Relevant bibliographies by topics / Family, School, Community Partnerships

Academic literature on the topic 'Family, School, Community Partnerships'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Family, School, Community Partnerships"

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Epstein, Joyce L. "Commentary: School, Family, and Community Partnerships." LEARNing Landscapes 10, no. 1 (October 1, 2016): 25–36. http://dx.doi.org/10.36510/learnland.v10i1.718.

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Joyce L. Epstein and her team at Johns Hopkins have been working with schools and school districts for two decades to guide them in developing school, family, and community partnerships that support students’ education. In this interview, she describes the origin of her work with schools and families and how this led to the development of models and tools that schools can use to ensure that every family is involved in its children’s education. She describes the importance of leadership, both at the school and district levels, as well as the use of evaluation tools to monitor a school’s progress. Finally, she gives recommendations to districts and schools wishing to pursue this type of work.
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Bryan, Julia A., and Dana Griffin. "A Multidimensional Study of School-Family-Community Partnership Involvement: School, School Counselor, and Training Factors." Professional School Counseling 14, no. 1 (October 2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400108.

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A multidimensional study examines both the dimensions of school counselors’ involvement in school-family-community partnerships and the factors related to their involvement in partnerships. The School Counselor Involvement in Partnerships Survey was revised and its factor structure examined. Principal factor analyses revealed three dimensions of partnership involvement. A national sample of 217 school counselors was drawn from the Common Core of Data, and hierarchical regression analyses indicated that collaborative school climate, school principal expectations, school counselor self-efficacy about partnerships, role perceptions, time constraints, and hours of partnership-related training were associated with school counselor overall involvement in partnerships. Implications for school counselor practice, training, and research are discussed.
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Bryan, Julia A., Anita Young, Dana Griffin, and Cheryl Holcomb-McCoy. "Leadership Practices Linked to Involvement in School–Family–Community Partnerships." Professional School Counseling 21, no. 1 (January 2017): 2156759X1876189. http://dx.doi.org/10.1177/2156759x18761897.

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Using the School Counselor Leadership Survey and the School Counselor Involvement in Partnerships Survey, this study of 546 school counselors explored which of the 5 school counselor leadership dimensions were associated with involvement in school–family–community partnerships. A hierarchical multiple linear regression analysis revealed that the leadership dimension that predicted counselor partnership involvement was systemic collaboration along with self-efficacy and role perceptions about partnerships, collaborative climate, and principal expectations. The authors discuss practice and training implications for school counselors.
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Bryan, Julia, and Lynette Henry. "Strengths-Based Partnerships: A School-Family-Community Partnership Approach to Empowering Students." Professional School Counseling 12, no. 2 (December 2008): 2156759X0801200. http://dx.doi.org/10.1177/2156759x0801200202.

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When school counselors team and collaborate with school personnel, families, and community members to foster strengths-based partnerships, they are able to implement classroom, schoolwide, and community-based programs and interventions that support and empower children and families. Strengths-based partnerships utilize the assets found in schools, families, and communities to create strengths-enhancing environments, promote caring and positive adult-child relationships, strengthen children's social support networks, foster academic success, and empower children with a sense of purpose. This article describes a case example of a strengths-based approach to school-family-community partnerships that a school counselor in a Title I elementary school is implementing to empower low-income children and families of color.
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Nyatuka, Benard Omenge. "A survey of school-family-community partnerships in Kenya." Journal of Professional Capital and Community 2, no. 4 (October 16, 2017): 229–43. http://dx.doi.org/10.1108/jpcc-04-2017-0010.

