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

Molina, Sarina Chugani

doi:10.4324/9781315713687-10

Cited by 2 publications

(3 citation statements)

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“…As previously mentioned, disposition is a key element of FSP preparation in ITE and must therefore be considered when reviewing taught programme content. In order for home-school partnerships to be effective, teachers must view families positively (Graue, 2005 referenced in Ratcliffe and Hunt, 2009) and recognise parental strengths rather than focusing on potential shortcomings (Blasi, 2002 referenced in Ratcliffe andHunt, 2009;Molina, 2013).…”

Section: Programme Contentmentioning

confidence: 99%

Don’t forget the parents: preparing trainee teachers for family–school partnership

Jones

2020

PRACTICE

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The value of strong collaborative relationships between schools and the families of their pupils has been consistently highlighted through research and has been found to benefit all parties involved. Trainee teachers in England however have continued to report feeling unprepared to 'communicate with parents/carers', a sentiment that has been supported by the findings of wider ranging research. This study therefore aimed to determine which elements of family school partnership (FSP) should be considered as core content when covering the subject in ITE. The findings suggest that home-school communication is the most valued element of FSP for inclusion in the taught content of ITE, specifically the preparation for and running of home-school meetings, dealing with difficult conversations and communicating effectivelyWhilst the significance of communication is widely understood, this research argues that setting out a rationale for the importance of FSP and challenging trainees to reflect on their attitudes towards parents foregrounds the development of effective communication skills.

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Section: Programme Contentmentioning

confidence: 99%

Don’t forget the parents: preparing trainee teachers for family–school partnership

Jones

2020

PRACTICE

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“…Apparently, mobilizing external forces and expanding win-win relationships benefit school leaders in involving stakeholders to participate, invest, and finance schools' education and training process (Frederico & Whiteside, 2015). The quality of student care and education depends much on the level of participation of families and community (Molina, 2013). Effective school leaders learn family and community engagement and shared responsibility promote cohesion and create optimal conditions for sustainable development (Hallinger, 2018).…”

Section: School-family-community Partnershipsmentioning

confidence: 99%

“…To be specific, strengthening this partnership and exploiting its value can help school leaders solve financial difficulties, access scientific and technological achievements, and maintain a competitive edge in today's dynamic market (Frederico & Whiteside, 2015;Molina, 2013). Parents and community may not always support school decisions, but the school-family-community relationship when built on trust helps them understand what schools are doing and they are willing to share responsibility with schools.…”

Section: School-family-community Partnershipsmentioning

confidence: 99%

Developing a theoretical model to examine factors affecting school leadership effectiveness

et al. 2020

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What determines the success and effectiveness of leadership in schools? In the process of managing administrative and educational activities, the leadership effectiveness of school leaders is greatly influenced by a combined set of factors, possibly from leadership competencies and styles as well as local and global socio-economic landscape, latest advancements of science and technology, school culture, and change in modern leadership and management practices, etc. Based on extant literature review of rigorous studies on school leadership as the main methodology adoption, the present paper purposefully seeks to propose a theoretical model of school leadership effectiveness through investigating a network of relationships amongst leadership competencies, leadership styles, external and internal factors, and leadership effectiveness for global K-12 schools. Ultimately, the proposed model has both theoretical and managerial implications. Accordingly, an insight into the nature of these relationships will first expand the existing literature in school leadership and then activate school leader self-efficacy to enrich themselves with standout knowledge, skills, and qualities in the industry and simultaneously tailor their leadership styles to specific educational practices towards change and innovation to optimize leadership effectiveness.

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

Cited by 2 publications

References 0 publications

Don’t forget the parents: preparing trainee teachers for family–school partnership

Don’t forget the parents: preparing trainee teachers for family–school partnership

Developing a theoretical model to examine factors affecting school leadership effectiveness

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