Reflections and Directions on Research Related to Family-Community Involvement in Schooling

Autor/in	Hiatt-Michael, Diana B.
Titel	Reflections and Directions on Research Related to Family-Community Involvement in Schooling
Quelle	In: School Community Journal, 16 (2006) 1, S.7-30 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	School Involvement; Family Involvement; Community Involvement; Parent School Relationship; Community Organizations; School Community Relationship; School Community Programs; Meta Analysis; Change Strategies; Role Perception; Intellectual History; Trend Analysis; Research Needs + Suchen Sie Ihr Suchwort? Schulmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Meta-analysis; Metaanalyse; Lösungsstrategie; Role conception; Rollenverständnis; Geistesgeschichte; Trendanalyse; Forschungsbedarf
Abstract	S. Redding noted the many challenges facing research and researchers in family-school-community involvement, and he presented a call to "rally the troops" to respond to a series of concerns. The issue of control over defining the role of schools should be a shared enterprise among the family, the school, and the community, with the individual child as the center. This paper presents reflections on past developments providing the background and reasoning for contemporary practice of family-school involvement across America. The paper provides analyses of research and thought in order to present four recommendations for future directions in development and research for family-school-community involvement programs. The first two recommendations focus on "explicitly" incorporating family-community involvement knowledge, skills, and values into preservice teacher and administrator licensing programs and studying the resulting effects on aspects of these programs. These recommendations are crucial to implementation of family and community involvement practices as the teacher and the principal serve as key agents for positive family and community involvement in schools. The third recommendation promotes studying the effects of family involvement in character/civic education on student outcomes. The fourth recommendation encourages research on the effects of tying community organizations, including health and social agencies, with the school. Each of these recommendations should serve to point out areas where family-school-community involvement research would be both timely and fruitful. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10