Toward Equity in School, Family, and Community Partnerships

Epstein, Joyce L.; Jung, Sol Bee; Sheldon, Steven B.

doi:10.1002/9781119083054.ch26

Cited by 55 publications

(47 citation statements)

References 15 publications

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“…Thus, these results have important practical implications concerning the family and its role in fostering the adequate functioning of their children in school. It is well known that family and school are the main contexts in which children and adolescents grow up [25,57,66,140,141]. Therefore, the family as the first socialization setting, and the school as the first formal institution in children’s education, have common responsibilities for children’s upbringing.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, the family as the first socialization setting, and the school as the first formal institution in children’s education, have common responsibilities for children’s upbringing. In this sense, when active agents from both contexts work together, the functioning of children in school is improved [140]. According to this, it is important that families involve and participate actively in the teaching-learning process of their children, along with the school context [141] and, at the same time, that schools promote a series of measures in order to facilitate parental involvement and participation, such as the design of effective forms of bidirectional communication between school and family, including parents in school decisions or advising families on parenting issues to promote an adequate home environment to support children learning [140], paying special attention to fomenting the high use of all the parental practices related to demonstrations of affection, emotional support and involvement, communication, and dialogue with their children, in order to foster their adequate functioning in school.…”

Section: Discussionmentioning

confidence: 99%

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Effects of Parenting Styles on Self-Regulated Learning and Academic Stress in Spanish Adolescents

Fuentes

Ros

Pérez-González

et al. 2019

IJERPH

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Research has repeatedly highlighted the important influence of parental socialization styles on children’s psychosocial adjustment. However, previous studies about their effects on school adjustment have traditionally addressed a limited set of indicators, such as academic achievement or self-concept, which should be broadened in order to increase our level of knowledge about this topic. Thus, the aim of the present study was to analyze the relationships between parenting styles and other relevant school adjustment criteria (self-regulated learning and academic stress) in adolescence. The study participants were 437 Spanish adolescents (44.7% men) from 12 to 18 years old (M = 14.55, SD = 1.80) who were enrolled in high school. A multivariate factorial design (parenting × sex × educational level) was used for each set of criteria. The results are consistent with previous research, showing that the indulgent style was related to better school adjustment during adolescence, evaluated through self-regulated learning and academic stress, thus increasing the available evidence about the influence of parenting styles in this setting. Additionally, this relationship remains invariant with regard to sex and the educational level of the participants in the study. Therefore, this study highlights the importance of parenting practices related to high acceptance/involvement for the adequate school adjustment of Spanish adolescents.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Effects of Parenting Styles on Self-Regulated Learning and Academic Stress in Spanish Adolescents

Fuentes

Ros

Pérez-González

et al. 2019

IJERPH

View full text Add to dashboard Cite

show abstract

“…After almost two years of research, several teachers opted for the next round of research because they wanted to sustain this collaborative learning. The benefits of these collaborative learning processes, characterised by reciprocity and in‐depth learning, were also demonstrated in previous research into teachers’ professional development programmes (e.g., Hoover‐Dempsey et al ., 2002; Van Veen et al ., 2012; Epstein et al ., 2019).…”

Section: Discussionmentioning

confidence: 99%

Creating partnerships between schools and lower‐educated parents to enhance young children’s language development: A formative evaluation

Pluijm

Lusse

Gelderen

et al. 2020

Review of Education

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Parental support is critical for young children’s language and literacy development. It is important that teachers are aware of this parental role. Particularly in the case of lower‐educated parents, teachers can improve their education when they engage parents in partnerships to support young children’s language development. These parents are often challenged to provide a rich Home Language Environment (HLE) with opportunities for interaction and using language. However, teachers have little experience in building partnerships with lower‐educated parents. We designed a series of interventions to establish partnerships between school and lower‐educated parents and to encourage rich parent‐child interactions. In close collaboration with teachers, principals and parents, we evaluated the application of these interventions using interviews, questionnaires and classroom observations. The results show that most teachers implemented the interventions in their classroom as intended. However, some teachers experienced problems with modelling activities to parents and stimulating parents to follow their child’s initiative. Our findings also show that parents increased their participation in parent‐child activities, showed more interactive behaviour with their child and were positive about their participation in the programme and its relevance. Furthermore, the school teams saw opportunities for continuing to work with the programme. Nevertheless, we also observed practical problems such as insufficient preparation of teachers for working with parents during pre‐service teacher education and a lack of supportive school policy. Finally, we examine how the prototype can be better adapted to the needs and resources of teachers and lower‐educated parents.

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“…In each age range listed above, suggestions for how to help caregivers, family units, and the child with disabilities have been provided. Pulling these resources together and connecting agencies within the network and beyond can be a powerful strategy for maximizing support for all involved [22,23]. Parents of children with disabilities interact with three primary categories of providers: medical, educational, and support services.…”

Section: Making Connectionsmentioning

confidence: 99%

“…One of the greatest supports for families in navigating "systems" is parent-to-parent support. Pairing a parent up with someone who has gone through the system is very powerful and beneficial [22,23].…”

Section: Making Connectionsmentioning

confidence: 99%

Relationships and Resources: Supporting Exceptional Learners from Birth through Primary School

Munger¹,

Murray²,

Claussen³

2019

Early Childhood Education

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Bringing a child into your family is an emotional experience. New parents are excited to begin a new chapter with their new little ones but also apprehensive about what the future may bring. The hopes, joys, and anxieties of parenthood are unparalleled. When a child has any kind of special need, those emotions can be more pronounced and all-encompassing as parents and caregivers struggle to adjust to the unknown. This chapter will outline common milestones of young children, challenges experienced by parents and caregivers of young children with exceptionalities, and strategies and resources designed to support families on their journeys. The information is designed to be presented in a way to help set families and their little ones up for success. The content provided in this chapter is built on the premise that knowledge is power, that all children can learn, and that parent-professional partnerships are central to the growth of all learners.

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Toward Equity in School, Family, and Community Partnerships

Cited by 55 publications

References 15 publications

Effects of Parenting Styles on Self-Regulated Learning and Academic Stress in Spanish Adolescents

Effects of Parenting Styles on Self-Regulated Learning and Academic Stress in Spanish Adolescents

Creating partnerships between schools and lower‐educated parents to enhance young children’s language development: A formative evaluation

Relationships and Resources: Supporting Exceptional Learners from Birth through Primary School

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