Strategies for Scaling Up: Promoting Parent Involvement through Family-School-Community Partnerships

Autor/inn/en	Hayakawa, Momoko; Reynolds, Arthur
Titel	Strategies for Scaling Up: Promoting Parent Involvement through Family-School-Community Partnerships
Quelle	In: Voices in Urban Education, (2016) 44, S.45-52 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1553-541X
Schlagwörter	Parent Participation; Family School Relationship; Creativity; Student Diversity; Early Intervention; Preschool Children; Elementary School Students; Program Implementation; Program Descriptions; Barriers; Economically Disadvantaged; Resource Teachers; Illinois; Minnesota + Suchen Sie Ihr Suchwort? Elternmitwirkung; Kreativität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrpersonal
Abstract	Flexibility, creativity, and collaboration are required to successfully meet the needs of each school when scaling up family engagement programs across a diverse range of communities. Flexibility, creativity, and collaboration are required to successfully meet the needs of each school when scaling up family engagement programs across a diverse range of communities. Established in 1967 and initially implemented in Chicago, the Child-Parent Center (CPC) is a center-based early intervention that provides comprehensive educational and family-support services to economically disadvantaged families from preschool through third grade. Each CPC is located within or near an elementary school building. Receiving a federal Investing in Innovation (i3) grant in 20121 allowed further expansion of the CPC P-3 model across thirty-seven schools in four urban and suburban communities of various sizes in Illinois and Minnesota. In the work implementing the Child-Parent Center Preschool to Third Grade (CPC P-3) program, there have been a variety of barriers, along with strategies to overcome these challenges. As intervention researchers and implementers of the Midwest expansion of CPC P-3, the authors have worked with schools across diverse demographics and have identified some major barriers frequently experienced by schools, which are presented in this article. (ERIC).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University, Box 1985, Providence, RI, 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01