Family School Partnerships Research Articles

Preparation for family-school partnerships within initial teacher education programmes in England

The few studies conducted in Europe to date suggest that little attention is paid to pre-service teacher preparation for family-school partnerships (FSP) and that many teachers feel unprepared for such work. In England there has been little research in this area but a government review of best practice in parental involvement with schools concluded that ‘(t)eachers often lack the confidence and knowledge to work with parents …’. Given the apparent discrepancy between the need for teachers to be more knowledgeable about FSP and the lack of opportunity within initial teacher education (ITE) programmes to address the issues, we carried out a national survey of ITE providers in England in order to ascertain what provision is currently on offer. Our findings indicate that while there is overall recognition of the value of preparing trainee teachers to become confident and knowledgeable about home-school partnerships, ITE providers feel constrained by the lack of time available to them to explore this area in greater detail. The article concludes by discussing some of the challenges of both planning and delivering effective FSP provision within the ITE curriculum and how this might relate to future professional learning.

Leading an examination of beliefs and assumptions about parents

ABSTRACTA body of literature on parent engagement has emerged over the past five decades (Mapp, K. 2013. Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships. Washington, DC: Southwest Educational Development Laboratory). Regardless of this extensive research evidence and its promise for improved student outcomes, there are only ‘random acts of parent engagement’ (Weiss, H. B., Lopez, E. L. and Rosenberg, H. 2010. Beyond Random Acts: Family, School, and Community Engagement as an Integral Part of Education Reform. Boston, MA: Harvard Family Research Project) occurring in schools across the globe. Why has the systematic engagement of parents not become integral to all schools? We believe an underemphasised and critical piece in the work to engage parents is leadership to facilitate school staffs’ deep and honest examination of their beliefs about parents, and the place and voice of parents in teaching and learning.

Strengthening School–Family Collaboration: An Evaluation of the Family Referral Service in Four Australian Schools

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.

Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder

ABSTRACTLittle research examines the best ways to improve communication between parents and teachers of children with autism spectrum disorder (ASD) and its effect on child outcomes. The present study tests an innovative parent-teacher consultation model, entitled Partners in School. The goal of Partners in School is to improve parent-teacher communication about evidence-based practices (EBPs) and, subsequently, outcomes for children with ASD. Participants were 26 teachers and 49 parents of children with ASD from a large urban public school district. Parents and teachers completed measures of their communication and child outcomes prior to and after receiving consultation through Partners in School. Results indicated that parents and teachers perceived improvements in child outcomes after participation in Partners in School. Changes in parent-teacher communication also were associated with changes in some child outcomes. Discussion highlights the important role of communication in consultations targeting family–school partnerships for children with ASD.

Bridging the school-home divide in the middle grades: A process for strengthening school-family partnerships

Evidence around adolescent learning and development is clear: School-family partnerships matter. However, traditional methods for engaging families that narrowly define who is involved and what constitutes involvement fall short of promoting optimal outcomes. Meaningful family engagement practices involve reciprocal, two-way interactions between educators and families. In this article, two scenarios illustrate how outreach and engagement efforts intersect with broader school cultures and the expectations of school leaders. The article outlines a three-phased process schoolwide teams can use to deepen understanding and implementation of family engagement practices to support adolescent learning and development. Embedded in the description of each phase are recommended readings, media, activities, and resources middle school teams can use to further professional learning on family engagement practices.

Взаимодействие между училище и семейство, насочено към подкрепа самоподготовката на учениците вкъщи

The article presents a study of the school support provided to parents in order to enhance their pedagogical culture and the opportunity to provide full assistance to their own children in their individual school preparation at home. The article analyzes teachers' readiness to plan, organize and implement a variety of modern forms to increase parents’ potential to provide educational support for their children at home. Some opportunities are offered to help managing family-school partnerships as equal partners in education and upbringing of the students and the development of their personality.

