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ERIC Number: EJ1165649
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1059-308X
EISSN: N/A
Understanding Family Engagement through the Focus of the National Standards for Family-School Partnerships: Secondary Preservice Teachers' Perspectives
Ferrara, Margaret M.
School Community Journal, v27 n2 p145-166 2017
Presently, over 40 states in the U.S. have legislation in place to promote professional development in family engagement in school districts. Some of these states also have a mandate in place that preservice teachers are required to take a course in family engagement to obtain teacher licensure. This has spurred an interest in how various assignments that are part of a course in family engagement influence preservice teachers' development of an understanding of the National Standards for Family-School Partnerships (National PTA, 2012). The purpose of this study was to provide a summary of outcomes from two sections of a secondary preservice teacher course on family engagement. A pretest posttest design was used to explore changes in preservice teacher perceptions. The National Standards were used as the outline for the curriculum of the online course entitled Parent Involvement and Family Engagement (7-12 Perspective). Working with diverse families and helping families help their children with content were themes interwoven into the assignments and readings for the course. The results of the study help support the importance of gathering data not only at the beginning and end of two sections of a course on family engagement but also the importance of looking closely at assignments during the course through the lens of the National Standards for Family-School Partnerships.
Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A