Family engagement in education and intervention: Implementation and evaluation to maximize family, school, and student outcomes

Garbacz, S. Andrew; Herman, Keith C.; Thompson, Aaron; Reinke, Wendy M.

doi:10.1016/j.jsp.2017.04.002

Cited by 113 publications

(70 citation statements)

References 68 publications

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“…Finally, we found the intervention had a positive and significative influence over intrapersonal skill (ability to understand one's own emotions and communicate them to others). Literature has highlighted the results of the positive influence of family involvement in school over the socioemotional development of children (Garbacz et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Numerous researchers have endorsed the crucial role of family in the academic performance and in the development of socio-emotional and cognitive abilities of children (Jeynes, 2012;Castro et al, 2015;Ma et al, 2016;Chavkin, 2017;Garbacz et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Most of the studies in this area are predominantly from Anglo-Saxon countries while in Latin America (Baker et al, 2016;Garbacz et al, 2017;Garbarcz et al, 2019;Eichin and Volante, 2018) research is still scarce. Therefore, this study aims to assess the preliminary influence of implementing an Ecological, Participatory, Integral and Contextualized Family-School Collaboration Model (EPIC) in Chile on family involvement, socio-emotional development, and cognitive tests in children in the first cycle of elementary education.…”

Section: Introductionmentioning

confidence: 99%

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An Ecological, Participatory, Integral and Contextualized Model (EPIC Model) of Family-School Connection: A Preliminary Analysis

et al. 2020

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There are several programs that aim to strengthen the bond between families and schools that have shown a positive impact on this relationship as well as its effectiveness in improving academic and socioemotional child indicators. Most of the studies in this area come from Anglo-Saxon countries while in Latin America research is still scarce. Thus, this study aims to assess the influence of implementing an Ecological, Participatory, Integral and Contextualized Family-School Collaboration Model (EPIC) on family involvement, social-emotional development, and cognitive test outcomes in children in elementary school. Three possible hypotheses have been considered: (1) The EPIC Family-School Collaboration Model will have a positive and significant influence on the level of family involvement; (2) The EPIC Family-School Collaboration Model will have a positive and significant influence on the results of some cognitive tests; and; (3) The EPIC Family-School Collaboration Model will have a positive and significant influence on child social-emotional development. The study included 171 students who attended second and third elementary grades in schools in Chile during 2017 and fourth and fifth grades during 2019. The children were between 7 and 12 years old (M = 8.17, SD = 0.98), during 2017 and between 9 and 14 years old (M = 9.88, SD = 0.99), during 2019. The results show that the EPIC Family-School Collaboration Model has a positive and significant influence on the level of home-based involvement, memory and attention and intrapersonal skills in the first cycle of elementary education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An Ecological, Participatory, Integral and Contextualized Model (EPIC Model) of Family-School Connection: A Preliminary Analysis

et al. 2020

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“…Despite the benefits of family-school collaboration, the collaborative practices Sheridan et al (2019) identified remain largely aspirational in typical school environments (Garbacz et al 2017). Perpetuating the gap between research and practice is a lack of trust families and educators have for each other.…”

Section: Collaboration Between Families and Schoolsmentioning

confidence: 99%

A Strategic Plan for Strengthening America’s Families: A Brief from the Coalition of Behavioral Science Organizations

Biglan

Elfner

Garbacz

et al. 2020

Clin Child Fam Psychol Rev

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Despite significant progress in research on the treatment and prevention of psychological, behavioral, and health problems, the translation of this knowledge into population-wide benefit remains limited. This paper reviews the state of America's children and families, highlighting the influence of stressful contextual and social conditions on child and family well-being and the concentration of disadvantage in numerous neighborhoods and communities throughout the nation. It then briefly reviews the progress that has been made in pinpointing policies that can reduce stressful contextual conditions such as poverty, discrimination, and the marketing of unhealthful foods and substances. It also describes numerous family and school interventions that have proven benefit in preventing psychological and behavioral problems as diverse as tobacco, alcohol, and other drug use; depression; antisocial behavior; academic failure; obesity prevention; and early childbearing. We argue that progress in translating existing knowledge into widespread benefit will require a nationwide effort to intervene comprehensively in neighborhoods and communities of concentrated disadvantage. We present a strategic plan for how such an effort could be organized. The first step in this organizing would be the creation of a broad and diverse coalition of organizations concerned with advancing public health and well-being. Such a coalition could increase public support both for the policies needed to focus on these disadvantaged areas and the research needed to incrementally improve our ability to help these areas.

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“…Cuando describen las actividades que realizan para apoyar el aprendizaje de sus hijos/as, estas sugieren una noción de colaboración familia--escuela más integral, localizada en el ambiente cotidiano de las familias, centrada en la relación que se desarrolla con los hijos/as en torno al aprendizaje. Esta forma de entender la participación y el rol de las familias tiene una potencialidad única que puede impulsar la renovación de las visiones docentes sobre lo que significa colaborar, puesto que se alinea con los modelos actuales de colaboración familia--escuela (Epstein & Sander, 2000;Garbacz, et al, 2017;Sarmiento & Zapata, 2014;Saracostti, 2013;Ward, Anderson--Butcher & Kwiatkowski, 2006;Weist, Garbacz, Lane, y Kincaid, 2017). Sin embargo, es invisibilizada por la escuela, por lo que se trata como si ésta no existiera.…”

Section: Discusión Y Conclusionesunclassified

Responsabilización, obediencia y resistencia: perspectivas de docentes y padres sobre la colaboración familia-escuela

Madrid

Saracostti²,

Reininger³

et al. 2019

REIFOP

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En un contexto de amplio acuerdo científico y legislativo sobre la importancia de la colaboración familia y escuela en los sistemas escolares, este estudio indaga en las nociones de colaboración que sustentan las prácticas de participación familiar en cinco establecimientos de Chile. Usando un cuestionario de involucramiento familiar y a través de entrevistas individuales y grupales, se identifican las nociones de colaboración familia-escuela, los roles, y las expectativas sobre las familias derivadas de éstas. El análisis muestra cómo las nociones de colaboración de docentes y familias privilegian cierto tipo de participación mientras invisibilizan otros. Se problematiza el hecho de que las familias, unilateralmente, sean construidas como las responsables últimas del éxito de la relación familia-escuela. Internationally there is wide scientific and legislative agreement on the relevance of school-family collaboration in education. Following this premise, this study explores the notions of collaboration that sustain participation and involvement practices in five schools in Chile. Utilizing a questionnaire based on Hoover-Dempsey & Sandler´s scales of parental involvement and individual and group interviews with teachers and families, meanings about school-family collaboration, roles and teachers´ expectations for families are explored. Results show how notions of collaboration held by teachers and families privilege certain aspects while invisiblizing others. Further results indicate accountability and blame discourses for the failure of successful school-family collaborations attributed to non-participating families by teachers and those families who do participate in school-based activities.

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Family engagement in education and intervention: Implementation and evaluation to maximize family, school, and student outcomes

Cited by 113 publications

References 68 publications

An Ecological, Participatory, Integral and Contextualized Model (EPIC Model) of Family-School Connection: A Preliminary Analysis

An Ecological, Participatory, Integral and Contextualized Model (EPIC Model) of Family-School Connection: A Preliminary Analysis

A Strategic Plan for Strengthening America’s Families: A Brief from the Coalition of Behavioral Science Organizations

Responsabilización, obediencia y resistencia: perspectivas de docentes y padres sobre la colaboración familia-escuela

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