Explorations of Family-school Relationships Regarding Children with RAD and/or EBD: A Review of Relevant Literature from 1995-2016

Background: School and family interactions that include a focus on students from all backgrounds and ability levels are crucial for promoting students’ social, academic, and behavioral success. Specifically, it is important that educators and other stakeholders focus on developing effective interactions with the families of students who have Emotional and Behavioral Disorders (EBD) or Reactive Attachment Disorder (RAD). Objective: The aim of this study is to gain an understanding of the relationships between schools and the families of students with EBD or RAD as represented in published research. Another goal of this study is to understand whether these relationships have changed over time (1995-present). Method: This investigation sought to find empirical studies concerning relationships between schools and the families of students with EBD or RAD. The researchers divided the 1995-2016 time period into five- to-six-year increments and then searched for qualitative articles using agreed upon search terms. The authors used mainly the ERIC database from which to conduct their initial search. Results: There were 11 qualitative studies reviewed for this article. The articles were summarized and discussed according to two categories: “Families of Children with RAD” and “Families of Children with EBD.” Among these studies, three themes emerged in response to the research question: “The Importance of Caregivers,” “Family and School Communication,” and “Support Systems and Interventions.” These themes revealed critical ideologies regarding persons diagnosed with RAD or EBD and their family-school partnerships. Further, this review of literature indicates qualitative studies involving students with RAD or EBD in connection with family-school ties are limited, although a significant amount of literature exists regarding school-family ties. Conclusion: More qualitative studies are needed involving students with RAD and/or EBD and the connection to family-school relationships. The reviewed articles indicated that family-school partnerships depend on the landscape of the school system. Communication from the families to the schools and vice versa is important for persons with RAD or EBD diagnoses, as well as interventions and support systems. While this review does help to better understand these family–school partnerships, educators would benefit from additional studies during this time of the Common Core State Standards, increased accountability, inclusion, and high–stakes testing.

Building Strong Family–School Partnerships: Transitioning from Basic Findings to Possible Practices

In the present article, we describe the translational process undergirding a particular aspect of family science: families working in partnership with schools to achieve mutual goals for children's optimal functioning. In doing so, we illustrate a translational cycle that began with identifying problems of practice and led to the development of a family–school intervention (i.e., conjoint behavioral consultation) in a way that embraced families as partners in goal‐setting and problem‐solving. We discuss the evolution of the intervention from development to efficacy trials and practice guidelines. Key decision points borne out of practical relevance, empirical investigations, tests of mechanisms and conditions, and efforts pertaining to implementation and dissemination are illustrated. Finally, we highlight key research needed to advance the translation of the science related to conjoint behavioral consultation into widespread practice.

Parenting and Parental Involvement in Secondary School: Focus Groups with Adolescents’ Parents

Abstract: Parental role in the adolescents’ development is widely described as challenging, particularly regarding their involvement in school education. With the aim of examining parents’ perceptions about parenting role, parental involvement and family-school partnership in the secondary school, two focus groups were conducted with parents in two public schools. Results, overall, indicate that the establishment of rules, monitoring and support were very challenging and important to the adolescents’ development. Parental involvement change throughout school and several reasons were pointed out to the changes observed in secondary school: the demands of the level of education, the lack of time, adolescents’ autonomy, , and teachers’ communication style. Regarding family-school relations, the parents shared different experiences about the way the partnership was promoted and developed.

Advocacy unit probation officers reporting risk factors for young offenders with intellectual or developmental disabilities

ABSTRACTYoung people with intellectual or developmental disabilities are over-represented in the juvenile justice system. Unlike young people without disabilities, young offenders with intellectual or developmental disabilities may have assigned probation officers (i.e., advocacy unit probation officers) who understand the contextual risk factors among these young offenders. For this study, we conducted interviews with eight advocacy unit probation officers about the risk factors for young offenders with intellectual or developmental disabilities as well as ways to reduce court involvement. Risk factors for being involved with the juvenile justice system included peer victimisation, inability of the court to explain its procedures, inappropriate school discipline, experiences of living in poverty, and neighbourhood violence. Suggested strategies to reduce the risk for offending included: improving family–school partnerships, increasing special education knowledge among juvenile justice officials, and having schools appropriately address behaviours of students. Implications are discussed.

Examining Empowerment, Family–School Partnerships, and Advocacy Among Rural and Urban Latino Families of Children With Disabilities

Latino students and their families are the fastest growing minority group in the country, yet it is unclear whether rural (vs. urban) Latino families of students with disabilities have different needs. In this pilot study, 65 Latino family members of students with disabilities (15 rural; 50 urban) responded to a questionnaire about empowerment, family–school partnerships, and advocacy. Although there were no differences in empowerment, rural (vs. urban) participants reported stronger family–school partnerships. Rural participants reported contextual barriers to advocacy (i.e., discrimination, and racism); urban participants reported disability-related barriers (i.e., lack of parent training).