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Purpose The creation of sound school-family-community partnerships is being widely acknowledged as it strengthens school programs, family practices, student learning and behavior, as well as development. Active participation of parents and communities in the school tends to reduce the traditional unidirectional accountability of teachers as a sole party responsible for learners’ success. Furthermore, such collaboration is said to cultivate new hope about schools and education, especially among rural communities. However, key stakeholders in education claimed that school-family-community partnerships were weak in primary schools in Kakamega County, Kenya (Ministry of Education (MOE), 2010). The paper aims to discuss these issues. Design/methodology/approach This study was designed to generate relevant empirical evidence. The study was guided by the Social Capital Theory (Field, 2003; Horvat et al., 2003; Coleman, 1994; Bourdieu and Wacquant, 1992) whose central thesis is that social networks are a valuable asset, as interaction enables people to build communities, commit themselves to each other, and knit the social fabric. Using stratified random sampling, a sample of 361 primary school teachers in 34 schools drawn from a population of 8,964 teachers in 848 primary schools, cutting across the 12 districts in the county, was involved in the study. A questionnaire was developed and used to collect the teachers’ views of school-family-community partnership practices in the schools. The data generated were analyzed and presented by means of such descriptive statistics as frequencies, percentages, and the mean. Findings The findings revealed gaps with respect to collaboration among schools, families, and the community as the key focus in this study. Results indicated that the school-family-community partnerships in the county remained at a transactional rather than a transformational level. In light of the findings, relevant policy recommendations were proposed to improve practice, with particular attention to providing meaningful professional learning as well as desirable student outcomes. Originality/value This is one of the largest county-level studies in Kenya directly addressing teacher-family partnerships and illuminating the ways in which schools can build internal capacity for effective family engagement.
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Sanders, Mavis. "Collaborating for Change: How an Urban School District and a Community-Based Organization Support and Sustain School, Family, and Community Partnerships." Teachers College Record: The Voice of Scholarship in Education 111, no. 7 (July 2009): 1693–712. http://dx.doi.org/10.1177/016146810911100703.

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Background Research suggests that schools’ capacity to successfully implement and sustain reform programs may rest, in part, with district-level facilitation. The importance of district leadership has been established for a variety of educational reforms, including school, family, and community partnerships. However, few studies have been conducted to understand how successful district leaders implement and sustain school, family, and community partnerships as an educational reform. Focus of Study This case study seeks to fill this gap. It describes leadership strategies employed by the office of parent involvement in an urban school district in the United States. More specifically, this article focuses on the collaborative relationship between the office of parent involvement and a community-based parent involvement organization (CPIO). Research Design The study employed a multiple case study design, which included interviews with district, school, and parent leaders; observations of workshops, meetings, presentations, and other work-related activities of key district-level respondents; document collection and review; and school site visits. Findings Analyses suggest that the collaboration between the district's office of parent involvement and the CPIO has helped to support and sustain school, family, and community partnerships as a reform initiative for nearly a decade. The relationship has resulted in (1) complementary parent leadership training for school-based partnership teams, (2) joint planning and implementation of districtwide partnership activities, and (3) community advocacy for district partnership personnel and resources.
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Brown, Karen, and Nancy Feyl Chavkin. "Multi-Ethnic Family-School-Community Partnerships." Journal of Teaching in Social Work 10, no. 1-2 (November 4, 1994): 177–93. http://dx.doi.org/10.1300/j067v10n01_12.

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Haines, Shana J., Judith M. S. Gross, Martha Blue-Banning, Grace L. Francis, and Ann P. Turnbull. "Fostering Family–School and Community–School Partnerships in Inclusive Schools." Research and Practice for Persons with Severe Disabilities 40, no. 3 (September 2015): 227–39. http://dx.doi.org/10.1177/1540796915594141.

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Bryan, Julia, Joseph M. Williams, and Dana Griffin. "Fostering Educational Resilience and Opportunities in Urban Schools Through Equity-Focused School–Family–Community Partnerships." Professional School Counseling 23, no. 1_part_2 (January 2020): 2156759X1989917. http://dx.doi.org/10.1177/2156759x19899179.

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Over the past two decades, research on urban schools has focused predominantly on achievement gaps. However, achievement gaps exist because of gaps in opportunities for urban, low-income, and racially/ethnically diverse students. Partnerships among schools, families, and communities can provide the enrichment opportunities, support, resources, and programs that students need to be educationally resilient despite adversity. School counselors are in a unique position to promote resilience through equity-focused school–family–community partnerships and parent/family–school compacts based on empowerment, democratic collaboration, social justice, and strengths-based principles. This article describes a step-by-step, equity-focused partnership model that school counselors can implement as part of their school counseling program.
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Dotson-Blake, Kylie P. "Learning from Each Other: A Portrait of Family-School-Community Partnerships in the United States and Mexico." Professional School Counseling 14, no. 1 (October 2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400110.

