ERIC Number: ED358220
Record Type: RIE
Publication Date: 1993
Reference Count: 0
Developing Home-School Partnerships: From Concepts to Practice.
Swap, Susan McAllister
Research, policy, and practice in the field of school and family partnerships are reviewed; and practical ideas are offered to help educators move toward partnership. Important distinctions are drawn in approaches that avoid or promote full partnerships. Less than adequate approaches discussed are a protective model, a school-to-home transmission model, and a curriculum enrichment model. A better and more responsive approach, the "partnership model," is described. It is a concept of partnership that enables schools to implement a comprehensive program of school and family connections. Various practical suggestions are offered to help educators begin to build their programs of partnership. Emphasis is placed on two-way communication, parent-teacher conferences, and how schools and families support each other mutually. A final chapter outlines the following three approaches to partnership: (1) establishing a limited partnership for children's learning; (2) building a comprehensive partnership with networks for mutual support; and (3) restructuring schools for partnership and academic achievement. Five appendixes include a school profile, a family information form, parent surveys, suggested resources, and a transcript of a listening situation. Contains 186 references. (SLD)
Descriptors: Academic Achievement, Communication (Thought Transfer), Curriculum Development, Educational Cooperation, Educational Practices, Educational Research, Educational Theories, Elementary Secondary Education, Family School Relationship, Guidelines, Models, Parent Participation, Parent Teacher Conferences, Partnerships in Education, School Community Relationship, School Restructuring
Teachers' College Press, Columbia University, 1234 Amsterdam Avenue, New York, NY 10027 (cloth--ISBN-0-8077-3231-1).
Publication Type: Books; Guides - Non-Classroom; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A