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1.
School psychologists are encouraged to establish family–school partnerships with culturally and linguistically diverse families across the spectrum of child development. Partnerships and collaborations have been described in prior literature as bidirectional, nonhierarchical relationships between families and schools, expanding on the more traditional but limited concept of unidirectional parent involvement in school. This qualitative study describes five specialist‐level school psychology interns’ experiences facilitating family–school partnerships with culturally diverse families during their internship year. Findings focus on defining and identifying characteristics of family–school partnerships from interns’ recollections of their lived experiences. Five salient elements characterized the practical experience of a partnership: requisite situations for partnering, stakeholder involvement, intern's actions, intern's emotional responses, and the outcome or quality of the family–school partnership. These findings have implications for the training of school psychologists and the ways that family–school interactions are conceptualized both in training programs and in school settings.  相似文献   

2.
The United Nations Convention on the Rights of the Child celebrates its 25th anniversary in 2014 as the premier international human rights treaty focused on childhood rights and protections. In this article, we briefly review the 41 substantive principles embodied in the 54 Articles of the Convention and stress the need for educators, and specifically school psychologists, to work in concert with families to promote these premises through effective collaborative partnerships. Finally, we review examples of how the themes and positive ideology of the Convention can be enhanced through family–school collaboration infused into schooling practices within a multitiered service delivery framework to meet the learning and development best interests of the child.  相似文献   

3.
Parent involvement in family–school partnerships is widely acknowledged as supporting children's schooling outcomes. This involvement, however, reduces as children move through the school grades, and can be lower in families from disadvantaged backgrounds. Teacher facilitation of parent involvement, or teacher outreach, is strongly linked to the establishment and maintenance of parental involvement in these partnerships. An understanding of teacher outreach is therefore necessary to inform the development of effective outreach practice in schools. Drawing on longitudinal data from a nationally representative sample, this research investigated parents' experiences of teacher outreach in the early years of formal schooling. Overall, perceived teacher outreach declined between Year 1 and Year 3. Families from low socio-economic backgrounds reported similar experiences of teacher outreach as families from other backgrounds. Families from Aboriginal and Torres Strait Islander backgrounds experienced lower levels of teacher outreach in both Year 1 and Year 3, and a greater reduction than other families between these years. Families from culturally and linguistically diverse backgrounds experienced lower levels of outreach in Year 1, but a similar level to parents from other backgrounds in Year 3. The implications of these findings for family–school partnership practice, professional learning and further research are considered.  相似文献   

4.
This paper begins from the premise that school–business partnerships are part of marketization and privatization trends within education and the broader public sphere in several western industrialized countries. In contrast to a dominant construction of partnerships as necessary, benevolent, and unproblematic, I consider the idea that they represent a potential threat to democratic participation. I do this through a case analysis of a partnership between a high school and corporation in Alberta, Canada that was dissolved in 1996. Through interviews, I reconstruct some of the events leading to the dissolution and provide insights into the social processes that are revealed in the case. I conclude by arguing that while the case highlights the problematic aspects of this particular partnership, it also raises more general questions about the goal congruence of private and public institutions and about the implications of such generally lop-sided relationships for schools as public institutions.  相似文献   

5.
School–community partnerships have shown promise as an educational reform effort. In these partnerships, schools expand their traditional educational mission to include health and social services for children and families and to involve the broader community. Such partnerships have been found to enhance student learning, strengthen schools and support struggling neighbourhoods. Little is known, however, about the implications for school and community leadership in different types of partnerships. A previous review of the literature indicated four basic types of partnership, each with a different scope and purpose and different implications for leadership. Informed by interagency, leadership and social capital theories, this article describes the leadership practices that support each model and the dilemmas these partnership leaders face. The overall goal of the article is to deepen understanding of leadership in these models in order to strengthen the conditions for school–community partnership success.  相似文献   

6.
In this study, opportunities and challenges in parent–school partnerships in special needs schools were explored as the researchers’ noted that parents were usually reluctant to participate in curricular planning, learning support provisioning and the development of Individual Education Support Plans. Three focus group interviews were conducted with parents and data were analysed for recurrent themes within an interpretive framework. The challenges identified were related to family emotional stability, socio-economic constraints and the stigma of attending a special educational needs (SEN) school. Since parents’ experience trauma when placing their children in a SEN school, they turn towards the school for emotional support and guidance. However, parents felt disconnected from the school by inadequate teacher knowledge of family circumstances, insufficient opportunities for interaction amongst families and limited school communication to parents. These challenges led to misconceptions by parents and subsequent marginalizing of many families from the school, which further exacerbated their child’s learning problems. These challenges provided opportunities for SEN schools to develop guidelines for improving parent school partnerships.  相似文献   

