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Family-school partnerships in context
This volume focuses on context considerations in family-school partnership research. The book examines how cultural diversity, including differences in parenting (e.g., race, education, family history) and diverse school variables (e.g., location, population, organization,) can affect family-school partnerships. Its bioecological perspective pinpoints critical areas that studies need to address for real-world utility, such as parental commitment and developmental considerations. Although the book's focus is research, chapters present program designs and evaluations along with ideas for community involvement and policy. The authors also explore the changing landscape for home-school partnerships resulting from the impact of technology, which is rapidly becoming a central player in organizing research and bringing interventions to life. Topics covered include: Complexities in field-based partnership research. Family-centered, school-based interventions. A district leadership approach to school, family, and community partnerships. Research issues to forward a policy agenda supporting family-school partnerships. Testing statistical moderation in research on home-school partnerships. Integrating current and evolving knowledge toward future directions for research. Contexts of Family-School Partnerships is a valuable resource for researchers, professionals, and graduate students in child and school psychology, educational policy and politics, family studies, developmental psychology, sociology of education, sociology, and anthropology.
Book
Factors affecting the development of school and Indigenous community engagement : A systematic review
School systems and Aboriginal and Torres Strait Islanders have long acknowledged the levels of social, cultural and epistemic conflict that has historically existed between teachers and schools, and Aboriginal students, families and
their local communities. This relationship is both symptomatic and causal of the broader and highly complex field of issues and policies found to underpin the fraught histories existing between many Aboriginal communities and schools.
This systematic review of the research literature reports on findings and insights into the everyday environments of these interactions and the possibilities of Aboriginal communities being able to affect the establishment of genuine and
productive interactions with schools. The review looks to focus on those factors seen to either enable or act as barriers to this process, and comment on their impact on Aboriginal communities, their students and schools' capacity for
purposeful engagement. [Author abstract]
Journal Article
Creating engagement between schools and their communities
Creating Engagement between Schools and their Communities: Lessons from Educational Leaders addresses how educational leaders have made efforts to reconnect their schools to their communities and the varied goals they achieved.
eBook
The Cambridge handbook of service learning and community engagement
This volume is for administrators, staff, faculty, and students who are interested in service learning, community engagement, and ways in which engaged teaching and scholarship can effect social change. Community organisations and non-profits will also benefit from thinking about ways they can partner with educational institutions to create local change.
Book
Community-Based Global Learning
International education, service-learning, and community-based global learning programs are robust with potential. They can positively impact communities, grow civil society networks, and have transformative effects for students who become more globally aware and more engaged in global civil society - at home and abroad. Yet such programs are also packed with peril. Clear evidence indicates that poor forms of such programming have negative impacts on vulnerable persons, including medical patients and children, while cementing stereotypes and reinforcing patterns of privilege and exclusion. These dangers can be mitigated, however, through collaborative planning, design, and evaluation that advances mutually beneficial community partnerships, critically reflective practice, thoughtful facilitation, and creative use of resources. Drawing on research and insights from several academic disciplines and community partner perspectives, along with the authors' decades of applied, community-based development and education experience, they present a model of community-based global learning that clearly espouses an equitable balance between learning methodology and a community development philosophy.Emphasizing the key drivers of community-driven learning and service, cultural humility and exchange, seeking global citizenship, continuous and diverse forms of critically reflective practice, and ongoing attention to power and privilege, this book constitutes a guide to course or program design that takes into account the unpredictable and dynamic character of domestic and international community-based global learning experiences, the varying characteristics of destination communities, and a framework through which to integrate any discipline or collaborative project. Readers will appreciate the numerous toolboxes and reflective exercises to help them think through the creation of independent programming or courses that support targeted learning and community-driven development
eBook
Beyond the School Gates
This book, for the first time ever, critically examines the role of full service and extended schools. The authors draw on their extensive international evaluations of this radical new phenomenon to ask:
What do extended or full service schools hope to achieve, and why should services based on schools be any more effective than services operating from other community bases?
What pattern of services and activities is most effective?
What does extended schooling mean for children and families who are not highly disadvantaged, or for schools outside the most disadvantaged areas?
How can schools lead extended services at the same time as doing their 'day job' of teaching children?
Why should schools be concerned with family and community issues?
Beyond the advocacy of 'extended provision', what real evidence is there that schools of this kind make a difference, and how can school leaders evaluate the impact of their work?
This book will be of interest to anyone involved in extended and full service school provision, as a practitioner, policy-maker, or researcher.
eBook
Many Pathways to Literacy
This unique and visionary text is a compilation of fascinating studies conducted in a variety of cross-cultural settings where children learn language and literacy with siblings, grandparents, peers and community members. Focusing on the knowledge and skills of children often invisible to educators, these illuminating studies highlight how children skilfully draw from their varied cultural and linguistic worlds to make sense of new experiences.
The vastly experienced team of contributors provide powerful demonstrations of the generative activity of young children and their mediating partners - family members, peers, and community members - as they syncretise languages, literacies and cultural practices from varied contexts.
Through studies grounded in home, school, community school, nursery and church settings, we see how children create for themselves radical forms of teaching and learning in ways that are not typically recognised, understood or valued in schools.
This book will be invaluable reading for teachers, teacher educators, researchers and policy-makers who seek to understand the many pathways to literacy and use that knowledge to affect real change in schools.
eBook