Schools, families, and communities week one
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UNCW EDL 579 Week One Epstein
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Schools, families, and communities week one
- 1. W E E K O N E S U M M E R 2 0 1 5 A M Y G A R R E T T D I K K E R S , P H . D . Schools, Families, and Communities No audio on this slide
- 2. The Core Argument “Without partnerships, educators segment students into the school child and the home child, ignoring the whole child. This parceling reduces or eliminates guidance, support, and encouragement for children’s learning from parents, relatives, neighbors, peers, business partners, religious leaders, and other adults in the community (Epstein, p.5).”
- 3. Photo from Flickr niallkennedy
- 4. A brief interlude School does not have to equal a K-12 building Virtual schools Higher education institutions (universities, colleges, community colleges) Other educational settings Family does not have to equal parents Other relatives Children, spouses, extended families Friends or other immediate stakeholders in the lives of our clients Community does not have to equal an organization
- 5. Facts/Actions Needed Importance of families Teacher and administrator contact Few teachers or administrators have preparation necessary to work with families Well-designed programs and practices benefit all Research and evaluations are needed We CAN implement effective, engaging programs that lead to the success of students We MUST change pre-service and in-service education
- 8. School, family, and community partnership Principles NOT parental involvement Multidimensional (six types of involvement – p.46) Essential component of school and classroom organization Require multilevel leadership Must include a focus on increasing student learning and development Equity at the core Methods of research must continue to improve
- 10. U s e Y O U R c o n t e x t f o r y o u r r e s p o n s e s . I f y o u a r e h i g h e r e d , t a l k a b o u t h i g h e r e d . I f y o u a r e a t a d i s t r i c t l e v e l , t a l k a b o u t t h e n e e d s o f a d i s t r i c t . B U T a l s o r e a c h o u t s i d e o f y o u r c o n t e x t . T h i n k o u t s i d e o f t h e c l a s s r o o m . T h i n k o u t s i d e o f S t u d e n t A f f a i r s . T h i n k o u t s i d e o f t h e d i s t r i c t o f f i c e . T h i n k o u t s i d e o f y o u r c o m m u n i t y o r g a n i z a t i o n . One more thing before I go
Editor's Notes
- External Structure of the Model: overlapping spheres of influence of family, school, and community on children’s learning and development Inner Structure of the Model: interactions that occur between and among the people in the major contexts as individuals and in groups
- External: Think of one activity that you think belongs in the nonoverlapping sections – one that is exclusive to family, exclusive to school, exclusive to community. Think of one activity that you would place in the overlapping sections – shared b/w school and family; b/w family and community; etc. Internal: Connection between parent and a teacher (positive example and negative example); Connection between all families and all teachers and staff at School (positive example and negative example) What intersection of the spheres of influence interests you?
- Question: How might overlapping spheres of influence of home, school, and community create less efficient but more effective organizations than are created by separate spheres of influence? Question: Which organizational feature – efficiency or effectiveness – would you choose for a school attended by your child, and why? When might you trade one for the other? Question: How can boundaries between and among schools, families, and communities be fixed and rigid or flexible and permeable? What different effects might permeable and impenetrable home-school-community boundaries have on student attitudes, behavior, and learning? Question: What statements or actions have you heard or seen that showed that parents were operating within a model of separate spheres of influence or within a model of overlapping spheres of influence? Question: What statements or actions have you heard or seen that showed that teachers were operating within a model of separate spheres of influence or within a model of overlapping spheres of influence? How can these theories influence the work that we do in schools and communities? Keep them in mind throughout the rest of the semester.