Home school and community collaboration pdf
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- School-Community Learning Partnerships: Essential to Expanded Learning Success
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In this article, I weave practice and theory into a framework for distinguishing between school-community engagement and school-community collaboration , by considering if and how each approach integrates school- and community-based knowledge. Drawing from my own experience as an educator and the academic literature describing school-community partnerships, I offer a brief sketch of each of these three approaches to knowledge-building, in order to spark conversation around the question: How might schools and teachers create more opportunities that transcend school-community engagement and represent true collaboration? It is therefore imperative that schools and teachers committed to social justice cultivate in students the values, mindsets, and skills required for authentic school-community collaboration. I use the term school-community collaboration to refer to experiences in which 1 school- and community-based knowledge is equally valued and actively integrated, and 2 power is evenly distributed among school and community members Schutz, In this essay, I reflect on the first criterion — namely, the knowledge-building process—as a way of shedding light on the second—the distribution of power. Indeed, participation in formal social institutions and processes, like schools and knowledge generation, is the very foundation of power Arnstein, School-community collaboration overlaps with but is distinct from school-community engagement, which, though more popular in academic literature, tends to denote a less critical and equitable approach to knowledge-building and power-sharing.
Consequently, there has been tremendous growth across the nation in intentional efforts to forge meaningful partnerships between schools and afterschool and summer programs. Increasingly, the field is recognizing that these partnerships are essential to efforts to expand when , where , how , and what students learn Little, This article begins with an overview of the benefits of school-community partnerships to students, schools, and community organizations. It then examines the role of partnerships in the 21st Century Community Learning Centers initiative, reviewing national data on the numbers and kinds of partners that 21st Century Community Learning Centers nationwide are engaging with to support student success. The article concludes with a discussion of four features of effective learning partnerships. When schools and community organizations work together to support learning, everyone benefits.
School-Community Learning Partnerships: Essential to Expanded Learning Success
Effective home-school partnership: Some strategies to help strengthen parental involvement. The primary aim of the study from which this paper derives was to investigate the level of parental involvement in the schooling of their children. The study employed a descriptive case study research design. All data were based on unstructured interviews with the 30 parents whose children attended one of the primary schools located in the London area of England, United Kingdom.
It is widely acknowledged that learning begins at birth and takes place in the home, school, and community. Meaningful family engagement is based on the premise that parents, educators, and community members share responsibility for the academic, physical, social, emotional, and behavioral development of youth. Family engagement is fostered through a deliberate process that is embraced throughout the school.
Home, School, and Community Collaboration uses the culturally responsive family support model as a framework to prepare teachers to work effectively with children from diverse families. Authors Kathy B. Grant and Julie A.