Abstract
The purpose of this article is to explore the construct of congruence, particularly with regard to school–family collaboration and partnerships. An in-depth review of the empirical and theoretical literature supporting a shift in focus from encouraging family involvement to creating effective school–family partnerships is presented, followed by an investigation into the construct of congruence and the methodological challenges it presents. The authors define congruence, discuss its role in creating and maintaining effective school–family partnerships, and critically review common approaches to measuring congruence and similar constructs. The implications for researchers and practitioners are discussed.
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