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Family-school-community partnerships are critically important for the academic success of all students. Unfortunately, in the face of specific barriers, Mexican immigrants struggle to engage in partnership efforts. In the hopes of promoting the engagement of Mexican immigrant families in partnerships, this article presents the findings of a transnational ethnography, exploring family-school-community partnership experiences of Mexican nationalists in Veracruz and Mexican immigrants in North Carolina. A portrait of partnerships in Mexico is contrasted with a portrait of partnerships in the United States, highlighting similarities and differences in role, structure, and function. School counselors are offered strategies for utilizing the knowledge of partnerships in Mexico to promote and support the engagement of Mexican immigrants in partnerships in the United States.
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Dissertations / Theses on the topic "Family, School, Community Partnerships"

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Galvin, John. "Partnership pedagogies : family-school-community educational partnerships in disadvantaged settings." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521989.

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Nguyen, My Ngoc T. "School-family-community partnerships for establishing a college-going culture." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527571.

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This project examined the college-going culture at David Starr Jordan High School, an urban high school in North Long Beach, California. Drawing from two conceptual frameworks, Joyce Epstein's six elements of school-family-community partnerships and Patricia McDonough's nine elements of a college:.going culture, a new conceptual framework was developed: school-family-community partnership collegegoing culture. This new conceptual framework emphasizes the three C's: (a) communication, (b) college-information, and (c) collaboration, bridging schoolfamily- community partnerships and college-going culture.

To increase the college-going rate at David Starr Jordan High School, two community events were implemented at the school utilizing this new conceptual framework-providing a link between theory and practice. As a result, the project helped build school-family-community alliance, disseminated college information to students and families to debunk myths about college-related options, and promoted David Starr Jordan High School as a safe and caring high school.

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Ortega, Erin. "Mobile Application Use to Support Family, School, and Community Partnerships." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6734.

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Globally, a phenomenon has transpired involving the fast-paced growth of mobile technology and the rapid adoption of smart technology. As technology continues to become more mobile, it could be beneficial for educational systems to begin to evaluate how mobile applications impact family, school, and community relationships; however, little research exists on this specific topic. The purpose of this qualitative study was to uncover the experiences of district-level administrators during the implementation of mobile applications for a number of school districts. The diffusion of innovation theory, the unified theory of acceptance and use of technology, and various school, family, and community partnership frameworks informed this study. Administrators who oversaw the implementation of district mobile apps participated in this study. Data were collected using electronic questionnaires and phone interviews, with supportive information from archival documents. The resulting data were analyzed to uncover the unique experiences of each study participant and compared and contrasted to explore emerging themes. Families were identified as the target stakeholder group intended to be reached through mobile apps and participants recommended engaging diverse stakeholder groups when planning to implement apps. Focusing on the integration of new mobile apps with existing systems and supplying the apps with content emerged as themes. Communicating the availability of mobile apps to families and participant responsibilities associated with the implementation of mobile apps were areas of concern. This study potentially informs school districts regarding how to reach more diverse families.
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Long, Vida. "School, family, community partnerships creating real world context for learning in school /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Long_VMIT2010.pdf.

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Perry, Brant Patrick. "The School-Family-Community Partnership: A Superintendent's Perspective." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5492/.

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The purpose of this study was to describe, from a superintendent's perspective, the current status of school-family-community partnerships in North Texas school districts. A secondary purpose of this study was to allow the superintendents to express themselves in an open-ended format regarding factors that encourage and limit the development of these partnerships, as well as their three-year goals for creating successful partnerships in their districts. A review of the literature revealed that very limited research exists regarding the relationship between the school superintendent and the school-family-community partnership. This literature review focused on research related to the school-family-community partnership including its place in federal legislation, and a historical and current perspective of the school superintendency. The target population for this study included 156 superintendents from the two educational service centers that make up the Dallas/Fort-Worth Metroplex. This research study employed an online survey research methodology. The instrument used in this study was the Measure of School, Family, and Community Partnerships by Dr. Joyce Epstein of Johns Hopkins University. Participants were asked to respond to fifty-two items placed in the six categories that represent Dr. Epstein's six types of involvement. Superintendents were also asked to respond to open-ended questions regarding what they perceive to be major factors that contribute to and limit the success of their school districts' school-family-community partnership efforts and what their primary goals were for improving these partnerships over the next three years. An analysis of district size in relation to superintendent perceptions of their district's school-family-partnership practices yielded no significant partnership practices. An analysis of district accountability ratings in relation to superintendent perceptions of their district's school-family-partnership practices yielded seven significant partnership practices. Finally, an analysis of superintendent experience yielded four significant superintendent partnership practices. The major factors superintendents perceive as not only contributing to, but limiting the success of their partnership programs revolved around parent involvement. The primary three-year goal that superintendent's reported for improving their district partnership programs overwhelmingly involved enhancing parent involvement.
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Morillo-Campbell, Milagros. "Examining School, Family, and Community Partnerships Among Hispanic Parents: An Ethnography of Transformation." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/215412.