Parents’ Beliefs on Play in Preschool

Parents’ beliefs and attitudes about early childhood play-based curriculum are influenced by personal history, socio-economic demographics, and culture. This qualitative study utilized narrative inquiry to delve into six parents’ beliefs on play in preschool. Their beliefs about their children’s participation in a play-based preschool and how their children’s various needs were met inform the family-school partnership. Methods included narrative inquiry, observation, and documentation review. Data sources were analyzed to ascertain commonalities, differences, and emerging themes in parents’ views of a play-based curriculum. Three overriding themes emerged: structure, socialization, and the reputation of their choice of Play Preschool (pseudonym). Additional analysis uncovered a deeper theme of readiness: preparation of their children for “real school,” for college, and for life. The final underlying theme to emerge was fear that the child would be unprepared for school and unable to live a good life, which caused and surrounded the readiness concern. Lastly, this study provided insights for family-school partnerships in which parents’ beliefs are valued.

Meeting, knowing, and affirming Spanish-speaking immigrant families through successful culturally responsive family engagement

School districts and community agencies continue to support families with family involvement and engagement opportunities, but we question the methods utilized and the gap between the ideological beliefs utilized and the beliefs of the families being served. In this article, we analyze data from one strand of a year-long study to explain and demonstrate the successful use of culturally responsive pedagogy when applied to the development of school-family partnerships with families from immigrant backgrounds. Six Spanish-speaking parent participants in the study shared their perspectives through Photovoice, a collaborative research method. The families shared intimate descriptions of the strengths of their families, their expectations for their children in school, their own experiences with schools, and what they want educators to know about them and their families. Given the findings, we conclude the article by asserting that educational leaders must rethink traditional models, methods, and strategies of family engagement and seek to be more inclusive in engaging a broader section of families in their partnering efforts to meet, know, and affirm Spanish-speaking immigrant family members.

Supporting Latinx Student Success via Family–School Partnerships: Preliminary Effects of Conjoint Behavioral Consultation on Student and Parent Outcomes

ABSTRACTLatinx students are the largest ethnic minority school-age population, yet they have some of the lowest reading proficiency levels and highest rates of school dropout and experience significant unmet behavioral health needs. School-based interventions addressing behavioral challenges and parent engagement are recommended to support Latinx students. Conjoint behavioral consultation is an evidence-based intervention that supports behavioral improvements and home–school partnerships for students. The purpose of this study was to examine the effects of CBC for a subsample of Latinx students enrolled in two large-scale randomized efficacy trials. ANCOVA and t-test analyses revealed generally positive effects for CBC on Latinx student and parent outcomes and parent-teacher relationships. These findings suggest CBC may be a promising school-based intervention addressing gaps in educational and behavioral health services for Latinx students. Given the small sample size, further research is needed to evaluate the efficacy of CBC for Latinx students and their families.

The efficacy of conjoint behavioral consultation in the home setting: Outcomes and mechanisms in rural communities

This study reports the results of a randomized controlled trial examining the effect of Conjoint Behavioral Consultation (CBC), a family-school partnership intervention, on children's behaviors, parents' skills, and parent-teacher relationships in rural community and town settings. Participants were 267 children, 267 parents, and 152 teachers in 45 Midwestern schools. Using an Intent to Treat approach and data analyzed within a multilevel modeling framework, CBC yielded promising results for some but not all outcomes. Specifically, children participating in CBC experienced decreases in daily reports of aggressiveness, noncompliance, and temper tantrums; and increases in parent-reported adaptive skills and social skills at a significantly greater pace than those in a control group. Other outcomes (e.g., parent reports of internalizing and externalizing behaviors) suggested a nonsignificant effect at post-test. CBC parents reported using more effective parenting strategies, gaining more competence in their problem-solving practices, and feeling more efficacious for helping their child succeed in school than parents in the control group. Parents participating in CBC also reported significant improvements in the parent-teacher relationship, and the parent-teacher relationship mediated the effect of CBC on children's adaptive skills. Implications for practice in rural communities, study limitations, and directions for future research are discussed.

Child and Parenting Outcomes After 1Year of Educare.