7.
This article focuses on a multicultural, low socioeconomic, intermediate school that over the 4 years of this longitudinal, qualitative, case study made substantial positive shifts in developing a more effective learning environment and improving students' reading achievement. The study found that the factors appearing to have the most influence on this improvement were: effective and collaborative school leadership; ongoing school‐wide professional development on teaching reading led by an externally appointed literacy expert; the appointment, within the school, of a literacy leader charged with supporting this development; assessment data being used to inform teaching and a school‐wide action plan directed at literacy improvement; the implementation of reading programmes that were regular, focused and sustained; the school leadership proactively ensuring school‐wide support for management of appropriate student behaviour; the fostering of home–school partnerships; and ongoing external reviews of school effectiveness.  相似文献   

8.
重叠影响理论认为,家庭、学校和社区这三个背景对学生以及三者之间的关系发生了重叠影响,这种影响有助于学生在学校里和未来的生活中取得成功。从布迪厄的社会学理论视角来看,基于重叠影响视域的课程实施具有可能性,因为家庭的文化资本是影响学生成长的重要因素,社区是蕴含着丰富社会资本的场域。重叠影响视域下课程实施的基本路径是:成立学校、家庭和社区伙伴关系行动小组;创建家庭式学校和学校式家庭;建立社区学校。  相似文献   

9.
This paper first reviews the literature on school-university partnerships to evaluate and describe challenges and paradigms of Japanese approaches to school-university partnerships in theory and practice. Secondly, it clarifies the role of three-year school-university partnership between the Nagoya University and the Tokai City Board of Education in the central Japan for creating an effective environment in schools for teachers to learn from each other and for developing more learning-centered education that focuses on the real needs of students. From this study it can be claimed that more effective relationships between Japanese school teachers and university researchers can be established through developing collaborative a school-based research framework especially through the process of jugyou kenkyuu (lesson study).  相似文献   

10.
Abstract

This article discusses the contributions of the international studies in this special issue and presents a few emerging topics on school, family, and community partnerships. The studies in Part I confirm that, across countries, future teachers are inadequately prepared to conduct effective partnership programmes with all students’ families. Part II reports the results of interventions that provide future teachers with opportunities to practice the kinds of communications with parents that they will use as new teachers. In my and colleagues’ studies, several topics of family and community engagement have emerged that will extend and enrich college courses for future teachers and school leaders. These include a redefinition of the ‘professional’ teacher; understanding partnerships as a component of good school organisation; the importance of goal-linked family and community engagement for student success in school; the role of the community in partnership programmes; and the connections of preservice and inservice education for preparing and sustaining productive connections of home, school, and community.  相似文献   

11.
The increased interest in parent involvement as a strategy for school reform stems from two bodies of parent involvement research. One set of studies examined family learning environments; the other investigated the impact on student learning of school‐initiated parent involvement programs. This article reviews these two bodies of research, which have influenced current discussions about home‐school partnerships, shows the relationship between practices of successful home‐learning environments and effective schools research, and uses this relationship to propose a typology of home‐school‐community partnership roles and activities. When the research on effective family practices is combined with effective schools research and placed within a typology of partnership roles, schools have a framework for examining current parent involvement practices and exploring strategies that will enhance student learning both at home and at school.

  相似文献   

12.
School improvement models are expanding to incorporate priorities around positive youth development, safe and supportive school climates, school mental health, and school–family community partnerships. A partnership was formed between researchers and district/school leaders to examine the 3-year adoption and implementation of 1 such exemplary model, the Ohio Community Collaboration Model for School Improvement, in a Midwest urban district serving a large number of students at-risk. Researchers and district/school leaders examined what types of system-level capacities developed, and explored student- and school-level outcomes that occurred over the course of implementation. Multiple innovations resulted, such as strengthened policies, improved partnerships and collaborations, and enhanced funding streams. Students' perceptions of academic press, school climate, and academic motivation improved over the 3 years. Academic report cards show progress toward districtwide improvement. Implications are drawn for researchers and school leaders, especially in relation to the design, implementation, and evaluation of collaborative models of school improvement.  相似文献   

