School Family Community Partnerships

Students' intercultural competence and reading ability are an essential aspect of their education. Intercultural competence, defined as respect for the cultural views, beliefs, and traditions of others, is a necessary skill for effective and appropriate communication. Using a multidimensional model, this study investigated the effect of intercultural competence among Thai junior high school students on their resilience, well-being, and attitudes toward reading. A 2018 Program for International Student Assessment data set relating to 7,411 students from 289 schools in Thailand was analyzed using structural equation modeling. The research findings suggest that improved intercultural competence strengthens resilience, well-being, and attitudes toward reading.

In this chapter, we describe four antiracist foci counselors need to address as they build antiracist partnerships, discuss four essential equity-focused partnership principles or pillars of democratic collaboration, empowerment, social justice, and strengths-focus, and present a seven step partnership model (see Figure 1; Bryan & Henry, 2012; Bryan et al, 2019, 2020). These
antiracist foci and equity-focused principles enable counselors and educators to lead courageously in antiracist work and in building school- -community partnerships suitable for supporting Black children and other children of color without perpetuating racism and inequity. School counselors use the partnership process model, which comprises seven steps: (1) preparing to partner, (2) assessing needs and strengths, (3) coming together, (4) creating shared vision and plan, (5) taking action, (6) evaluating and celebrating progress, and (7) maintaining momentum, to intentionally build antiracist partnerships, that provide antiracist interventions to tackle trauma, college and career readiness and access, and  programs and interventions that foster protective factors and racially safe school environments for children and families of color.

Educators, researchers, advocates, and others agree that effective family-school partnership is an important component in best supporting the academic outcomes and future success of students. However, schools and educators struggle in forming constructive partnerships with racially and economically marginalized and oppressed parents and families, particularly low-income Black parents and families. This compromises support for low-income Black students that are already served in underfunded and under-resourced schools compared to their White middleclass counterparts. Further, this phenomenon exacerbates a widely understood academic achievement gap between low-income Black students and White middleclass students. In seeking to unearth and better understand effective strategies and practices within familyschool partnerships with low-income Black families in the hopes of improving them, most research and literature highlights the voice and perspective of school leadership, social workers, school psychologists and other professionals. A critical voiced missing in this discussion is that of the parents themselves. This study aims to highlight and bring their much-needed perspective to the conversation. Employing in-depth, semi-structured interviews during the academic years of 2014-2015 and 2015-2016, this research gives insight and perspective into the family-school partnership experiences of twelve (12) low-income Black parents whose children were in the 3 rd or 4 th -grade at a public elementary school in New York City. Thematic analysis of the data revealed two v main areas of focus within the family-school partnerships described: Relationships Within Family-School Partnerships and Influences Within Family-School Partnerships. Further, within each theme, four spheres of relationship (parent-child, parent-school, parent-principal, parentteacher) and four spheres of influence (on-site school-based support program; parent manifested belief in parents' role in education; parent knowledge and opinion of teaching strategies and curriculum, and larger education system; race and ethnicity) were revealed. In addition, the data analysis showed the commitment, knowledge, and energy that the parents interviewed brought to their relationship with and to the school, as well as the constructive power that school leadership harnessed in actively seeking relationship and partnership steeped in honesty, trust, passion, and belief in and for the parents and families that they served. Finally, the study supported previous authors' contentions for the inclusion of family home-based activities within models and frameworks of family-school partnership as well as revealed avenues for practice and future research towards the goal of strengthening family-school partnerships in support of best outcomes for students and their families. You all are a testament to the power of collective parent voice. To the study school principal, words cannot thank you enough for agreeing to this research and for your openness, input, flexibility, and patience throughout the process. The level of dedication and passion that you bring to all you do for the school, and the children and families it serves, is inspiring. To the school-based services program director, thank you so much for all your support. The school and its families are very lucky to have you. To everyone else in the school community, thank you for being so welcoming and for sharing so much of yourselves with me. To my dissertation chair, Steve Burghardt, I cannot thank you enough for your understanding, feedback, and guidance, and endless patience with back and forth emailing and texting. I hope I have fully conveyed to you how much I appreciate your consistent belief in me, and in this study. To my committee member, Willie Tolliver, thank you for your support and mentorship throughout my learning journey in the program and in this study. Your influence has pushed me immeasurably to grow academically, professionally, and personally. To my committee member, Harriet Goodman, thank you for your guidance throughout my time in the program, and for pushing me to present my work to its fullest strength. To Janille Bagcal, thank you for your warm presence, humor, and helpfulness in traversing administrative tasks. To all the professors with whom I took classes, your teaching and guidance has me leaving the program with a greater depth and breadth of thinking and understanding of social work, social welfare, and social justice; thank you. vii To my class cohort of students, this journey would not have been the same without you. In particular, Amy, thank you for lighting the way, and Tami, I am blessed with the truth of your prediction at our orientation meeting. To my Practice Lab teaching cohort, your intelligence, passion, openness, skill set, humor, and friendship nourishes me every Thursday. Thank you for cheering me on throughout my dissertation process. To my friends, old and new and near and far, and to the Motivational Crüe, thank you for making me laugh, and being a source of inspiration and support. A special thank you to Alexis for your unerring friendship, honesty, and wit, and for being a sounding board throughout this journey. With gratitude, to all the places and spaces that supported me in my writing process, either literally or figuratively, particularly Taszo, the GC Library, the Brooklyn Cottage, and the Seawall. To my father, thank you for instilling in me a love of learning and for modeling the importance of generosity in all its many forms. I love and miss you every day. To my mother, thank you for your love and for showing me by example that life is a journey, and there is no age limit on learning and growing. To my brother, your love and belief in me means more to me than you know. To Jenny, my life would not be the same without you in it (insert hazelnut emoji). To my stepson and my daughter, my world forever changed the day each of you came into my life. Your inherent kindness and all that you both are inspires me daily to strive to be the best version of myself possible and to do all I can to make the world one that is deserving of you. Thank you for your patience throughout this process, and for making me laugh and not take life, or myself, too seriously. I love you both tremendously. Finally, to my partner, Leroy, there are not enough words to convey how much you mean to me. Thank you for your endless belief in me, even when I doubt myself, and for your patience, support, humor, and calm. I cannot imagine being on this life journey without you. With all my heart, I love you.

