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ERIC Number: ED515770
Record Type: Non-Journal
Publication Date: 2009
Pages: 187
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-5899-6
Family School Connectedness: An Examination of Participation for Foster Care Families with Children in Schools
Baehr, Katherine Bradley
ProQuest LLC, Ed.D. Dissertation, Seattle University
Research (Henderson & Mapp, 2002) suggests the participation of teachers and families as partners in the education of students builds stronger foundations for the future development of children. This dissertation examined the participation of foster care families in schools and factors that contribute to their participation in the school setting of Pine Grove (pseudonym). The theoretical framework of Joyce Epstein's (2001) work and research in, "School, Family, and Community Partners: Preparing Educators and Improving Schools," was used to develop data collection protocols, including interviews, document and observation protocols. The respondent pool was comprised of five foster care family members and five school staff members. One finding from this study suggests that all families, including foster care families, are served through the culture of Pine Grove Elementary. The data yielded multiple examples of behaviors and beliefs regarding the mutually beneficial partnership, connectedness, reciprocal relationships, commitment and the sense of community experienced by families at Pine Grove. Another finding from this study suggests that that operation and practices of Pine Grove Elementary support foster care families and their students' development, particularly the development of the whole child. This is demonstrated by the imperative to care as evidenced by practices of reciprocity, partnership, commitment, community, and advocacy. Further, findings from this study suggest that the culture and operation of Pine Grove encourages, supports, and celebrates the participation and involvement of foster care families. Participation and involvement was evidenced throughout the data. Levels of involvement were varied, indicating a culture or set of beliefs that places value on family involvement but allowing flexibility to meet the needs and abilities of individual families, including foster care families. Analysis of data from this study also yields findings pertaining to the implications for Pine Grove school leaders in the area of family involvement and participation. They include an intention to care, a value and commitment to reciprocity, and the development of authentic participation opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A