13.
Much of the current guidance on managed moves focuses on the benefits of the ‘fresh start’ provided. This paper describes an appreciative inquiry to explore how schools in one local authority create a sense of belonging to facilitate a fresh start for pupils involved in a managed move to a new school. Six deputy head teachers with pastoral responsibility took part in a focus group using an appreciative inquiry (Ai) 4-D cycle. The discovery, dream and design phases sought to build on the current practice and identify the improvements to practice. Thematic analysis of the data identified many aspects of belonging, which are in line with those identified in the literature such as creating a school identity, developing partnerships and specific activities such as inter-form competitions and family assemblies. Generating school identity and home-school-pupil partnerships were also identified in relation to managed moves. In the destiny stage, themes were fed back and discussed with a wider Deputy Head Group and Good Practice Guidance to facilitate the successful transition to a new school for pupils involved in a managed move that was produced and circulated across the LA. The importance of empathising with the potential challenges of changing school and forming and maintaining new relationships for pupils engaging in a managed move is highlighted and the Good Practice Guidance illustrates how transition, induction and ongoing support plans can take this into account.  相似文献   

14.
By examining the various meanings of the term parent involvement and the changing conditions of family life for poor and minority youth, it is argued that urban schools must join with parents to help make the education of students as effective as possible. The potential for creating partnerships which involve a wide range of community resources is discussed.This article is reprinted in part from ERIC/CUE Trends and Issues Series, Number 8, December 1987.  相似文献   

15.
This article presents and discusses the findings of a study which focused on student teachers’ evaluation of their practice teaching in the context of a university–school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the contribution of the major curricular components of the partnership for student teachers’ experience of learning to teach, as evaluated by the student teachers themselves. The questionnaire was delivered to 119 student teachers placed in 9 selected school–university partnerships. The findings of the study underscore the added value of supporting different kinds of mentoring frameworks within university–school partnerships. The international significance of the study is discussed with a focus on implications for emergent tensions, dilemmas and connections between local and global forms of university–school partnerships.  相似文献   

16.
This study investigated the learning experiences, outcomes, and perceptions of graduate students in a collaboration and consultation course focusing on parent-professional partnerships. The course was designed as a teacher preparation model that envisions teachers, school psychologists, and families learning together to build effective partnerships to better student outcomes. Nineteen graduate students seeking a degree in special education or school psychology were provided multiple opportunities to engage in experiences with parents of children with disabilities, including having parents embedded in the course for the entire semester. Data were collected utilizing multiple methods and included a family/professional partnership survey and focus group discussions conducted both pre- and post-course, as well as a Learning Objectives and Activities Survey. Analyses of qualitative and quantitative data indicate a change in students' knowledge, beliefs, dispositions, and experiences of parent-professional partnerships.  相似文献   

17.
Interprofessional educational partnerships can include a diverse group of helping professionals involved in consultation at both the school and community levels. Central to these partnerships should be school counsellors; this systematic review sought to understand the dynamics of these partnerships using the PRISMA framework. The review found that the role school counsellors can play on these teams varies from leader to convener but the specificity in terms of outcomes was missing. Noteworthy is the number of conceptual pieces, which is interpreted as researchers developing models that need additional testing. Future research should put the conceptual models available to directional testing; authors should include more information about the team’s development and each person’s role; and more attention should be paid to the outcomes of these team-based approaches.  相似文献   

18.
Universities and schools have a long history of partnering with one another to achieve a range of educational goals in America's schools. For many years, the needs of the universities were the primary impetus for partnership. Universities needed practicum sites for student teachers and other educational professionals, as well as participants for the research of university social science faculty. In more recent years, the balance has begun to shift dramatically so that the needs of schools are increasingly driving the formation of school–university partnerships. This article briefly describes the recent history, development, and major foci of school–university partnerships. After identifying a relatively neglected area of school–university partnerships, the article describes an existing partnership that addresses this area in order to illustrate the potential and opportunities for partnership. Finally, this article closes with a discussion of the challenges and potential benefits of school–university partnerships.  相似文献   

19.
Recent advances in treatment modalities and the manner in which services are organized have made it possible to serve children with severe emotional or behavioral disorders (EBD) in a more responsive and less restrictive manner. Current approaches rely on collaboration among child‐serving agencies as well as between parents and service providers. In this article, we explore the role of schools in collaborative efforts on behalf of children with EBD. The demands on school personnel in local school districts are examined, the elements required for effective collaboration are articulated, and an exemplary model of comprehensive collaboration is described. Impediments to effective collaboration are summarized, and suggestions for how to create and sustain reliable partnerships are offered at the level of individual provider and child‐serving organization. Attention is given to contextual factors, such as financing and organizational structure, and also to programmatic issues. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 419–428, 2006.  相似文献   

20.
构建校本课程开发共同体是校本课程开发的理论品性和实践操作的共同诉求,其目的是为了形成校本课程开发集体审议和决策的长效机制。它实质上是一个主体间民主决策、视界融合的课程开发集体审议协作组织,具有主体间性的属性。在校本课程开发中协调中小学内部的力量、加强家(社区)校合作和建立大学与中小学的伙伴合作关系是构建校本课程开发共同体长效机制的有效路径。  相似文献   

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