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This dissertation study examined school, family, and community partnerships among Hispanic parents whose children were enrolled in a school district’s Migrant Education Program (MEP). I was guided by the following main question: What issues do parents discuss regarding school, family, and community partnerships? Data were collected from interviews, artifacts, and field notes. Participant observation was conducted at the Parent Advisory Council (PAC) meetings and at The Bridge, a clothing distribution program. Findings that emerged from the research demonstrated that the PAC meetings provided a setting where parents created and developed their social networks and became empowered. The parents who informed this study perceived their role in their children’s education as one where parent advocacy was central to the partnerships between families, schools, and communities. With the assistance and collaboration from the MEP, parent volunteers developed The Bridge, first established to assist school families in meeting their children’s basic needs; it later became a central location for local knowledge, social networks, and funds of knowledge. Through work accomplished at The Bridge, parents instilled in their children the value of hard work and learned to navigate the school system. They moved away from oppression, became empowered, and handled tensions. One of the most significant findings in this study was a shift by the parents from performing a standardized set of schooling practices set forth by the school, to developing a program that advanced as needs were assessed and identified. Parents in this study formally organized themselves in order to have a voice in the school (Delgado-Gaitan, 1991).
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Aydin, Nadire Gulcin. "A national study : school counselor involvement in school, family and community partnerships with linguistically diverse families." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/3254.

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In recent years, the number of linguistically diverse students (LDS) in the U.S. public school system has significantly increased (Araujo, 2009). Public school enrollment is projected to grow to 54 million in the year 2018 (Planty et al., 2009). Currently, one in every four students in the public school system is a LDS (NCELA, 2007). Evidence points to a wide gap between native English speakers and LDS on achievement tests (Albus, Thurlow, & Liu, 2002). Research on school counselor involvement in school, family, and community (SFC) partnerships is insufficient; few studies have examined school counselor involvement in SFC partnerships with linguistically diverse families (LDF). Using unexamined variables, this study extends the findings of Bryan and Griffin (2010) and Aydin, Bryan, and Duys (2011) by examining how school and school counselor-related variables impact involvement in SFC partnerships with LDF. Variables include bilingual status, caseload, percentage of LDS, free and reduced price lunch (FRPL) status, and specific instruction received in SFC partnerships working with LDF. This national study surveyed 916 school counselors using quantitative research designs as measured by The School Counselor Involvement in Partnerships Survey (SCIPS) instrument. Using linear regression models, t-tests, ANOVAs, correlations, and a multiple regression model, this study examines the complex interplay of school and school counselor-related factors that influence involvement. Whenever school counselors used translators, they were more involved in SFC partnerships with LDF. While general partnership-related training affected involvement, specialized training in SFC partnerships with LDF predicts stronger involvement, accentuating the importance of integrating specialized curricular training. School and school counselor-related factors were associated with involvement in SFC partnerships with LDF; the relationship varied by the type of involvement (i.e., school-family partnerships, school-community collaboration, and inter-professional collaboration). Contrary to Bryan and Griffin's (2010) study, inter-professional collaboration was related to a number of school counselor-related factors. School counselors reported inadequate training, when working with LDF, yet they understood the importance of involvement on an inter-professional level to meet the wide-ranging needs of LDF. Race and ethnicity was related to involvement in SFC partnerships. School counselors who were non-White had statistically significant higher involvement scores. Knowing that race and ethnicity, and bilingual status were negatively correlated, White school counselors may experience limitations to building SFC partnerships. There was a significant correlation between percentage of LDS served and FRPL status, caseload, bilingual status, and race and ethnicity. Whenever school counselors had higher percentages of LDS, they inclined to have a higher number of students as part of their caseload, speak another language, come from diverse backgrounds and have higher number of students on FRPL status. These issues illuminate the complex interplay of challenges facing LDS, such as limited resources, limited number of bilingual school staff and a need for bilingual education. This study highlights the multitude of factors that determine the degree of school counselor involvement by examining caseloads, specific training on LDS and LDF, the use of translators, and bilingual ability.
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Fritz, Lorell C. "School-based family resource centres : the village approach, a handbook on school-community partnerships for professionals serving families /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ63978.pdf.

