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

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

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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7

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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8

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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9

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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Pavlakis, Alexandra E. "Reaching All Families: Family, School, and Community Partnerships Amid Homelessness and High Mobility in an Urban District." Urban Education 53, no. 8 (November 4, 2015): 1043–73. http://dx.doi.org/10.1177/0042085915613547.

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Schools often struggle to build partnerships with homeless and highly mobile (HHM) families. These families are not homogeneous; they live in and engage with schools from diverse residential contexts. Using Epstein’s theory and framework and drawing from 132 interviews with HHM parents, school personnel, and community stakeholders in an urban district, results suggest that (a) interviewees had divergent experiences with family, school, and community partnerships; (b) some school actors were better positioned to engage HHM families than others; and (c) the diverse residential context of HHM families molded partnership building in unique ways. Theoretical implications and recommendations for practice and policy are discussed.

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Bryan, Julia, and Cheryl Holcomb-McCoy. "An Examination of School Counselor Involvement in School-Family-Community Partnerships." Professional School Counseling 10, no. 5 (June 2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000501.

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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.

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Sanders, Mavis G., and Joyce L. Epstein. "International Perspectives on School Family Community Partnerships." Childhood Education 74, no. 6 (September 1998): 340–41. http://dx.doi.org/10.1080/00094056.1998.10521145.

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14

Evans, Michael P. "Developing Community Engaged Research Practices in Family, School and Community Partnerships." Journal of Family Diversity in Education 3, no. 2 (December 10, 2018): 1–16. http://dx.doi.org/10.53956/jfde.2018.140.

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As the field of family, school and community partnerships continues to evolve, there is increasing recognition of the impact that parents, guardians and communities can have on students, schools, and education systems-at-large when provided with opportunity to become authentically engaged. To further this evolution there is a need for participatory approaches to research that directly support educational change. This article provides an overview of community engaged scholarship (CES) with a focus on the benefits, criticisms, and challenges that emerge from the utilization of this approach. Special attention is given to how CES intersects with existing efforts in the field of family, school and community partnerships.

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Ghaith, Souad Mansour, Suhaila Mahmood Banat, Ghada Esmail Hamad, and Ghaleb Salman Albadareen. "Jordanian School Counselor Involvement in School-Family-Community Partnerships." International Journal for the Advancement of Counselling 34, no. 4 (July 8, 2012): 307–19. http://dx.doi.org/10.1007/s10447-012-9159-3.

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16

Fiore, Douglas J. "School, Family, and Community Partnerships: Preparing Educators and Improving Schools." NASSP Bulletin 85, no. 627 (October 2001): 85–87. http://dx.doi.org/10.1177/019263650108562710.

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Sanders, Mavis G. "Improving School, Family, and Community Partnerships in Urban Middle Schools." Middle School Journal 31, no. 2 (November 1999): 35–41. http://dx.doi.org/10.1080/00940771.1999.11494616.

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18

Sanders, Mavis G. "Sustaining Programs of School, Family, and Community Partnerships." Educational Policy 26, no. 6 (June 28, 2012): 845–69. http://dx.doi.org/10.1177/0895904811417591.

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19

Griffin, Dana, Joseph M. Williams, and Julia Bryan. "School–Family–Community Partnerships for Educational Success and Equity for Black Male Students." Professional School Counseling 25, no. 1_part_4 (January 1, 2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040036.

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Throughout the past decade, scholars have argued that the persistent achievement gap between Black male students and their White peers is a result of unequal and inadequate educational opportunities instead of inherent differences in their capability or character. School counselors can help support Black males by using equity-focused school–family–community partnerships that provide a strong network of support, resources, and increased educational opportunities—all of which contribute to positive academic outcomes and help eliminate barriers caused by systemic racism. In this article, we apply a step-by-step partnership process model to a case in which a school counselor used partnerships to advocate for Black students facing racism and educational inequities in a school district.

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Griffin, Dana, and Sam Steen. "School-Family-Community Partnerships: Applying Epstein's Theory of the Six Types of Involvement to School Counselor Practice." Professional School Counseling 13, no. 4 (April 2010): 2156759X1001300. http://dx.doi.org/10.1177/2156759x1001300402.

