ERIC Number: ED471905
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
The Continuity Framework: A Tool for Building Home, School, and Community Partnerships.
Brown, E. Glyn; Amwake, Carolynn; Speth, Tim; Scott-Little, Catherine
Early Childhood Research & Practice, v4 n2 Fall 2002
In the face of today's challenging social and family issues, many new efforts are underway to help children and families. One solution that many communities have adopted is the establishment of a collaborative partnership that involves all the relevant partners--home, school, and community--in the planning and monitoring of services for children. Unfortunately, achieving a strong partnership with meaningful participation can often be difficult and time-consuming. This article focuses on a set of training materials that has been developed to assist community partnerships in their efforts. These materials highlight eight elements of continuity and successful partnerships: (1) families as partners, (2) shared leadership, (3) comprehensive/responsive services, (4) culture and home language, (5) communication, (6) knowledge and skill development, (7) appropriate care and education, and (8) evaluation of partnership success. Results from a field study that included more than 200 reviewers and 8 pilot sites are summarized. Results indicate that a majority of reviewers found the training materials easy to understand, relevant to their work, and up-to-date. In addition, data gathered from the pilot sites indicate that the partnerships found the materials practical and useful for addressing a variety of issues, including time constraints, communication gaps, differences in professional training, and funding limitations. (Contains 10 references.) (Author)
Descriptors: Community Action, Community Role, Family School Relationship, Instructional Materials, Partnerships in Education, Program Evaluation, School Community Relationship
For full text: http://ecrp.uiuc.edu/v4n2/brown.html.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A