School/Family/Community Partnerships: Caring for the Children We Share

By J. Epstein. 2010

2,104 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c17afb0bf5e6fd904ef45d7966c4ee435b6c9d44

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In Clinical Psychology

In Education

Citations in the corpus

Effective home-school partnership : some strategies to help strengthen parental involvement (2014, background): “…discussed in this paper suggests that, in terms of parental involvement or the existence of any model for such, many schools in England as well as in South Africa, are found wanting (CCSSO, 2006; Eyal, 2008; Feinstein & Symons, 1999; Felix et al., 2008; Mncube, 2010; Makgopa & Mokhele, 2013).”
Promoting child and youth resilience by strengthening home and school environments: A literature review (2020, background): “that all the adults in a child’s life experience well-being (Epstein, 2010; MacArthur et al., 2018).”
Parent Involvement in Children’s Education (2009, background): “Epstein (1995) developed a model of parent involvement with six major levels.”
Preparing teacher candidates for family–school partnerships (2014, background): “Researchers like Graue and Brown (2003), Sanders and Epstein (2005), Molina (2013) and Miller et al.”
Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework (2021, background): “…and physical activity for school-aged youth (e.g., Brown, Atkin, Wong, Chinapaw, & van Sluijs, 2016; Cipriani, Richardson, & Roberts, 2012; Egan & Miller, 2019), and (d) recommendations related to family and community partnerships (e.g., Allar et al., 2017; Epstein, 2010; Kruger et al., 2012).”
The Formation of Parent-School Trust (2009, background): “This authority and power resides in the principal, not parents who organizational theorists have labeled lower participants (Etzioni, 1961). Some site-based management polices employed by school districts have challenged the traditional coordination structure by providing parents, at least in theory”
A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education (2015, background): “In fact, Epstein (1995) asserted that all partnerships among families, schools, and communities have one ultimate goal to make families more like schools so as to create the connections and continuities that Hobbs (1966) described.”
Parental involvement and children's readiness for school in China (2011, background): “However, this model neglects the influence of school on parents' involvement and thus, has been replaced by Epstein's model ( 1995 , 2001 ), which focuses on the school's role in facilitating the home–school partnership: parenting, home–school communication, volunteering at school, home learning ac”
Morale of Teachers in High Poverty Schools: A Post-NCLB Mixed Methods Analysis (2010, background): “Research has shown that the level of parental involvement in the education of children declines as the child advances through the educational system (Epstein, 1995).”
Meta-Analysis of Parental Involvement and Achievement in East Asian Countries (2020, background): “This might be because accuracy is more important for SES measures’ influence on achievement, while students’ perceptions of their parents’ involvement is what matters most for their achievement.”
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): “Professional development in preservice and inservice settings, therefore, will be needed to help all teachers recognize families’ strengths and learn how to communicate with families in ways that support student success in school (Dauber and Epstein, 1993; Epstein, 1995; HooverDempsey and Sandler, 1”
Latino English Language Learners: Bridging Achievement and Cultural Gaps Between Schools and Families (2010, background): “As found in this study, a lack of mutual understanding creates barriers and conflicts between schools and families that negatively impact student achievement (Epstein, 1995).”