ERIC Number: EJ775348
Record Type: Journal
Publication Date: 2003
Reference Count: N/A
The Family-School Partnership: An Opportunity to Promote the Learning Competence of All Students
Christenson, Sandra L.
School Psychology Quarterly, v18 n4 p454-482 Win 2003
In this article, family-school partnerships are discussed as a viable and essential way to increase the opportunities and supports for all students to enhance their learning progress and meet the recent demands of schooling inherent in accountability systems and most notably of Title I No Child Left Behind legislation. School psychologists are encouraged to make the family-school partnership a priority by collaborating with school personnel to (a) apply principles from systems-ecological theory to children's learning; (b) maintain an opportunity-oriented, persistent focus when working with youth and families living in challenging situations; and (c) attend to the process of partnering with families. Example opportunities for school psychologists to make this partnership a priority for children's academic, social, and emotional learning are delineated.
Descriptors: Federal Legislation, School Psychologists, Accountability, Family School Relationship, Partnerships in Education, Educational Improvement, Elementary Secondary Education, Educational Principles, Student Development, Family Characteristics, Educational Strategies, Systems Approach, Learning Theories, Family Involvement
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: firstname.lastname@example.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001