T he benefits of family involvement in education are clear. Productive home-school collaborations are associated with enhanced academic, social, and emotional outcomes for children , including specific gains in work completion, attendance, academic engagement, grades, test scores, attitudes toward school, self-concept, and behavior (Caprara, .

©2009 Nat ional Associat ion of Elementary Principals . Al l Rights Reserved. T he benefits of family involvement in education are clear. Productive home-school collaborations are associated with enhanced academic, social, and emotional outcomes for children (Hoover-Dempsey & Sandler, 1995; Minke & Anderson, 2005), including specific gains in work completion, attendance, academic engagement, grades, test scores, attitudes toward school, self-concept, and behavior (Caprara, Barbaranelli, Borgogni, & Steca, 2003).

Modern Russian and international studies show that the interaction between school and family as subjects of the educational process has several positive outcomes for all participants: improved student performance, increased teacher effectiveness, and a positive impact on family well-being. However, parental involvement in their children's school life is hindered by various factors, including institutional and organizational barriers, teachers' lack of readiness, as well as the needs and capabilities of the families themselves. To identify family needs and expectations of school activities, a survey was conducted among 60 parents of students in grades 5-8 at general education schools in Smolensk. During the analysis, the responses were further divided into groups based on student age and academic performance. It was found that parents are generally satisfied with various aspects of interaction between teachers and both students and parents (openness, friendliness, support). They appreciate the opportunities for communication with teachers, administration, and other specialists through both traditional and remote channels. Parents are informed about school life, and the predominant type of involvement is passive observation (more than 80 %), while active involvement is regularly practiced by no more than a quarter of respondents. There is a noted low level of interest in parent-specific events and participation in school organization activities as a whole. Parents of students in grades 7 and 8, as well as those with high academic performance, demonstrate greater activity in interacting with the school and involvement in events. The results indicate the need for schools to foster active types of parental involvement and adopt a differentiated approach to organizing such activities.
Современные российские и зарубежные исследования показывают, что взаимодействие школы и семьи как субъектов образовательного процесса имеет ряд положительных результатов для всех участников: улучшение достижений учащихся, повышение эффективности учителей, позитивное влияние на семейное благополучие. Однако вовлеченности родителей в школьную жизнь детей препятствуют разные факторы, связанные как с институциональными и организационными барьерами и неготовностью педагогов, так и с потребностями и возможностями самих семей. С целью выявления потребностей и ожиданий семьи к деятельности школы было проведено анкетирование 60 родителей учащихся 5–8-х классов общеобразовательных школ г. Смоленска. При анализе ответов выборка дополнительно делилась на группы по возрасту и успеваемости учащихся. Было выявлено, что родители удовлетворены различными аспектами взаимодействия педагогов с учениками и родителями (открытостью, доброжелательностью, поддержкой), отмечают возможности коммуникации с педагогами, администрацией и другими специалистами с использованием различных каналов, как традиционных, так и дистанционных. Родители информированы о жизни школы, их преобладающим типом вовлеченности является наблюдение (более 80 %), активные типы регулярно практикуют не более четверти опрошенных. Отмечается низкая заинтересованность в мероприятиях для родителей, а также в участии в организации деятельности школы в целом. Группы родителей учащихся 7-х, 8-х классов с высокой успеваемостью демонстрируют более высокую активность во взаимодействии со школой и вовлеченность в мероприятия. Полученные результаты свидетельствуют о необходимости работы школы по развитию активных типов школьной вовлеченности и дифференцированного подхода к организации данной деятельности.

