. Whereas lectures and reading are mostly adopted as instructional formats, active and authentic learning opportunities remain scarce in this domain (Epstein, 2005;Shartrand et al., 1997;. ...
... Furthermore, literature suggests that in an ideal situation such collaborations will result in positive student achievement (Eccles & Harold, 1993;Epstein, 1991;Henderson & Berla, 1994;Henderson & Mapp, 2002) as well as greater satisfaction in the relationships between parents and teachers (Comer, 1988;Swap, 1993). But it is apparent that teachers lack formal training in collaborating effectively with parents (Houston & Williamson, 1993;Radcliffe, Malone, & Nathan, 1994;Shartrand, Weiss, Kreider, & Lopez, 1997). This is the case despite Swick's (1991) assertion that collaboration is the core of parent-teacher partnerships. ...
Developing effective parent–teacher relationships in music lessons is important for the well-being and learning outcomes of the learners. The aim of this collective case study was to explore the relationship between teachers and parents of pre-school children in group music lessons in the Klang Valley, which is an area in West Malaysia centred on Kuala Lumpur. It includes the neighbouring cities and towns in the state of Selangor. Interviews were conducted with nine parents and three teachers of three group music classes for pre-school children. The results point to the values and attitudes that parents and teachers hold and the interactions between them that both encouraged and discouraged parent–teacher partnerships, which are relationships where trust, reciprocity, mutuality, shared goals and decision making are essential characteristics.
... Most scholars agreed that parental involvement and home-school communication were critical when working with students and families (Epstein, 2001). Therefore, teacher educators should endeavor to teach digital citizenship and home-school communication to pre-service teachers so they could provide support and guidance to parents (Shartrand, Weiss, Kreider, & Lopez, 1997). ...
Researchers investigated parents' perceptions and concerns of a 1:1 laptop initiative in a Midwestern urban public high school by collecting data from 391 pre-and 406 post-surveys administered at the beginning and end of the first year of implementation. The researchers analyzed both quantitative and qualitative data gathered through the surveys. From the results, teachers' different beliefs in technology integration and varying levels of TPACK was found to be parents' biggest concerns. Parents also reported that they hoped to get support and education from teachers and administrators on how to help students cultivate healthy computer use. These findings have implications for teacher educators as they need to prepare pre-service teachers for technology integration and digital citizenship, as well as how to communicate and collaborate with parents and community. The researchers offer suggestions and ideas on how to better prepare pre-service teachers for more productive parent-teacher partnerships.
... Infused in some other course, or taught separately, preservice teachers should have a comprehensive picture of the many benefits of a broadly defined parent involvement, as well as be aware of key areas that can make them more effective when working with students and their families (Epstein, 2001;Shartrand, Weiss, Kreider & Lopez, 1997). ...
Adolescence is an intriguing stage of development filled with many physical, cognitive, social, and emotional changes. At the same time, the increase in academic demands and the complexity of the school structure make the task of academic success for adolescents even more difficult. Because parent involvement has been shown to be a very important positive force in a child's life (Patrikakou, Weissberg, Redding & Walberg, in press), one would expect that during such a critical and demanding phase the two most important environments in child development, home and school, would increase their collaboration. The opposite though is true: As children progress through school, parent involvement declines dramatically (Zill & Nord, 1994). Several factors contribute to this paradoxical decline: the more complex structure of middle and high schools, the demanding curricula that can be intimidating to parents, and the fewer school outreach efforts to involve parents. Or, is this decline of parent involvement just an indication of an underlying decline of parent influence over adolescents? This digest will explore paths by which parental involvement impacts achievement in high school and beyond. Research Methods Data for this investigation were drawn from the National Educational Longitudinal Study (NELS), an extensive longitudinal study, which has been constructed to follow a cohort of students from the eighth grade through high school, college, and into the workforce. The first wave of data were collected in 1988 when participants were in eighth grade and they have been resurveyed four times (in 1990, 1992, 1994, and 2000). The model used to explore parent involvement influences was constructed using theoretical and empirical elements in the broader area of parent influences and academic success. The model consists of three blocks of influence: first, background factors such as gender and prior achievement, and parent involvement factors such as parent expectations and parent-child communication; second, the adolescent's perceptions of the parent involvement factors; and third, student characteristics such as time spent on homework and the student's own academic
... The international literature reflects that teachers are poorly prepared for the communication aspect of their professional work, especially regarding interactions with parents (Aich, 2011 [GER]; Dotger, 2010 [US]; Evans, 2013 [US]; Epstein, 2013 [US]; Hornby & Witte, 2010 [NZ]; Lemmer, 2012 [ZA]; Neuenschwander et al., 2005 [CH]; Symeou, Roussounidou, & Michaelides, 2012 [CY]). This is also documented in a survey of 60 teacher education programs in 22 different federal US-states (Shartrand, Weiss, Kreider, & Lopez, 1997). It was found that only 23% of the programs allowed teacher candidates to interact with families during field experiences (cf. ...
