A Community Engaged Framing: Building Successful Community Engagement for Schools and Families of Bilingual Students through Inquiry

Autor/inn/en	McCauley, Carlas; Webb, Julie; Abdelrahim, Suzanne; Mahmoud-Tabana, Soha
Titel	A Community Engaged Framing: Building Successful Community Engagement for Schools and Families of Bilingual Students through Inquiry
Quelle	In: School Community Journal, 33 (2023) 1, S.11-36 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	School Community Relationship; Bilingual Students; Family School Relationship; Family Involvement; Attitudes; Bilingualism; Bilingual Education; Biculturalism; Advocacy; Educational Legislation; Academic Support Services; Ancillary School Services; Elementary School Students; Elementary Schools; Partnerships in Education; Teacher Attitudes; Program Effectiveness; School Districts; California + Suchen Sie Ihr Suchwort? Attitude; Einstellung; Verhalten; Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Bikulturalität; Sozialanwaltschaft; Bildungsrecht; Schulgesetz; Elementary school; Grundschule; Volksschule; Hochschulpartnerschaft; Lehrerverhalten; School district; Schulbezirk; Kalifornien
Abstract	This article explores an action-oriented research study designed to provide better understanding of ways to leverage school and community partnership through family engagement, focusing on the development and enactment of an approach to nurture family-school partnerships. Specifically, in partnership with seven school districts, a team of educators employed an inquiry cycle to plan and investigate family engagement efforts focused on emergent bilingual students and their families. This project tested the assumptions regarding engagement and supported school districts in the development of a strategy designed to fit the unique educational and community contexts of each participating school. A qualitative descriptive analysis was employed over a two-year period, during which researchers conducted surveys, interviews, and focus groups and used an observation protocol and an artifact review protocol. The inquiry process used helped to guide educators to test their assumptions about engaging bilingual families and to personalize their projects to fit into their unique educational and community contexts. Study participants expressed beliefs that successful family engagement requires a sense of urgency and commitment and, overall, reported high levels of motivation and interest in sustaining and expanding family engagement efforts. This study has implications for how educators plan and implement family engagement strategies and initiatives within emergent bilingual school communities. (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	2024/1/01