NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ915965
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1090-1027
Building Family Partnerships: The Journey from Preservice Preparation to Classroom Practice
Zygmunt-Fillwalk, Eva
Journal of Early Childhood Teacher Education, v32 n1 p84-96 2011
This study reports the relationship of an undergraduate course in family and community relations to the teaching practices of 1st-, 2nd-, and 3rd-year elementary and early childhood education graduates of a mid-sized Midwestern university. Sixty students were surveyed using the Peabody Family Involvement Survey (Katz & Bauch, 1999), with a treatment group (n = 21) having taken the course, and a control group (n = 39) who did not, in order to both quantify and qualify a difference in practices based on preservice preparation. Quantitative measures indicated minimal differences between groups. Qualitatively, however, treatment group members reported engaging families in creative, less standardized levels of involvement than members of the control group. Treatment group members articulated a theoretical and practical understanding of the benefits of family involvement. They emphasized importance of collaboration between home and school, while control group members expressed frequent antagonism and ambivalence toward families. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A