This study aims to investigate the primary challenges to effective school-family-
community engagement at Paragon ISC, evaluates successful programs, and
proposes strategies for improvement. The research identifies several significant
barriers to engagement, including time constraints, language barriers, cultural
differences, and a lack of parent interest. This study uses qualitative research
methodology. Based on the research findings, several recommendations are
proposed to enhance family and community engagement at Paragon ISC. These
include increasing the frequency of Parent-Teacher Conferences, providing
additional training on effective communication techniques, and offering translation
services or interpreters. Flexible meeting times and opportunities for co-teaching or
co-planning with parents are also suggested to accommodate parents' schedules and
foster a more collaborative environment. To sustain long-term engagement, the
school should focus on continuous training for teachers and staff, regular updates,
and transparent communication. Offering more relevant programs and considering
the need for a homeroom teacher assistant can further enhance engagement by
addressing specific needs and providing additional support. This study is particularly
important for education in Cambodia, as it provides valuable insights into enhancing
school-family-community engagement, especially for schools. Future research
directions include conducting further studies to track the effectiveness of
implemented strategies over time, comparative studies across different schools,
regions, or countries, and investigating the role of technology in enhancing
engagement. By implementing strategies as the result of this research, Paragon ISC
can create a more inclusive, supportive, and engaged school community, fostering
stronger connections between the school, families, and the community.
Key words: school-family-community engagement, effective strategies, school
program

Director: Joseph C. Rost The probable future of international resource developm ent in the local school com m unity for the years leading up to 2000 was researched using the Delphi method--the best available tool for building consensus in emerging fields. A panel of 28 identified experts in elementary and secondary schools and districts from Southern C alifornia in the field of school-com m unity relations with dem onstrable experience in international education com pleted three rounds of surveys. The surveys served to identify (1) educational resource people w ho could bring constructive ch an g e com m unityw ide, (2) program developm ents and school-com m unity partnerships, (3) practical and philosophical goals for fusing international, national, com m unity and academ ic educational values, and (4) com peting dem ands and pressures. Results show specific, readily apparent trends in each area. Trends from all areas fell into one of four m odels, each reflecting a distinct perspective of international education. The perspectives are Model I, involving curriculum and instruction values, M odel II, involving local multicultural and political values, Model III, involving national econom ic security values and, Model IV, involving more universal, globally shared values. Model IV unites the fundamental values of all four models and com plem ents the findings in the literature on leadership. R ep ro d u ced with p erm ission o f the copyright ow ner. Further reproduction prohibited w ithout p erm ission. 17. International Resource Development Programs: Multicultural Education Perspective.

In this paper we focus on the development of educational practice and praxis in the university context. We utilize Schatzki’s (2002) notion that practices are ‘the site of the social’, and our own recent work on ‘site-based education development’ as a form of praxis (Kemmis, Wilkinson, Edwards-Groves, Hardy, Grootenboer & Bristol, 2014) to investigate university teaching practices in Australia. Drawing upon the presenters’ individual and collective inquiries into three instances of change in three Australian universities, and at three levels of inquiry (personally; faculty-wide; university-wide), we reveal how the praxis-focused activities of individuals, and collective reflective inquiry can help stimulate transformed educational practice in the university sector. The educational landscape in the university sector, like the other education sectors, is being dominated by a “performative audit culture” (Comber & Nixon, 2011, p. 168), and academics are having their teaching practices ...

writing, and program evaluation (Wright, 2012). A University Outreach Center (UOC) is a department located within a university that have mission to connect university faculty with community partners on projects where there are shared interests and benefits. UOCs specialize in coordinating faculty and community partnerships focused on grant writing and management, program development, needs assessment, program evaluation, and professional development. The purpose of this article is to provide an overview of the general structure of University Outreach Centers (UOCs), discuss the mutual benefits of school counselor-UOC partnerships, present a model for developing the partnership, share a case example, and review the legal, ethical, and relational issues.