Parent-teacher communication competence, frequency of exchange on parent-related issues with colleagues and time spent working with parents were measured with questionnaires in a sample of 677 German mathematics teachers. A latent class analysis revealed four groups of teachers: 24% showed high, 36% showed medium and 16% showed lower levels of communication competence with balanced profiles. A fourth profile (24%) showed a strong focus on pragmatic problem solving in communication with parents. The profiles differed in the extent of their exchange with colleagues on parent-related issues. No relationships were found regarding the time spent talking to parents.
... Over the last two decades, mounting evidence has demonstrated how family involvement in children's learning at home and school contributes to school success (Dearing & Tang, 2010;Reynolds & Shlafer, 2012). As a consequence, the importance of including family engagement in teacher preparation has gained traction, particularly in light of research suggesting limited attention in teacher education programs to building student competence in this area (Nathan & Radcliffe, 1994;Shartrand, Weiss, Kreider, & Lopez, 1997;Epstein, Sanders, & Clark, 1999). ...
The Center for the Study of Child Care Employment (CSCCE), founded in 1999, focuses on achieving comprehensive public investments which enable and reward the early childhood workforce to deliver high-quality care and education for all children. To achieve this goal, CSCCE conducts cutting-edge research and proposes policy solutions aimed at improving how our nation prepares, supports, and rewards the early care and education workforce to ensure young children's optimal development.
... Over the last two decades, mounting evidence has demonstrated how family involvement in children's learning at home and school contributes to school success (Dearing & Tang, 2010;Reynolds & Shlafer, 2012). As a consequence, the importance of including family engagement in teacher preparation has gained traction, particularly in light of research suggesting limited attention in teacher education programs to building student competence in this area (Nathan & Radcliffe, 1994;Shartrand, Weiss, Kreider, & Lopez, 1997;Epstein, Sanders, & Clark, 1999). ...
The Center for the Study of Child Care Employment (CSCCE), founded in 1999 focuses on achieving comprehensive public investments which enable and reward the early childhood workforce to deliver high-quality care and education for all children. To achieve this goal, CSCCE conducts cutting-edge research and proposes policy solutions aimed at improving how our nation prepares, supports, and rewards the early care and education workforce to ensure young children's optimal development.
... Over the last two decades, mounting evidence has demonstrated how family involvement in children's learning at home and school contributes to school success (Dearing & Tang, 2010; Reynolds & Shlafer, 2012). As a consequence, the importance of including family engagement in teacher preparation has gained traction, particularly in light of research suggesting limited FINDING SIX: FAMILY ENGAGEMENT Faculty Attitudes, Required Offerings, Teaching Experience, and Professional Development Interests attention in teacher education programs to building student competence in this arena (Nathan & Radcliffe, 1994; Shartrand, Weiss, Kreider, & Lopez, 1997; Epstein, Sanders, & Clark, 1999). ...
The Center for the Study of Child Care Employment (CSCCE) was founded in 1999 to focus on achieving comprehensive public investments which enable and reward the early childhood workforce to deliver high-quality care and education for all children. To achieve this goal, CSCCE conducts cutting-edge research and proposes policy solutions aimed at improving how our nation prepares, supports, and rewards the early care and education workforce to ensure young children's optimal development.
