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Session Information
10 SES 01 D, Preparing Pre-School Teachers for Family School Partnerships: International perspectives
Symposium
Contribution
Family, school and community partnership frameworks in the United States continue to evolve (Evans, 2015). In 2014 the Department of Education released the Dual Capacity Building Framework at the National Family Engagement Conference in Cincinnati, Ohio. In contrast to previous federal policies related to family engagement that were more prescriptive in nature (Rogers, 2006), this new framework was more focused on the conditions that are necessary for effective family engagement. In recognition of the complex and often tenuous relationship between schools and families the framework argues that programs and policies, “must focus on building the capacities of both staff and families to engage in partnerships” (Mapp & Kutter, 2014, p. 12). The new framework is notable in its recognition of mutual accountability and its shift from service-oriented practices to authentic partnership work (Anderson, 2009). It also recognizes that the ability to effectively participate in partnership work is not an inherent skill for most teachers or families. The framework describes four components of an individual’s capacity for partnership work that must be developed: capabilities, connections, cognition, and confidence. Recently, a model for family capacity building referred to as “Parent Universities” has emerged in the United States. The parent university model is distinct from traditional parent education efforts in that the families have agency in determining what types of knowledge they need in order to help their children succeed. The success of early parent university initiatives in cities like Boston and Philadelphia (where thousands of families have participated in classes and workshops) has resulted in new iterations of these programs across the country. There are now an estimated 160 parent universities in the United States (Harvard Family Involvement Network of Educators, 2015). Using an explanatory mixed-method design (Quantitative and Qualitative methods) our research is focused on variations within parent universities with regard to organizational structures, processes and objectives (Creswell, Plano Clark, et al., 2003). Drawing from a national quantitative survey (n=42) representing the first stage of our research we present findings related to demographic participation, curriculum development and organization of parent universities. Findings indicate that there is a desire for family development opportunities that focus on both skills for supporting student success and capacity building related to partnership with school and districts. Implications and recommendations for teacher preparation curricula based on these findings are discussed.
References
Anderson, G.L. 2009. Advocacy leadership: Toward a post-reform agenda in education. New York, NY: Routledge. Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. 2003. Advanced mixed methods research designs. Handbook of mixed methods in social and behavioral research, 209-240. Evans, M. P. 2015. The power and potential of community-based educational change. In M. P. Evans & D. Hiatt-Michaels (Eds.). Promising Practices for Community-Based Educational Change. Charlotte, NC: Information Age Publishing, 11-17. Mapp, K. L. & Kutter, P. J. 2014. Partners in education: A dual capacity building framework for family-school partnerships. Washington, DC: U.S. Department of Education. Rogers, J. 2006. Forces of accountability? The power of poor parents in NCLB. Harvard Education Review, 76(4), 611-641.
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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