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Fortier, Denise Marie. "Building bridges developing effective school-family-community partnerships: an evaluation of the School District of Phillips, Wisconsin, Families and Schools Together Program /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999fortierd.pdf.

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Freitag, Jane Butenhoff. "Linking allies successful school-family-community partnerships : an evaluation of the D.C. Everest School District's Families and Schools Together Program /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003freitagj.pdf.

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Books on the topic "Family, School, Community Partnerships"

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Dolores, Stegelin, Hartle Lynn 1955-, and Wright Kay 1952-, eds. Building family, school, and community partnerships. 3rd ed. Upper Saddle River, N.J: Pearson Merrill/Prentice Hall, 2007.

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Levy, Epstein Joyce, ed. School, family, and community partnerships: Your handbook for action. 3rd ed. Thousand Oaks, Calif: A Sage Publications Company, 2009.

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Massachusetts. Executive Office of Education. Massachusetts school-linked services: Community partnerships for educational success. Boston, Mass: Executive Office of Education, 1996.

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Lo, Lusa, and Yaoying Xu, eds. Family, School, and Community Partnerships for Students with Disabilities. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6307-8.

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B, Sheldon Steven, ed. Principals matter: A guide to school, family, and community partnerships. Thousand Oaks, Calif: Corwin Press, 2009.

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Ritter, Sandra H. Tomorrow's child: Benefiting from today's family-school-community-business partnerships. [Greensboro, NC] (P.O. Box 5367, Greensboro 27435): SERVE, 2002.

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Sanders, Mavis G. Building effective school-family-community partnerships in a large urban school district. [Baltimore, MD]: Center for Research on the Education of Students Placed At Risk, Johns Hopkins University & Howard University, 1997.

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C, Gottfried Susan, Nalley Donna, DeMeester Karen, SERVE (Organization), and United States. Office of Educational Research and Improvement, eds. Tomorrow's child: Benefiting from today's family-school-community-business partnerships. [Greensboro, N.C.?]: Regional Educational Laboratory at SERVE, 2002.

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Involving hard-to-reach parents: Creating family/school partnerships. Lanham, Md: Rowman & Littlefield Education, 2011.

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School leadership for authentic family and community partnerships: Research perspectives for transforming practice. New York, NY: Routledge, 2011.

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Book chapters on the topic "Family, School, Community Partnerships"

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Epstein, Joyce L., and Steven B. Sheldon. "Theory and Overview." In School, Family, and Community Partnerships, 22–69. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429400780-3.

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Epstein, Joyce L., and Steven B. Sheldon. "Cross-Cutting Themes." In School, Family, and Community Partnerships, 314–46. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429400780-8.

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Epstein, Joyce L., and Steven B. Sheldon. "Introduction." In School, Family, and Community Partnerships, 3–21. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429400780-2.

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Epstein, Joyce L., and Steven B. Sheldon. "A Practical Framework for School-Based Partnership Programs." In School, Family, and Community Partnerships, 246–313. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429400780-7.

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Epstein, Joyce L., and Steven B. Sheldon. "Research." In School, Family, and Community Partnerships, 70–179. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429400780-4.

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Epstein, Joyce L., and Steven B. Sheldon. "Policy Implications." In School, Family, and Community Partnerships, 183–245. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429400780-6.

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Brandt, Nicole Evangelista, Cynthia Glimpse, Claudette Fette, Nancy A. Lever, Nicole L. Cammack, and Jennifer Cox. "Advancing Effective Family-School-Community Partnerships." In Issues in Clinical Child Psychology, 209–21. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-7624-5_16.

