Integrated School-Family Partnerships in Preschool: Building Quality Involvement through Multidimensional Relationships

Autor/in	Nitecki, Elena
Titel	Integrated School-Family Partnerships in Preschool: Building Quality Involvement through Multidimensional Relationships
Quelle	In: School Community Journal, 25 (2015) 2, S.195-219 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Partnerships in Education; Family School Relationship; Preschool Education; Family Involvement; Case Studies; Montessori Schools; Early Childhood Education; Suburban Schools; Action Research; Qualitative Research; Interviews; Teacher Attitudes; Parent Attitudes; Educational Environment; Interpersonal Relationship; Participatory Research; Observation + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Pre-school education; Vorschulerziehung; Case study; Fallstudie; Case Study; Montessori-Schule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Projektforschung; Qualitative Forschung; Interviewing; Interviewtechnik; Lehrerverhalten; Elternverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Forschungstätigkeit; Beobachtung
Abstract	The purpose of this study is to examine a preschool program with a high level of quality family involvement. Since family involvement during the early years has been linked to achievement and success in school, it is important to examine how such partnerships can be fostered in a meaningful way. The study employs an inductive qualitative approach, including observation and interviews. The integrated school-family partnerships existing at this suburban preschool are attributed to three main factors: the multidimensional nature of the relationships, a welcoming environment, and an effort to enhance parents' cognitions about school. This case study, which addresses contextual gaps in the parent involvement literature, could serve as a generative paradigm for facilitating meaningful school-family partnerships in preschool, which is an important part of a child's educational foundation. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01