... [Section 9101(32).EA] For the purpose of this column, we define parents as any family member, including a blended or extended family member (Shartrand, Weiss, Kreider, & Lopez, 1997), or other adult (e.g., grandparent, stepparent, or someone standing in loco parentis) who plays an important role in the child's life (National PTA, 2000) or contributes to the learning of the child and his or her improvement in school. Readers are provided with a brief historical overview of parent involvement in schooling, the positive effects of parent involvement on students, related research on the topic, the challenges to effectively involving parents, and, finally, some of the models of parent involvement that exist. ...
... Other scholars emphasize the importance of role-playing, simulation, casework or inviting guest speakers (e.g. Dotger, 2010; Dotger, Harris, Maher, & Hansel, 2011; Ferrara, 2011; Shartrand, Weiss, Kreider, & Lopez, 1997; Uludag, 2008; Warren, Noftle, Ganley, & Quintanar, 2011). ...
Family–school partnerships (FSP) are considered important for student’s academic
and social development. However, preparing preservice teachers for these
partnerships is seen as a challenge. Most studies on preservice teachers’ preparation
for FSP have been conducted in North American contexts, and little knowledge
exists from a European perspective. Therefore, a study was conducted to
examine all teacher training programmes in Belgium (Flanders) and the
Netherlands. Programme managers were asked to complete the Epstein and
Sanders’ survey on this topic. Findings show that in general, preparation for FSP
is considered important and that this topic is integrated into different courses.
Most respondents indicated that communication with parents received the most
attention. However, a majority of programme managers feel that preservice teacher’s
preparation in this area is not sufficient. In some programmes, FSP is not
included in the curriculum. A third of the managers argued that preparing teachers
for FSP belongs in in-service training. This is remarkable given the fact that
collaboration with parents is legally required for preservice teachers’ graduation.
Furthermore, this study shows that even a decade after Epstein and Sanders’
study, preparing teachers for FSP is still a challenge.
... The interrelatedness of the various contexts that surround the child implies that risk factors involved in these layers will impact long-term quality of life issues (Winton & Bailey, 1993). Instead of a narrow focus on children's school achievement, a more holistic view that accounts for quality of life issues requires that focus be on the child's psychological, social, physical, and cognitive wellbeing (Shartrand et al., 1997;Ryan et al., 1995). Epstein's (1995) theory of overlapping spheres of influence of schools, families, and communities, paralleling the systems approach, demands that professionals should pay attention to the risk factors involved in each sphere of influence. ...
... Further research might also focus on principal leadership in the area of motivating and guiding teachers in improving home-school communication or learning at home. This is recommended in the parent involvement literature (Epstein et al., 2002;Epstein & Sanders, 2006;Shartrand, Weiss, Kreider, & Lopez, 1997) yet is "conspicuously absent from most [principals'] … visions of family engagement" (Auerbach, 2009, p. 13). In the area of research methodology, it would be important for future researchers to pretest any surveys used. ...
According to Oevermann, there is a working bond between both teacher and individual student and between teacher and the entire class. Parents are depicted as a ‘third party’ involved in the process of constituting and shaping this working bond. An account of such a teacher-student bond with its innate antinomy and paradox can for instance be found in the work of Helsper. Our article aims at examining more closely the bond between teacher and parents from a parents’ point of view. For this purpose, guided interviews have been conducted with 27 parents. Following grounded theory methodology, we develop a theory about parents’ views on mutual expectations, in particular with regard to the respective competence of teachers and parents. This underlines how the parent-teacher relationship is characterized by contradictions and expectations that form upon those attributions. The analyses offer a basis for a possible professionalization focus in teacher education.
This article examines how prospective teachers just beginning a professional education program think about working with parents. Through interviews with students in an elementary teacher education program, I explore how biography shapes dispositions toward families by setting expectations for the roles and the activities of participants. Merging cognitive, cultural, and narrative frameworks for teacher development, I suggest that prospective teachers must cross-traditionally consider cultural boundaries of race/class/gender but are also challenged as they move from being a child and student in family and school to the professional position of teacher. I argue that the role of teacher education is to manage the identity work necessary to integrate the tools of biography and the process of learning to relate to others in a new role.