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This article investigates school counselor involvement in partnerships using Epstein's six types of school-family-community involvement interactions (i.e., parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community). Findings show more involvement in parenting and collaborating with the community interactions and reveal a new partnership interaction practiced by school counselors. Recommendations for school counselors and areas for future research are discussed.

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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): 149–56. http://dx.doi.org/10.5330/psc.n.2010-12.149.

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22

Anderson-Butcher, Dawn, Samantha Bates, Hal A. Lawson, Tasha M. Childs, and Aidyn L. Iachini. "The Community Collaboration Model for School Improvement: A Scoping Review." Education Sciences 12, no. 12 (December 14, 2022): 918. http://dx.doi.org/10.3390/educsci12120918.

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Schools worldwide are developing innovative models in response to, and in anticipation of, societal changes. Aiming to address non-academic barriers to learning, while capitalizing on out-of-school time, some school and community leaders have prioritized family and community partnerships, especially in the United States (U.S.). The Community Collaboration Model (CCM) is one such U.S. partnership-oriented model of expanded school improvement. In contrast to some partnership-oriented models, the CCM prioritizes improvements in classrooms and communities, aiming to support students, assist teachers, and improve relationships beyond the typical school day. This scoping review examines 14 peer-reviewed articles which describe CCM-centered innovations and documented outcomes. Barriers and facilitators associated with CCM adoption and implementation in diverse U.S. school and community settings also are explored. CCM’s contributions to important student and school outcomes (e.g., increased access to mental health services, improved school climate, decreased discipline referrals) are documented in this scoping review. Some researchers have also described implementation-related facilitators (e.g., partnerships with universities) and barriers (e.g., initial resistance by educators) that influence the utility of the model in practice. Drawing on prior research, the authors discuss findings and implications for future research, educational policy, and practice.

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Sanders, Mavis G. "School--Family--Community Partnerships Focused on School Safety: The Baltimore Example." Journal of Negro Education 65, no. 3 (1996): 369. http://dx.doi.org/10.2307/2967352.

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Bryan, Julia, and Cheryl Holcomb-McCoy. "An Examination of School Counselor Involvement in School- Family-Community Partnerships." Professional School Counseling 10, no. 5 (June 2007): 441–54. http://dx.doi.org/10.5330/prsc.10.5.f266j386342r57g6.

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Epstein, Joyce L. "School, family, and community partnerships in teachers’ professional work." Journal of Education for Teaching 44, no. 3 (April 23, 2018): 397–406. http://dx.doi.org/10.1080/02607476.2018.1465669.

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Epstein, Joyce L. "Improving School-Family-Community Partnerships in the Middle Grades." Middle School Journal 28, no. 2 (November 1996): 43–48. http://dx.doi.org/10.1080/00940771.1996.11494440.

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27

Sheldon, Steven B. "Improving Student Attendance With School, Family, and Community Partnerships." Journal of Educational Research 100, no. 5 (January 2007): 267–75. http://dx.doi.org/10.3200/joer.100.5.267-275.

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Mitchell, Natasha A., and Julia A. Bryan. "School-Family-Community Partnerships: Strategies for School Counselors Working with Caribbean Immigrant Families." Professional School Counseling 10, no. 4 (April 2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000413.

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Caribbean immigrant students, who represent one of the largest subgroups in the Black population in the United States, are experiencing negative educational outcomes that are related to poor academic achievement and high dropout rates. These academic problems have been partially connected to the negative experiences Caribbean students and their families have within schools, particularly poor interactions with school personnel (Albertini, 2004; Fine et al., 2004). This article discusses the cultural values, historical experiences, and socio-political issues of Caribbean immigrants as a foundation for understanding appropriate school counseling interventions in working with this population. Specifically, the use of school-family-community partnerships to encourage positive interactions among Caribbean students, their families, and school personnel is discussed as a means to promote high academic achievement for Caribbean immigrant students. Specific strategies for counselors working with Caribbean immigrants within the context of such partnerships are provided.

