Literaturnachweis - Detailanzeige
| Autor/in | Sanders, Mavis G. |
|---|---|
| Institution | Center for Research on the Education of Students Placed At Risk, Baltimore, MD. |
| Titel | Building Effective School - Family - Community Partnerships in a Large Urban School District. Report No. 13. |
| Quelle | (1997), (36 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Community Involvement; Educational Change; Elementary Education; Family School Relationship; Middle Schools; Parent Participation; Partnerships in Education; Program Development; Program Implementation; Urban Schools; Volunteers |
| Abstract | Since 1987 schools in Baltimore (Maryland) have been working with the Fund for Educational Excellence and the education research center at Johns Hopkins University to develop comprehensive programs of school-family-community partnerships. To understand better how these schools are building and improving their partnership programs, administrators, teachers, and parents serving on Action Teams for School-Family-Community Partnerships at 6 of 15 replication schools in Baltimore were interviewed. This report focuses on how these Action Teams used the types of involvement in J. Epstein's framework to develop more effective school-family-community partnerships. The original five types of involvement--parenting, communicating, volunteering, learning at home, and decision making--were supplemented by a sixth form of involvement, collaborating with community. Profiles of five elementary schools and one middle school show the Action Teams at work. Study data resulted in the development of the insights about school, family, and community partnerships. Successful partnerships: (1) are a shared responsibility; (2) take time to establish; (3) reach out to all family members; (4) improve in incremental steps and with planning; (5) are important throughout the grades; (6) cannot be effective without a focus on students; (7) include the community; (8) help schools reach the "hard-to-reach"; (9) link to the curriculum and student learning; and (10) meet the challenges of all six types of involvement. An appendix presents the interview protocol. (Contains four references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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