This paper reports on one aspect of a larger study to examine the relationship between preservice teachers’ self-reports of their levels of knowledge and confidence concerning many key areas of professional knowledge and skills. Knowledge and confidence in working with parents were examined using information provided by current and recently graduated concurrent and consecutive bachelor of education students. Results indicate that although knowledge remains consistent over the course of concurrent education, confidence does increase between Year 1 and 3, but then remains constant. Recent graduates do not feel overly knowledgeable or confident in their ability to communicate with parents. However, consecutive students reported significantly more knowledge and confidence compared to concurrent students. Because communicating with parents is a key expectation of professional teachers, this finding is important. The results of this research support the need for additional strategic instruction and practice to develop skills related to communicating with parents in teacher preparation programs.Keywords: teacher education programs; parents; communication
Family as Faculty (FAF) approaches originate from family-centered healthcare models and have been adapted in special education teacher education programs to positively influence and impact pre-service special education teachers’ dispositional understandings of working and collaborating with parents/families. However, the majority of research centered on these approaches fails to address issues of equity, specifically uneven power relationships between teachers and families. This paper expands upon FAF approaches by integrating conceptual framings linked directly to critical pedagogy, such as co-investigation and co-education, as integral components in addressing power relations between future special education teachers and multiply marginalized families of children with disabilities. Deliberate repositioning of parents/families as co-investigators/co-educators within research and teacher education programs
targets uneven power dynamics to further assist future teachers in critical self-reflection of their own power and privilege in relation to the students and families with whom they will work.
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 study in this article investigated school counselor involvement in school-family-community partnerships and factors that influence such involvement. Participants were 235 members of the American School Counselor Association. Factor analyses of responses to the survey designed specifically for this study defined a set of factors that were used to examine variations in school counselor involvement in partnerships. Regression analyses revealed that (a) collaborative school climate, (b) school counselor role perceptions, (c) school counselor confidence in ability to build partnerships, and (d) school counselor attitudes about partnerships were significantly related to the counselors’ involvement in school-family-community partnerships. Implications for school counselor training, practice, and research are discussed.
Partnering with families in ways that support children’s learning is a skill that is central to high-quality teaching. Parent–teacher conferences are a key site for teachers to learn how to leverage family resources in service of instruction. To know how to support the development of well-started beginners, teacher education (TE) programs must design substantive opportunities for interns to learn to bridge students’ work in schools on academic content with their home and community-based experiences; they must also be able to assess teacher candidates’ capacities to enact this learning. The authors report on their efforts to design a simulated parent–teacher conference, used here as a pre-assessment, as a means for assessing interns’ capacities to interact with and learn from diverse families to better support the needs of students. They refer to these skills as “partnering practices.”
Mr. Mercedes was a hardworking parent of two elementary school boys. He held two jobs in order to keep a roof over their heads, food on the table, and clothes on their backs. His wife watched a neighborhood infant for extra money but her job was to take care of the boys and their home. Neither had any formal education and we suspected that neither parent had finished high school. They were concerned about their boys’ education but did not know how to gain access to services in the school. They also did not know how to help them when each began to struggle with their schoolwork.
Looking back at my time at Literacy Space, one aspect of those experiences stands out: “The feeling”. Once my initial fears subsided regarding the expectation that I would be able to help a struggling reader/writer, I quickly settled into “the feeling” that was created in the space. Surrounded by good literature, games, puppets, quality assessment tools, and caring mentors and peers, I was able to fully jump into my work with a young first-grade girl. I quickly recognized how important my work could be with her. She clearly responded to “the feeling” present at Literacy Space as well.
These comments were made by teachers when we asked them to describe ways in which they involved parents. This perception of parental involvement shared by the teachers mentioned in the epigraph is all too common. For a variety of reasons they are more comfortable keeping parents out of their classrooms; some worrying that they might lose control, fearing that parents might try to micromanage the work they do. Some teachers do not trust parental judgment and feel parents do not have anything worthwhile to add to the daily operations of academic life. And, some teachers do not know the benefits of parental involvement; they are just mirroring the culture of the school toward parental and family involvement. With little formal education on working with parents, few professional development days devoted to home-school partnerships, and school cultures void of well-planned family-school partnership events or family initiatives, teachers are left with little support and few resources on which to fall back when trying to involve parents in their own classrooms.