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29

Elliott-Johns, Susan E., Ron Wideman, Glenda L. Black, Maria Cantalini-Williams, and Jenny Guibert. "Developing Multi-Agency Partnerships for Early Learning: Seven Keys to Success." LEARNing Landscapes 7, no. 1 (July 1, 2013): 149–69. http://dx.doi.org/10.36510/learnland.v7i1.635.

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The ongoing emphasis on early years education in Ontario provided a rich context for this research project, commissioned by The Learning Partnership (TLP), to evaluate a new provincial project called FACES (Family and Community Engagement Strategy). This initiative seeks to extend and enhance community-based, multi-agency partnerships that support young children and their families in successful transitions to school. Interview data from individuals and focus groups suggest re-thinking early childhood education practices to include innovative multi-agency, community-based partnerships. "Seven Keys to Success" in building multi-agency partnerships emerged from the data providing direction for educators and policy makers.

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Henry, Lynette M., and Julia Bryan. "How the Educator–Counselor–Leader–Collaborator Creates Asset-Rich Schools: A Qualitative Study of a School–Family–Community Partnership." Professional School Counseling 24, no. 1_part_3 (January 2021): 2156759X2110119. http://dx.doi.org/10.1177/2156759x211011907.

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This article discusses school counselors’ multifaceted role as educator–counselor–leader–collaborator, inextricably linked roles so necessary to build strengths-based school–family–community partnerships. We examined the effects of one such partnership on 20 elementary school students, using photo elicitation and interviews to explore students’ satisfactions and experiences about the Just Love partnership. Thematic analysis of the data revealed six categories: (a) perceptions of Just Love, (b) positive feelings, (c) positive relationships and connectedness, (d) classroom and school climate, (e) experiences, and (f) support and resources. Each category comprised themes aligned with protective factors and developmental assets that help students thrive.

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Lindsay, Anne. "Book Review: School, Family, and Community Partnerships: Preparing Educators and Improving Schools." Journal of Experiential Education 25, no. 1 (March 2002): 255. http://dx.doi.org/10.1177/105382590202500110.

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32

Epstein, Joyce L., and Frances L. Van Voorhis. "School Counselors’ Roles in Developing Partnerships with Families and Communities for Student Success." Professional School Counseling 14, no. 1 (October 2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400102.

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This article discusses a theoretical perspective, research results, and practical examples that support new roles for school counselors in strengthening school programs of family and community involvement. A modest proposal is offered for school counselors to spend 20% of their time on strengthening teamwork for partnerships by working with other educators, parents, and community partners to plan, implement, and evaluate goal-linked partnership programs for their schools. This investment of school counselors’ time and talent should improve the quality of outreach and involvement activities, the number of parents who remain knowledgeable partners in their children's education across the grades, and results for students. The new direction also should reduce the number of students with serious academic and behavioral problems that school counselors presently try to solve alone.

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33

Hall, Martin T., and Gerald Wurf. "Strengthening School–Family Collaboration: An Evaluation of the Family Referral Service in Four Australian Schools." Australian Journal of Education 62, no. 1 (February 20, 2018): 21–35. http://dx.doi.org/10.1177/0004944118758738.

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This study evaluates the capacity of a school-based family referral service to support school personnel in connecting at-risk students with appropriate community agencies. Through a partnership between New South Wales government departments and a not-for-profit counselling organisation, the family referral service was piloted at four regional, government schools. In phase 1 of the mixed methods evaluation, 135 students completed an online version of the Student Engagement Instrument. In phase 2, 32 primary and secondary teachers participated in four focus groups. Four principals and 19 key stakeholders participated in individual, semi-structured interviews. Findings showed the service increased the schools’ capacity to manage students who were at risk of underachievement and poorer educational outcomes and reduced the workload of principals and teachers. While high Student Engagement Instrument subscale scores were obtained for extrinsic motivation and relationships with teachers, family support for learning received the lowest scores. Recommendations for the wider promotion of school–family partnerships focussing on locating flexible, family referral services within schools are discussed.

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Paik, Susan J., Shirlie Mae Mamaril Choe, Charlina Gozali, Christine W. Kang, and Anais Janoyan. "School-family-community partnerships: supporting snderserved students in the U.S." Aula Abierta 48, no. 1 (February 1, 2019): 43. http://dx.doi.org/10.17811/rifie.48.1.2019.43-50.