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Bryan, Julia, Dana Griffin, Jungnam Kim, Dominiqua M. Griffin, and Anita Young. "School Counselor Leadership in School-Family-Community Partnerships." In The Wiley Handbook of Family, School, and Community Relationships in Education, 265–87. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119083054.ch13.

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Sheldon, Steven B. "Moving Beyond Monitoring: A District Leadership Approach to School, Family, and Community Partnerships." In Family-School Partnerships in Context, 45–63. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-19228-4_3.

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Sheridan, Susan M., Lisa L. Knoche, and Andrew S. White. "Family-School Partnerships in Early Childhood." In The Wiley Handbook of Family, School, and Community Relationships in Education, 183–202. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119083054.ch9.

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Conference papers on the topic "Family, School, Community Partnerships"

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Lee, Vera. "Exploring School-Family-Community Partnerships Across Three Urban School Districts." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576718.

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Tygret, Jennifer. "Creating Positive Family, School, and Community Partnerships: Strategies for Educators." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581047.

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Coleman, Briana. "Examining School Leader Development and Sustainment of School-Community-Family Partnerships in Urban-Area Schools." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445540.

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Ratliffe, Katherine. "A Multiple Case Study of Family, School, and Community Partnerships in Eight Schools." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445052.

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STRATAN, Valentina. "Strengthening the school – family educational partnership to ensure quality inclusive education." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p182-187.

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The school-family partnership is an important current issue. The role of the school-family educational partnership is amplified in the context of the development and promotion of inclusive education. The study focused on strengthening the school-family educational partnership in the context of ensuring a quality inclusive education. We appreciate the school-family partnership not as an extension of the participation of the actors involved, but as a governing relationship of the actions orchestrated by a purpose and idea. We identify two main dimensions in the involvement of both the school and the family for the benefit of the child: the dimension of the child / parent relationship and the dimension of the school / family relationship. The school's collaboration strategy with the family in ensuring quality inclusive education is included in the school's Family Cooperation Program and includes the following areas: communication, parent information activities ¸ support for parents; learning together - at home, at school and in the community; decision making; volunteering,; collaboration with the community. A school-family partnership will ensure the success and full development of the child's potential, if they are respected: acceptance of the family, respect for the family and the connection with the family.
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Firmanto, Ari, Puji Sumarsono, and Fitria Nur. "A Family-School Partnership Based Learning: An Effort to Organize Early Childhood Education During Pandemic." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.023.

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Filipski, Tatiana. "The valorization of students museum education within the school – museum – family – community interconnectivity during the pandemic crisis." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p262-267.

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The article reflects on the pandemic crisis impact on museal education of students and touches the problem of collaboration of educational institution with museum, family and community in this period, which is difficult for the entire society. In this context were developed and signed multiple collaboration contracts in the view of museum education process optimisation and educational institution-museum-family-community interoperability, building an online oriented museum education methodology, in which were actively and sistematically involved pupils, students, proffesors, school managers, proffessionals in different domains, and parents. As result of assesment of museum education activities, was especially notified that all involved actors actively shown interest in national and universal heritage, higly apreciating the developed partnership.
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Popescu, Gabriela Adriana. "Education triad in the context of the Covid-19 pandemic. Challenges and strategies." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p295-299.

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The school-family-community partnership (SFC) is given by the collaborative relationships between school staff and families, community members, organizations (companies, church, libraries, social services) to implement programs and activities to help students succeed in graduation. successful studies. The clearer operationalization of the concepts of parental involvement and participation allows the differentiation of the following aspects: - two types of parental involvement, namely spontaneous (starts from the bottom up) versus planned (from the top down); the latter refers to interventions or programs built in order to solve the problem of insufficient participation or absence of parents; - involvement at home - for example, a discussion at home about school activities and involvement in school - for example, parents' participation in school activities or aspects of organizing school activities: communication with the school, school-parent relationship. Trust is vital for collaboration and is a predictor of improving school results. In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.
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Zuckerman, Sarah. "Rural School-Community Partnerships: A Literature Review." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571765.

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Mayorga, Edwin. "Toward Queer Intersectional Abolitionism to Unpack School Community Partnerships." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445378.

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Reports on the topic "Family, School, Community Partnerships"

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Maier, Anna. Technical assistance for community schools: Enabling strong implementation. Learning Policy Institute, August 2022. http://dx.doi.org/10.54300/222.688.

