School, Family, and Community Partnerships: Preparing Educators and Improving Schools

By Douglas J. Fiore. 2001

1,030 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0b44a2e6821ad5fe22b96844170f31ac201c18df

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In Clinical Psychology

In Education

Citations in the corpus

The Formation of Parent-School Trust (2009, background): “It is true that parents are important educational partners (Epstein, 2001), but absent a conceptual framework to understand the connection between parents and schools, parent involvement becomes a mythical slogan instead of a legitimate way to synchronize responsibilities for student learning.”
Parents as "Help Labor": Inner-City Teachers' Narratives of Parent Involvement. (2011, background): “Parent Involvement Models In the mainstream research, parent involvement is often credited with increasing the positive behavior and high academic achievement of children (Epstein, 2001; Henderson & Berla, 1994; Hoover-Dempsey & Sandler, 1995).”
Engaging with parents: the relationship between school engagement efforts, social class, and learning (2013, background): “Epstein notes that school engagement around these types of involvement might promote various objectives and student outcomes (Epstein, 2001).”
The Case for and against Homework. (2007, background): “Especially useful for parent-child relations purposes are assignments calling for students to show or explain their written work or other products completed at school to their parents and get their reactions (Epstein, 2001; Epstein, Simon, & Salinas, 1997) or to interview their parents to develop in”
Parent Involvement in Urban Charter Schools: New Strategies for Increasing Participation (2011, background): “Epstein (2001, 2011) offers a model of family–school–community partnerships based on the theory of overlapping spheres of home, school, and community influences that shape children’s learning and development.”
Collaboration with Culturally and Linguistically Diverse Families: Ideal versus Reality (2008, background): “As Epstein (2001) stated, schools must create intentional designs for collaboration.”
Family-School Connectedness and Children's Early Social Development (2012, positive): “It is also widely accepted that the acquisition of school-related skills is uniquely influenced by the point of intersection between these two ecologies (Bronfenbrenner, 1994; Epstein, 2001).”
A National Picture of Parent and Youth Participation in IEP and Transition Planning Meetings (2012, background): “Our approach to identifying such factors builds on and extends Epstein’s theoretical model of family–school relationships, which specifies overlapping spheres representing the shared influences of family, school, and community on children’s learning and development (Epstein, 1987, 1992, 1994, 2001).”
Costs and Benefits of Family Involvement in Homework (2011, background): “Each context moves closer or farther from the others as a result of external forces and practices that encourage or discourage the internal interactions of the partners in children’s education (Epstein, 2011; Sanders, Sheldon, & Epstein, 2005).”
The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. (2013, background): “At the same time, for more than 30 years (Kagan, 1984; Epstein, 1995; Becker and Epstein, 1982), research on family and community involvement has shown that children are more successful in school when their parents and teachers communicate well and work together effectively (Epstein, 2011; Henderson”
Broadening the Myopic Vision of Parent Involvement. (2009, background): “Even though mother and father are the child’s first teachers, the role of the parents as the support teachers in the home fades quickly once the child enters school (Epstein, 2001).”
Partnering with families and communities (2004, positive): “Homework is part of a full program of school, family, and community partnerships and extends the learning community to include student learning outside school (Epstein, 2001; Van Voorhis, 2003).”
Parental Influences on the Academic Motivation of Gifted Students: A Self-Determination Theory Perspective (2010, neutral): “Past research has revealed that parental involvement, especially with homework, can create teacher–parent conflict and have negative associations with a child’s academic achievement (Epstein, 2001).”
School-Family Relations In Context (2003, background): “According to the literature, parent involvement enhances children’s learning experiences and academic achievement (e.g., Chavkin, 1993; Eagle, 1989; Eccles & Harold, 1996; Epstein, 1987, 1992, 1996, 2001; Greenberg, 1989; Hoover-Dempsey & Sandler, 1995; Thompson, 1993).”
Improving Student Behavior and School Discipline with Family and Community Involvement (2002, background): “Schools with comprehensive programs of school-family-community partnerships address all six types of involvement through activities directed toward specific goals and student outcomes (Epstein, 1995, 2001).”
More Than Minutes: Teachers' Roles in Designing Homework (2001, background): “Homework may be designed to engage all students in active learning, such as conducting and reporting experiments in science, writing essays, critiquing a book, or conducting other projects (Corno, 2000; Epstein, 2001).”
Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital (2008, neutral): “There is by now a substantial literature on the educational impact of parents’ informal interactions with their own children (Catsambis, 2001; Clark, 1993; Epstein, 2001; Park & Palardy, 2004; Steinberg, 2001), on parents’ more formally organized relationships with other parents (Carbonaro, 1998; Co”
Reflecting on the Homework Ritual: Assignments and Designs (2004, methodology): “For more detailed descriptions of the purposes of homework, see Epstein (2001) and Epstein & Van Voorhis (2001).”
A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education (2015, background): “According to Epstein et al. (2009), education programs that promote family-school-community partnership have the best chance to make children succeed in school (see also Epstein 2001).”