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Epstein, Joyce L. "School/Family/Community Partnerships: Caring for the Children We Share." Phi Delta Kappan 92, no. 3 (November 2010): 81–96. http://dx.doi.org/10.1177/003172171009200326.

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McBride, Brent A., Ji-Hi Bae, and Kristina Blatchford. "Family-School-Community Partnerships in Rural Prek At-Risk Programs." Journal of Early Childhood Research 1, no. 1 (May 1, 2003): 49–72. http://dx.doi.org/10.1177/1476718x03001001004.

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McBride, Brent A., Ji-Hi Bae, and Kristina Blatchford. "Family–School–Community Partnerships in Rural PreK At-Risk Programs." Journal of Early Childhood Research 1, no. 1 (May 2003): 49–72. http://dx.doi.org/10.1177/1476718x030011003.

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38

Frederico, Margarita, and Mary Whiteside. "Building School, Family, and Community Partnerships: Developing a Theoretical Framework." Australian Social Work 69, no. 1 (August 18, 2015): 51–66. http://dx.doi.org/10.1080/0312407x.2015.1042488.

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Finn-Stevenson, Matia. "Family, school, and community partnerships: Practical strategies for afterschool programs." New Directions for Youth Development 2014, no. 144 (December 2014): 89–103. http://dx.doi.org/10.1002/yd.20115.

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40

Blitz, Lisa V., Denise Yull, Martha G. Solá, and John E. Jones. "Teaching Macro Social Work through Experiential Learning: Student Reflections on Lessons Learned in Building School-Community Partnerships." Advances in Social Work 17, no. 2 (January 30, 2017): 254–72. http://dx.doi.org/10.18060/18978.

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A faculty-led experiential learning project was implemented with Master of Social Work students at their field placement sites to teach macro practice skills and research methods. As part of a grant-funded school-university partnership, MSW students were placed in school social work field placements, where their practice focused on individual and small group interventions with youth. Ten MSW students participated in asset-based collective family engagement in diverse, low-income communities, using community organizing skills and community-based participatory research methods. To examine student learning, a pilot study gathered narrative data from seven of the students and three supervisors. MSW students’ learning from the project is discussed in the context of CSWE’s 2015 EPAS competencies. Participation in the experiential/service-learning project supported the ability of the MSW students to build a sense of themselves as professionals bringing value to the community, enhanced their understanding of cultural diversity and family engagement, and provided context for vulnerable students’ struggles in school and the families’ difficulties with school engagement. This project illustrates the potential of school-university partnerships involving MSW field students to help bridge the gaps in school-family partnerships, particularly in diverse and low-income communities, and highlights areas where different teaching methods can be used to reinforce competencies learned.

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Thai, Thanh Van, Hien Ngoc Nguyen, An Nhu Nguyen, Thu Hung Phan, Hung Van Bui, and Hanh Thu Thi Nguyen. "Developing an Integrated Model to Early Childhood Education and Care in Vietnam: Perspectives of Early Childhood Educators." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 58–65. http://dx.doi.org/10.9756/int-jecse/v13i2.211040.

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The partnership between school, family and community for the development and care of children has been interested in research by many scientists. This study aims to investigate Vietnamese early childhood educators’ perspectives on an integrated model to early childhood education and care in Vietnam. A self-assessment tool with 5 standards and 15 criteria was administered to 420 teachers working in 30 kindergartens across 6 provinces of Vietnam. The self-assessment tool considered 5 areas of the school, family and community partnerships, including: planning and building childcare education environments; connecting and sharing information between the school, family and the community in child care and education; coordinating in individual child education; making decisions about policies related to child care and education; and evaluating child development. Through average score analysis, the results show that early childhood educators in Vietnam stressed the significance of school, family and community involvement in early childhood education and care.

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42

Ishimaru, Ann M., Aditi Rajendran, Charlene Montaño Nolan, and Megan Bang. "Community Design Circles: Co-designing Justice and Wellbeing in Family-Community-Research Partnerships." Journal of Family Diversity in Education 3, no. 2 (December 10, 2018): 38–63. http://dx.doi.org/10.53956/jfde.2018.133.

