Literaturnachweis - Detailanzeige
| Autor/inn/en | Garbacz, S. Andrew; Minch, Devon R.; Jordan, Phoebe; Young, Kaitlyn; Weist, Mark D. |
|---|---|
| Titel | Moving towards Meaningful and Significant Family Partnerships in Education |
| Quelle | (2020), (31 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Partnerships in Education; Family School Relationship; Parent Participation; Academic Achievement; Mental Health; Child Behavior; Child Development; Adolescent Development; Parent Teacher Cooperation; Family Involvement; Best Practices; Language Usage; Labeling (of Persons); Positive Behavior Supports |
| Abstract | Partnerships with families in education settings should emphasize their roles as active and engaged co-equal partners. However, common practices in schools are to involve families at school-based events and share information with them about their child's education in a manner that does not promote two-way interactions. The purpose of this paper is to describe relevant background on family-school connections; approaches to promote academic performance and mental and behavioral health; and a framework to organize family partnerships that supports all youth across a continuum of support intensity. A theory of change is presented that depicts the impact of family partnerships on proximal and distal outcomes. Future directions for investigating effective approaches for family partnerships are described. [This paper was published in "Adolescent Psychiatry" v10 n2 p110-122 2020.] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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