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A growing number of states are launching community school initiatives to ensure family and community engagement, provide enriched and expanded learning, and offer integrated supports for students. This brief offers examples from the National Center for Community Schools and from New York, New Mexico, and California showing how technical assistance can build capacity through consultation, training, coaching, and knowledge building. These examples indicate the ways that states are designing technical assistance (TA) systems to support practitioners, the value of providing differentiated TA supports, and the impact of cross-sector partnerships on TA provision.
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Griffith, Isabel, Samantha Ciaravino, Jennifer Manlove, and Jenita Parekh. Leveraging Community Partnerships to Provide Sexual Health Education and Connect Students to Family Planning Services. Child Trends, Inc., November 2022. http://dx.doi.org/10.56417/7208n9024m.

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Teo, Ian, Pru Mitchell, Fabienne van der Kleij, and Anna Dabrowski. Schools as Community Hubs. Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-684-0.

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This literature review focuses on community hub models that include an education setting. The goals of these hubs go beyond improving academic outcomes, and look also to the health and wellbeing of their community. This review explores the ways in which education communities operate as welcoming and enriching places that connect, share, and learn with, not only students, families, and educators, but also their wider community. It focuses on a specific model of school-community partnership, typically known as a school community hub. Core features of community hubs are presented as people, partnerships, place and programs. Benefits and challenges of community hubs are discussed.
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Cookson, Jr., Peter W., and Linda Darling-Hammond. Building school communities for students living in deep poverty. Learning Policy Institute, May 2022. http://dx.doi.org/10.54300/121.698.

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The purpose of this report is to make what is “invisible” visible and to suggest three evidence-based strategies that have the capacity to enable educators, in collaboration with the families and the communities they serve, to create learning environments where students living in deep poverty are supported and successful. The report begins by documenting the human cost of deep poverty and how past policy decisions have contributed to the persistence of deep poverty. Based on this background, the report focuses on three promising strategies for meeting the learning and social-emotional needs of all children, including those living in deep poverty: (1) begin with funding adequacy and equity, (2) develop community schools and partnerships, and (3) develop a whole child teaching and learning culture.
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Santhya, K. G., Shireen Jejeebhoy, A. J. Zavier, Rajib Acharya, and Neeta Shah. Supporting girls in their transition to secondary education: An exploratory study of the family, school and community environments of adolescent girls in Gujarat. Population Council, 2014. http://dx.doi.org/10.31899/pgy10.1012.

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Carlson, Lisa. High School Seniors’ Expectations to Marry, 2020. National Center for Family and Marriage Research, February 2022. http://dx.doi.org/10.25035/ncfmr/fp-22-04.

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The divorce rate in the U.S. has declined in recent decades. In 1990, 19 people per 1,000 currently married individuals divorced compared to 15 per 1,000 in 2019. The overall trend in the divorce rate masks substantial variation by age. The divorce rate for younger people has been on the decline since the 1990s (Kennedy and Ruggles, 2014) whereas the divorce rate among those 50 and older has more than doubled since 1990 (Brown and Lin, 2012). This family profile updates FP-19-13 and charts the divorce rates by age groups in 1990 and 2019 using U.S Census data and the 2019 American Community Survey.
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Travis, Amanda, Margaret Harvey, and Michelle Rickard. Adverse Childhood Experiences and Urinary Incontinence in Elementary School Aged Children. University of Tennessee Health Science Center, October 2021. http://dx.doi.org/10.21007/con.dnp.2021.0012.