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Researchers and practitioners of family engagement have long called for a move beyond conventional deficit-based family-school partnerships. In response, a burgeoning movement in the field has sought to identify and enact new forms of collaboration with nondominant families and communities, in terms of both change-making andthe process of research itself. In this article, we bridge the fields of family engagement and design-based research to conceptualize and illustrate a solidarity-driven process of partnership we undertook with families and communities of color, educators, and other researchers towards community-defined wellbeing and education justice. We offer community design circles as a methodological evolution aimed at reclaiming the central agentic role of families and communities of color in transforming educational research and practice. We illustrate three co-design dimensions with vignettes from a national-level participatory design research project called the Family Leadership Design Collaborative: 1) building from and with families’ and communities’ definitions of wellbeing and justice; 2) disrupting normative, asymmetrical dynamics; and 3) building capacity for social dreaming and changemaking.

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Mitchell, Natasha, and Julia Bryan. "School-Family-Community Partnerships: Strategies for School Counselors Working with Caribbean Immigrant Families." Professional School Counseling 10, no. 4 (April 2007): 399–409. http://dx.doi.org/10.5330/prsc.10.4.m30u883238642703.

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Epstein, Joyce L., and Steven B. Sheldon. "The importance of evaluating programs of school, family and community partnerships." Aula Abierta 48, no. 1 (February 1, 2019): 31. http://dx.doi.org/10.17811/rifie.48.1.2019.31-42.

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Hampden‐Thompson, Gillian. "International perspectives on student outcomes and homework: family–school–community partnerships." Research Papers in Education 26, no. 1 (March 2011): 129–31. http://dx.doi.org/10.1080/02671522.2010.517059.

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Epstein, Joyce L., and Mavis G. Sanders. "Prospects for Change: Preparing Educators for School, Family, and Community Partnerships." Peabody Journal of Education 81, no. 2 (April 2006): 81–120. http://dx.doi.org/10.1207/s15327930pje8102_5.

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Epstein, Joyce L., and Mavis G. Sanders. "What We Learn from International Studies of School-Family-Community Partnerships." Childhood Education 74, no. 6 (September 1998): 392–94. http://dx.doi.org/10.1080/00094056.1998.10521158.

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Bryan, Julia, and Lynette Henry. "A Model for Building School-Family-Community Partnerships: Principles and Process." Journal of Counseling & Development 90, no. 4 (September 12, 2012): 408–20. http://dx.doi.org/10.1002/j.1556-6676.2012.00052.x.

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Anderson, Jeffrey Alvin, Rama Cousik, and Mary Jo Dare. "Taking Responsibility: Supporting Schools to Support Children in Foster Care and State Custody." Journal of Family Diversity in Education 2, no. 2 (December 5, 2016): 82–99. http://dx.doi.org/10.53956/jfde.2016.89.

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For public schools that serve large percentages of young people who are at risk for school failure, the ability to fully engage families is widely considered a best practice. Recent research in the area of family-school partnerships indicates that increased family engagement has been associated with improvements in school outcomes such as academic performance. Although the term family is conceptually universal, its concise definition can be elusive because of the many meanings the word can connote. This paper examines conceptions of family for children who are in foster care. Additionally, suggestions are provided for community agencies and schools to work together to better support this population of young people. For a variety of reasons, children may be living away from their biological parents, in short or long-term living arrangements. During a given school year, children may live in one or more foster homes or residential facilities. The ability of schools to adequately support these students appears to be associated with educators’ willingness to work closely with both children who are in foster care and their service teams. We argue that comprehensive approaches for supporting these young people to succeed educationally requires effective interagency collaboration among schools and the community-based agencies that serve children and families. Partnerships such as those found in Full Service Community Schools and systems of care are described as possible methods for implementing interagency collaboration in schools.

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Song, Hyojune, and Seung-Hwan Ham. "Which Schools Develop Stronger School-Family-Community Partnerships? Importance of Culturally Responsive Principal Leadership." Jounal of Cultural Exchange 10, no. 3 (May 30, 2021): 135–53. http://dx.doi.org/10.30974/kaice.2021.10.3.6.

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