Family, school, community engagement, and partnerships: an area of continued inquiry and growth

Molina, Sarina Chugani

doi:10.1080/10476210.2013.786894

Cited by 18 publications

(14 citation statements)

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“…Several challenges compromise the SIFC dynamic, its quality, and its implementation. School-related issues identified in the literature regard, among others: (1) the absence of a formal pedagogical handbook on how to establish and sustain SFC collaboration in every context (Molina, 2013); (2) the lack of relevant references on community diversity in existing pedagogical documentation (Ministère de l'éducation de l'Ontario [MÉO], 2017); (3) the lack of geographical proximity between the school and the homes of these students (Lachaine et al, 2016); and (4) the difficulty encouraging and supporting teachers' skills and expertise to counter the lack of motivation, the feeling of being overwhelmed, or the choice of organization with which to collaborate (Kanouté et al, 2016).…”

Section: The Challenges Of Sifc Collaborationmentioning

confidence: 99%

“…1. a lack of knowledge regarding the existing types of collaboration practices and their effectiveness, and the absence of any repertoire or reference guide explaining SFC practices in the context of immigration (Brougère, 2005;Molina, 2013), 2. a lack of time-often evoked by the participants (Deniger et al, 2009;Larivée et al, 2017) to engage in volunteering and collaboration activities (SIF meetings and follow ups, volunteering in the school or the community, heavy workload, school-work-family conciliation, budget restrictions, etc. ), and 3. a lack of adequate training on SFC collaboration and the reality of immigration that prevent these stakeholders from engaging effectively in collaboration practices and feeling competent and abreast of the situation.…”

Section: General Observationmentioning

confidence: 99%

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School-Immigrant Family-Community Collaboration Practices: Similarities and Differences

Boulaamane

Bouchamma²

2021

cjeap

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We compared school-immigrant family-community collaboration practices based on the six dimensions of Epstein’s influence model (2001). These three groups of stakeholders (N = 54) participated in this study by answering a questionnaire on their collaboration practices. Kruskall-Wallis analyses revealed a notable difference between the three groups with regard to decision-making practices and at-home learning. A positive correlation was found between the number of years of teaching experience in the school and communication, volunteering, parenting, and decision making, as well as between the child’s grade level and parenting. Results show that although the collaboration practices followed Epstein’s involvement theory, they remained weak, with no significant difference between the three groups in terms of their use. Our findings are discussed in light of recent literature and their practical implications and avenues for future research are proposed to better understand and improve the conditions favoring school-immigrant family-community collaboration.

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Section: The Challenges Of Sifc Collaborationmentioning

confidence: 99%

Section: General Observationmentioning

confidence: 99%

School-Immigrant Family-Community Collaboration Practices: Similarities and Differences

Boulaamane

Bouchamma²

2021

cjeap

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“…Teachers are central stakeholders in education and constitute cohorts of powerful agents for change, due to their training, specialization, and experience [12,36]. Teachers' psychological and behavioral characteristics regarding the involvement of parents have been strongly associated to parents' actual involvement [8,30,37].…”

Section: Teachers' Role On Parental Engagementmentioning

confidence: 99%

Parental Engagement in Children’s Learning: A Holistic Approach to Teacher-Parents’ Partnerships

Levinthal¹,

Kuusisto²

2020

Pedagogy in Basic and Higher Education - Current Developments and Challenges

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This study presents the standpoint of parental engagement, conceptualized by Janet Goodall and collaborators, as a framework that is coherent to the principles of the holistic approach of pedagogy to teacher-parents' partnerships. We bring forward the evolution of the concept of parental engagement and its main standpoints, in relation to more traditional theories on parental involvement. We also discuss previous findings about teachers' and parents' roles in education and teacher-parents' partnerships, as well as how do changes in educational paradigms challenge homeschool collaboration. Finally, the article highlights the need to implement researchbased parental engagement practices in educational systems around the world.

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“…De forma activa, ya sea como responsabilidad social cotidiana, o a través de prácticas y proyectos específi co, generan alto impacto en la sociedad, en los que alumnos, profesores, padres y personal de servicio están involucrados, además del desarrollo académico, profesional y personal orientado al servicio (Van Velsor y Orozco, 2007;Boyd y Crowson, 2001;Epstein y Sanders, 2005;Hands, 2005;Mawhinney, 2002;Muijs, 2008;Portes, 2000;Sanders M. , 2001;Strike, 1999;Strike, 2002;Strike, 2003;Molina, 2013).…”

Section: La Rsc De Las Instituciones Educativasunclassified

Corporate Social Responsibility in Educational Institutions

Domínguez

2014

Estudios sobre Educación

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Resumen: El concepto de Responsabilidad Social Corporativa (RSC) surge como una forma de hacer de las organizaciones dedicadas a los negocios con repercusión en la forma de ser de las personas implicadas en esas operaciones (stakeholders o grupos de interés). Desde diversos organismos internacionales se propone hacer extensible esta perspectiva a todo tipo de organizaciones entre las que se encuentran las instituciones educativas. El trasplante de la noción a las instituciones educativas requiere una aclaración conceptual previa y una adecuada transmisión, teniendo en cuenta la fuerte inercia en la trasmisión de valores sociales propia de estas organizaciones. En este artí-culo aportamos nuestra defi nición de Responsabilidad Social Educativa, diferenciándola de conceptos semejantes y que podría llevar a equívocos y ofrecemos sugerencias con las que hacer una adecuada comunicación institucional para que las instituciones educativas adopten con mayor intencionalidad y efi ciencia esta forma de ser.Palabras: responsabilidad social educativa; organización escolar; dirección estratégica; escuela-familiacomunidad.Abstract: The concept of Corporate Social Responsibility (CSR) emerges as a specifi c business organization's work life that enhances the stakeholders and interest groups lifestyles. Various international organizations aim at promoting this dimension to all types of institutions including educational organizations. In this context, a conceptual clarifi cation and communication is needed because of the strong inertia in the transmission of social values in academic institutions. In this paper, we propose a defi nition of Education Social Responsibility, covering aspects on how to establish measures to ensure effective educational institutional communication, allowing them to adopt this dimension more effi ciently.

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Family, school, community engagement, and partnerships: an area of continued inquiry and growth

Cited by 18 publications

References 1 publication

School-Immigrant Family-Community Collaboration Practices: Similarities and Differences

School-Immigrant Family-Community Collaboration Practices: Similarities and Differences

Parental Engagement in Children’s Learning: A Holistic Approach to Teacher-Parents’ Partnerships

Corporate Social Responsibility in Educational Institutions

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