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ERIC Number: ED540272
Record Type: Non-Journal
Publication Date: 2011-Apr
Pages: 29
Abstractor: As Provided
Reference Count: 55
Family-School Connections in Rural Educational Settings: A Systematic Review of the Empirical Literature. R[superscript 2]Ed Working Papers
Semke, Carrie A.; Sheridan, Susan M.
National Center for Research on Rural Education
Parental participation and cooperation in children's educational experiences is positively related to important student outcomes. It is becoming increasingly evident that context is a significant factor in understanding academic achievement, and the setting in which a child, family, and school is situated is among the salient contexts influencing performance. Although the family-school partnership research literature has increased over recent decades, it has been conducted primarily in urban and suburban settings. The goals of this paper are to (a) review the empirical literature on family involvement and family-school partnerships in rural schools, (b) provide a synthesis of the state of the science, and (c) point to a research agenda in this area. Eighteen studies were identified that met the criteria for this review. A critique of the research methods and analytical approaches is provided, along with a call for more research on the topic of family-school partnerships in rural settings, including rigorous and systematic studies pertaining to the effects of family-school involvement and partnerships in rural schools. (Contains 1 table and 1 footnote.)
National Center for Research on Rural Education. University of Nebraska-Lincoln, 216 Mabel Lee Hall, Lincoln, NE 68588. Tel: 402-472-2448; Web site:
Publication Type: Information Analyses; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center for Research on Rural Education (R2Ed)