This chapter provides a feminist critique of the development of public policy discourses about school effectiveness and improvement, in the context of globalisation and social transformations. The aim of achieving educational effectiveness and school improvements has become an international, or global, policy phenomenon, and is particularly associated with westernised and developed or late modern societies (Giddens, 1998; Slee, Weiner and Tomlinson, 1998; Avalos, 2001). Along with these developments, the social and political movement for educational improvement has shifted the characteristics of policy debates about school effectiveness away from a social welfarist perspective. There have been moves first, towards more fine-grained professional educational strategies, and second, to ‘new managerialism’, raising public policy discourses that ignore the social, economic and family contexts of education (Morley and Rassool, 1999). Two new and revised public policy discourses have recently emerged from the transformed political movement as strategies to achieve school effectiveness, namely, parental involvement in education and training for paid work. These two public policy discourses have developed from previous social welfare strategies that centred on political rather than professional approaches to education, and are now centred on a mix of social welfare and neoliberal strategies, or what have been named ‘the third way’ or modernisation project (Giddens, 1998).
The effort to address “problems of the greatest human concern” has challenged many of the traditional approaches to research and many traditional relationships between universities and communities (Kellogg Commission, 1999). It has required a movement in research away from university-based laboratory research to new ways of joining science with practice, inquiry with action, and university with community. Underlying these new approaches is the assumption that social inquiry will not be effective unless it is combined with social action, and likewise, that social action must be guided by social inquiry.
This mixed-methods study examined teacher preparation for developing family partnerships. The attitudes and practices of teacher educators and the attitudes and experiences of student teachers were explored in focus groups, documents, and a survey instrument. Results indicated that although partnerships were considered important by faculty and students, both groups were concerned with the difficulties teachers may experience with parents. The subject university is committed to diversity and requires a field experience in a multi-cultural community. Although teacher educators expressed strong concerns about teaching candidates to work with parents from diverse cultural and linguistic backgrounds, they voiced doubts regarding their own ability to educate students regarding families from different cultures. The teacher candidates seemed relatively unaware of the importance of engaging diverse families in a partnership. There was evidence that, in the minds of student teachers, whatever problems existed were attributable to the parents. On an item about the beliefs of parent involvement, student teachers appear to have less positive views of diverse parents than do teacher candidates surveyed at the beginning of their preparation. Basically, candidates were focused on giving information to parents and not on creating reciprocal relationships. Results suggest that field experiences in culturally diverse settings are not enough and must be accompanied by class discussion. Graded assignments, and authentic experiences with opportunities to examine beliefs and attitudes toward families from diverse backgrounds in courses and field experiences are needed.
In order to expand parental participation in the education of their children, teachers should be equipped with some basic and possibly new skills for communication and cooperation purposes. Schools host a very diverse population of pupils, and the purpose of the present study was therefore to attain a better understanding of what various groups of parents expect of education and the school in order to develop a framework for school strategies to involve different types of parents. The research included a review of the literature, consultation with three expert panels, a web survey of 500 school leaders, an interactive focus group, 20 case studies to identify promising practices and the identification of strategies to expand parental participation. The results showed parents in 'white' schools to support teachers during activities (parents as supporters). Non-minority parents and certainly those from higher social milieus were accustomed to having a say in school matters (parents as politicians). In schools with many disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in school matters. A bottleneck in 'white' schools was that parents do not have time to participate due to their work (career parents). A bottleneck in 'black' schools is that parents do not perceive themselves as qualified to participate (absentee parents). It is further shown that strategies which parallel the different types of parents can be identified for school teams to realize effective partnership relations.
In order to expand parental participation in the education of their children, teachers should be equipped with some basic and possibly new skills for communication and cooperation purposes. Schools host a very diverse population of pupils, and the purpose of the present study was therefore to attain a better understanding of what various groups of parents expect of education and the school in order to develop a framework for school strategies to involve different types of parents. The research included a review of the literature, consultation with three expert panels, a web survey of 500 school leaders, an interactive focus group, 20 case studies to identify promising practices and the identification of strategies to expand parental participation. The results showed parents in ‘white’ schools to support teachers during activities (parents as supporters). Non-minority parents and certainly those from higher social milieus were accustomed to having a say in school matters (parents as politicians). In schools with many disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not perceive themselves as qualified to participate (absentee parents). It is further shown that strategies which parallel the different types of parents can be identified for school teams to realize effective partnership relations.
With low socioeconomic Latino communities, effective parental involvement practices are key to transforming school performance.
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