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Purpose/Background: Adverse Childhood Experiences (ACEs) have an impact on health throughout the lifespan (Filletti et al., 1999; Hughes et al., 2017). These experiences range from physical and mental abuse, substance abuse in the home, parental separation or loss, financial instability, acute illness or injury, witnessing violence in the home or community, and incarceration of family members (Hughes et al., 2017). Understanding and screening for ACEs in children with urinary incontinence can help practitioners identify psychological stress as a potentially modifiable risk factor. Methods: A 5-month chart review was performed identifying English speaking patients ages 6-11 years presenting to the outpatient urology office for an initial visit with a primary diagnosis of urinary incontinence. Charts were reviewed for documentation of individual or family risk factors for ACEs exposure, community risk factors for ACEs exposures, and records where no related documentation was included. Results: For the thirty-nine patients identified, no community risk factors were noted in the charts. Seventy-nine percent of patients had one or more individual or family risk factors documented. Implications for Nursing Practice This chart review indicates that a significant percentage of pediatric, school-aged patients presenting with urinary incontinence have exposure to ACEs. A formal assessment for ACEs at the time of initial presentation would be helpful to identify those at highest risk. References: Felitti VJ, Anda RF, Nordenberg D, Williamson DF, Spitz AM, Edwards V, Koss MP, Marks JS. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: the adverse childhood experiences (ACE) study. Am J Prev Med. 1998;14:245–258 Hughes, K., Bellis, M.A., Hardcastle, K.A., Sethi, D., Butchart, D., Mikton, C., Jones, L., Dunne, M.P. (2017) The effect of multiple adverse childhood experiences on health: a systematic review and meta-analysis. Lancet Public Health, 2(8): e356–e366. Published online 2017 Jul 31.doi: 10.1016/S2468-2667(17)30118-4 Lai, H., Gardner, V., Vetter, J., & Andriole, G. L. (2015). Correlation between psychological stress levels and the severity of overactive bladder symptoms. BMC urology, 15, 14. doi:10.1186/s12894-015-0009-6
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Carlson, Lisa. High School Seniors’ Attitudes Toward Cohabitation as a Testing Ground for Marriage, 2020. National Center for Family and Marriage Research, February 2022. http://dx.doi.org/10.25035/ncfmr/fp-22-03.

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The divorce rate in the U.S. has declined in recent decades. In 1990, 19 people per 1,000 currently married individuals divorced compared to 15 per 1,000 in 2019. The overall trend in the divorce rate masks substantial variation by age. The divorce rate for younger people has been on the decline since the 1990s (Kennedy and Ruggles, 2014) whereas the divorce rate among those 50 and older has more than doubled since 1990 (Brown and Lin, 2012). This family profile updates FP-19-13 and charts the divorce rates by age groups in 1990 and 2019 using U.S Census data and the 2019 American Community Survey.
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zhang, Ziyu, Yingqiao Wang, Ziyun Jiang, Yuan Tang, Luyao Liu, and Xun Li. Thought Imprint Psychotherapy in a lowed resistance state(TIP) for Depression: A Systematic Review Based on RCT. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0076.

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Review question / Objective: The aim of this systematic review is to evaluate the effectiveness and safety of Thought Imprint Psychotherapy in a lowed resistance state(TIP) for depression. Condition being studied: Depression is a kind of mental disease which is characterized by low mood and loss of interesting in daily life, accompanied by disturbance of appetite, sleep disturbance, psychomotor, retardation or agitation, loss of energy, feeling of worthlessness and guilt, difficulty in thinking and even recurrent thought of death or suicide. According to WHO, more than 320 million people are suffering from depression, which had caused great financial burden. It affects all kinds of people and all aspects of life, including performance at school, productivity at work, relationships with family and friends, and ability to participate in the community.
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Tafere, Yisak, Louise Yorke, Pauline Rose, and Alula Pankhurst. Understanding the Influences on Girls' Primary Education in Ethiopia from the Perspectives of Girls and Their Caregivers. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/097.

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Over the past two and a half decades, significant progress has been made in relation to girls’ education in Ethiopia. However, challenges remain, particularly in terms of girls’ progression, completion, and learning, with girls in more rural and remote areas facing the greatest difficulties. Drawing on data from the RISE Ethiopia qualitative study, we explore the factors at the individual, family, school, and community levels that impact girls’ education and learning from the perspectives of girls themselves. Specifically, we include the views of 15 female students enrolled in Grades 4 and 5 of primary school and of their parents/caregivers from five different regional states in Ethiopia, and across both rural and urban locations. We situate our analysis within the context of the government’s large-scale quality education reform programme (GEQIP-E) that has a specific focus on girls’ education. Our findings highlight the importance of taking account of the heterogeneity of girls’ experiences, including the varied challenges that diverse groups of girls face, and the different challenges they may encounter at distinct stages of their educational journeys. Our findings also highlight the importance of including the perspectives of girls and their families, within the context in which they are located.
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