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Joyce Epstein's School-Family-Community Partnership Model

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Research recognizes parent involvement as an important factor in the quality of a child's education. Joyce Epstein's School-Family-Community Partnership Model is an important model in research and practices surrounding parent involvement. As a framework for increasing parental participation in education, Epstein’s model recognizes six different types of involvement in regards to education. Through her work, Epstein encourages schools to develop activities that work within the six types, as well as instill these types in practices around the home. Parent involvement is as a major factor in improving the quality of a child's education. Because of the importance of parent involvement, understanding how parents help their children and how schools …show more content…

It also suggests that behaviors and attitudes of schools and families can increase the degree of overlap between said schools and families, resulting in numerous benefits for students. Through Epstein’s research and work, she identified six general types of involvement that focuses on improving student learning. The goal of identifying these six types of involvement is so that educators can help to develop strong school and family relationships, and in turn, better the education of the …show more content…

This includes all of the activities that parents do to raise children to become capable students. Unlike teachers, whose influence on a child is limited to the classroom, parents have a life-long commitment to their children. This type of involvement is accomplished by providing learning opportunities for the parents, in order for them to best parent and support their children in school. Adult literacy programs and degree programs for parents are examples of this. Family support programs that focus on nutrition, health, and a safe household also fall under this type of involvement, as these things are necessary for a child to learn successfully. The second type of involvement is communicating. This includes families and schools communicating with each other in numerous ways. Schools send home notes and flyers about important events and activities, as mentioned above in the specific interaction category. Parents can give teachers information about their child's health and educational history. This type of involvement ensures that there is a direct and regular communication between family and school. Communication must be a two way street, that is, parents communicating to the school and the school communicating back to the

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With meetings and personnel set. This year we are organized to hit the ground running. As O’Neil stated, school newsletters, parent/teacher conferences, Parent Teacher Association or Organizations meetings, classroom visits, school board meetings, student to student, student to parent, newspapers and television reports, local business conversations, websites, social media feeds, and social networking sites" (2012, p. 75); my school has scheduled meetings that address these communication strategies. We have designated people in charge of them to utilize each venue for success. 2.

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What can parents do to be more involved in their children's education at home and at school? A parent can be more involved in their child's education by nuturing their minds to grow, helping with homework, or encourging them to do well in school. 10. Which factors should a parent consider when choosing a childcare option?

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Harpo Allen’s current culture and climate is one of “you stay on your side of the property line, and I will stay on mine”. Parents must feel welcomed and needed when they walk into the doors of the school or classrooms. If parents do not feel valued, or are made to feel less than adequate, they will not make an effort to participate, and to be honest, why should they? It is critical that Principal Allen and his staff begin to reshape the perceptions of the parents and begin to treat the parent/student/teacher dynamic as a partnership. Programs should be implemented both related to social aspect of school as well academic aspect in which parents are invited to come in and participate in a non-threatening environment.

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4a – After the delivering lessons, Miss Hannan assessed the instructional session and provided suggestions to improve upcoming lessons. 4b – Miss Hannan collaborated with the cooperating teacher for an efficient and effective process of recording and maintaining accurate assessment for each student. 4c – Miss Hannan described that parents and teachers are “ultimate teammates” in a student’s education. She kept parents informed by a weekly newsletter that was written by students. Understanding that parents need to be made aware of their child’s progress, Miss Hannan communicated positive and areas of challenges by sending notes and emails to parents.

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For family involvement, I have designed a schedule where each parent makes at least two visits to interact with the children in the classroom. I have also enlightened parents on the need for interacting with children at home and how they need to do so to help with their development. I have implemented community based care by having other teachers in other classes involved with the children I teach and vice-versa. 7. How do you think the whole environment is a factor in a child's education?

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One strategy to help parents would be to conduct a workshop, or multiple session workshops, for parents in help them learn how to participate in their children’s learning process. It is also stated that schools must empower parents who may feel “less useful in school work due to lack of formal literacy skills” (Njeru, 2015). Many parents in low SES communities do not have the skills to work with their children at home. Classes should be held in order to teach the skills that parents need. Once parents are given the training that they need they can help their students succeed.

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Although outside the walls of the school, relationships with the families and the community are essential for providing students with the needed wraparound support. Building transparent, authentic relationships with students, teachers, families, and the greater community fosters trust that we are able and worthy to serve

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1377 Words | 6 Pages

A child’s education is affected by various elements such as gender, race, environment, economic factors, privilege, and more. These elements shape the outcome of a student’s educational experience and learning. They also determine what and how students will learn. In order to create an appropriate learning environment, there should be a sense of community. In other words, the common goal should be helping students succeed and reach their maximum potential.

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This article shows this goal by advocating for greater parent-teacher involvement to influence student success. This shows how teachers are willing to work with parents and families to help influence a student to succeed. This goal was also shown in Erin E. Adkins’ project “Literacy-Supportive Environments”. This paper shows this goal by explaining how teachers can set up literacy supportive environments for children.

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Students of both low socioeconomic status and high socioeconomic status still achieved at the same level (Hayes, 2011). Consistent communication between home and school throughout a child’s education seems to be an important factor in a student’s academic success. The school can also gain significant improvement from the helping of parents involved. As described in the article, “We are the Professionals: A Study of Teachers’ Views on Parental Involvement in School”, the author provides a teacher’s perspective on parental involvement. Baeck examines teachers’ attitudes and experiences towards parental

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According to Epstein's theory, all six of these types of inolvement are likely to lead to successful partnerships between parents, school and community. The categories can also be subsumed into three broader categories: Home-based involvement, school-based involvement and home school communication (Fantuzzo,

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There has been important research on how parental involvement affects students. Explanations for why parents do not get involved, and what role teachers play in creating an atmosphere that is encouraging to parents becoming actively involved in their children’s education; Parental involvement is defined as contribution made by parents to their child's education. These contributions can take place in or outside of the school. For example, At home, Parental involvement can include activities such as helping with homework; and parent’s involvement at school may include parents volunteering in the classroom or attending workshops.

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Therefore, students need to be helped perform at their level of ability in order to succeed. Building a strong parent-teacher relationship will benefit the three participants; the parent, the teacher and most importantly, the child him/herself (Holdaway, 1979). Continuous contact and help from the parents will help the educator relate his/her classroom environment with what the students experience within their home environment. Therefore, this puts the responsibility on all the adults present in the child’s life to ensure that the experiences that the child is facing are helping him/her extend his/her learning achievement (Dombro,

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1095 Words | 5 Pages

As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.

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1277 Words | 6 Pages

EFFECTS OF PARENTS AND TEACHERS INTRACTION ON DELOPMENT OF EARLY CHILDHOOD STUDENTS IN MIANWALI 1.1 Introduction: The importance of good parent-teacher relationships has been well documented. Research has shown that parent involvement in education benefits not only the child but also the parents and teachers (Eldridge, 2001). The function of a good parent-teacher relationship is much more than just like a vehicle for status reports from teacher to parents on a child’s performance.

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