Educare is a birth to age 5 early education program designed to reduce the achievement gap between children from low-income families and their more economically advantaged peers through high-quality center-based programming and strong school-family partnerships. This study randomly assigned 239 children (<19months) from low-income families to Educare or a business-as-usual control group. Assessments tracked children 1year after randomization. Results revealed significant differences favoring treatment group children on auditory and expressive language skills, parent-reported problem behaviors, and positive parent-child interactions. Effect sizes were in the modest to medium range. No effects were evident for observer-rated child behaviors or parent-rated social competence. The overall results add to the evidence that intervening early can set low-income children on more positive developmental courses.

Teaching Macro Social Work through Experiential Learning: Student Reflections on Lessons Learned in Building School-Community Partnerships

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.

Teacher candidates’ opinions and experiences as input for teacher education curriculum development

The aim of this international study was to generate recommendations for curriculum improvement in family–school partnerships (FSP) by examining teacher candidates’ understandings, attitudes and experiences. A survey of 1144 candidates in their first or final year of preparation at three universities, one each in Belgium, the Netherlands and the USA, provided qualitative and quantitative data regarding their understandings, attitudes about FSP and their experiences in their teacher preparation. The data indicated modest approval of the value of partnerships, understandings of partnerships weighted towards teacher to parent communication, preference for traditional teacher–parent activities over non-traditional choices, and, among final year candidates, mildly positive feelings of preparedness. Candidates wished more interactions with parents during field experiences and practical strategies for communicating with parents. Inferred in their responses was the need for curriculum to develop an expanded view of partnerships, enhance attitudes, especially among secondary education candidates, and cultivate skills in working with families from culturally diverse backgrounds. However, few candidates expressed a desire for exploring theory and research on partnerships or for the opportunity to develop a personal philosophy, components which are thought critical for teachers’ ability to establish partnerships with parents.

Parent-school relationships and young adopted children’s psychological adjustment in lesbian-, gay-, and heterosexual-parent families

Almost no research has examined the role of parent-school relationships in relation to child psychological functioning in adoptive families or same-sex parent families, much less same-sex adoptive families. Yet adoptive families, and particularly same-sex adoptive families, may be vulnerable to marginalization in the school setting, which could have implications for child adjustment. Using parent reports, in a sample of 106 lesbian, gay, and heterosexual adoptive parent families with young children (Mage=3.38years at T1 and 5.42 years at T2), this study examined T1 parent-school relationships (school involvement, parent-teacher relationship quality, parent-school contact about child problems, and perceived acceptance by other parents) and adoption-specific school experiences at T1 (i.e., parent input about classroom inclusion and parent-teacher conflicts related to adoptive family status) in relation to children’s later (T2) internalizing and externalizing symptoms, controlling for T1 symptoms. Follow-up analyses assessed these predictors in relation to concurrent (T1) symptoms. Family context and demographic variables were included as controls. Parents’ school involvement was negatively related to later internalizing symptoms; providing input to teachers about inclusion, and parent-teacher conflicts related to adoption, were both positively related to later internalizing symptoms. Perceived acceptance by other parents was negatively related to later internalizing and externalizing symptoms. School-initiated contact about child problems more strongly predicted higher externalizing symptoms in same-sex parent families than heterosexual parent families. Cross-sectional analyses (T1 predictors in relation to T1 child outcomes) revealed a somewhat different set of findings: most notably, parents’ school involvement was negatively related to externalizing symptoms. Findings have implications for early childhood educators and school administrators who seek to improve diverse family-school partnerships to enhance children’s emotional and behavioral well-being.

"To Have Better Than What I Had”: The Transgenerational Family Pedagogy of an African American Family in the South

This paper, based on an ethnographic study of Black families in the South, explores the narratives of the Jordan family across three generations to understand the varied histories of schooling, education, segregation, and desegregation that are embodied in the stories they share. Their stories describe a transgenerational family pedagogy, which I define as the moves, choices, and messages shared across generations to support the educational and social mobility of their children and grandchildren. Their stories underscore the strengths of the segregated community schools of the past, while exposing a shift when de jure segregated education became de facto segregated schooling, and was no longer a suitable option for their children and grandchildren. This paper brings a new perspective to the family involvement discourse by arguing that our understandings of family-school partnerships can be strengthened by analyzing families and their relationships to education as historically and contextually situated