ERIC Number: ED343715
Record Type: Non-Journal
Publication Date: 1992-Mar
Reference Count: N/A
School and Family Partnerships. Report No. 6.
Epstein, Joyce L.
The theoretical perspectives of school and family partnerships discussed in this report are based on the influences of families and schools on children's learning and development. A review of research deals with three topics: (1) the importance of family environments and involvement; (2) the influence of school environments on family involvement; and (3) the effect of school-family partnerships on students, parents, and teachers. It is emphasized that effective practices of partnership are developmental and responsive to the common and different needs of families. Discussion of types of involvement that help families and schools fulfill their responsibilities for children's learning and development focuses on basic obligations of families and schools; parent involvement in schools and in home learning activities; and parent and community involvement in decision making, governance, and advocacy. Also examined is involvement that adds the community as a sphere of influence. Included in the discussion are implications for future research, practice, and evaluation that relate to teacher and administrator education and training, policy development, and new ways of thinking about shared responsibilities for children. Appended are 115 references. (GLR)
Descriptors: Academic Achievement, Child Development, Community Influence, Educational Environment, Elementary Secondary Education, Family Environment, Family Involvement, Family School Relationship, Parent Participation, Parent Responsibility, Preschool Education, School Responsibility, Student Motivation
Center on Families, Communities, Schools, and Children's Learning, Publications, The Johns Hopkins University, 3505 North Charles Street, Baltimore, MD 21218 ($3.50).
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Sponsor: Department of Health and Human Services, Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center on Families, Communities, Schools, and Children's Learning.; Johns Hopkins Univ., Baltimore, MD.