This article provides a preliminary report on the construct validity and internal consistency of the Community Scale. The Community Scale was developed to acknowledge the perceptions of community members and to promote a student-led School Community Partnership Process within the larger context of school climate improvement efforts. A brief history of the development of the Community Scale provides context for the current study of its psychometric properties. Results relating to factor analyses and reliability coefficients based on data collected from community members associated with two schools in Illinois, one school in Connecticut, and one school in Minnesota are then presented. Findings show that the Community Scale (version 2.0) measures two dimensions of school–community collaborations and support. The scale shows acceptable construct validity and acceptable to good internal consistency, with scope for even stronger psychometric properties as the scale is refined further.

The benefits of school and community partnerships are well documented in government reports and the academic literature. A number of government initiatives have been introduced to actively involve parents and the community in school matters. In addition, various agencies have produced resource kits and guidelines to assist schools and communities to develop and foster partnerships, and partnership agreements. Much of this study has focused on working with Aboriginal peoples. The use of the term, ‘Aboriginal’ in this paper refers to Aboriginal and Torres Strait Islander people. Initiatives such as ‘What Works’ have had some success in building strong Aboriginal community and school partnerships, however, the literature also reveals that despite such initiatives, the levels of success vary from school to school, with some partnerships unable to develop or be sustained. In responding to a gap in the current knowledge, the authors examine the value of school–community partnerships in a ...

În sens larg, noțiunea de "educație parentală" se referă la calitatea de a "fi părinte". Această noțiune pare să-și aibă originea, în primul rând, în antropologie (1930), fiind corelat cu Bronislaw Malinowski. Prin crearea termenului parenthood (creșterea copiilor), antropologul, etnologul și sociologul polonez (1884-1942), abordează această problematică din perspectiva funcțiilor pe care le dețin părinții în raport cu copiii lor (procreare, hrănire, educație, atribuirea unei identități, acces la statutul de adult etc.). Ulterior, în anii 1960, abordarea psihanalitică definește creșterea copiilor drept un construct de poziții parentale în relație cu procesul psihic de "a deveni părinte". În știintele umaniste, este relativ o noțiune nouă. În limba engleză, este definit adesea drept parenthood (statutul de părinte, calitatea de a fi mamă sau tată din punct de vedere psihologic, social și legal) sau parenting (exercitarea rolului de părinte din perspectiva a ceea ce poate percepe și primi copilul-comportamentele parentale, practici parentale, competențe parentale-sau din perspectiva a ceea ce pot experimenta părințiiatitudini parentale, stres parental, cogniție parentală (Lacharité, 2015, pagina 3; Bornstein, 2002). Acest consorțiu de parteneri ai proiectului european "PAGE" (Consiliere și educație parentală, 2016-2018) favorizează noțiunea operațională de parenting, de vreme ce scopul său este să ofere sprijin în educația parentală, în special atunci când nevoile sunt noi, iar figurile parentale, fragile (în caz de vulnerabilitate). Acest consorțiu format din 8 parteneri din 5 țări diferite (Franța, Italia, România, Spania și Marea Britanie) reunește mai mult de 15 specialiști pentru oferirea de ajutor în educația parentală: academicieni, asistenți sociali sau medico-sociali. De vreme ce asistăm la recentele evoluții din ultimii 30 de ani, care afectează familia, acest consorțiu își propune, practic, să abordeze educația parentală prin luarea în considerare a faptului că, în prezent, aceasta se practică sub noi forme familiale, care a modificat profund "figurile parentale": familia monoparentală, homosexuală, familia separată sau recompusă; transnațională, extinsă, creșterea artificială sau precoce a copiilor etc. În realitate, literatura recurge adesea la expresia "figură parentală" pentru a descrie orice adult care își exercită funcția parentală în relație cu un copil, de vreme ce a fi părinte se întâlnește sub diverse și multiple forme astăzi. INTRODUCERE Specialiști și cercetători din cele 5 țări din consorțiu lucrează cu figuri parentale care se confruntă cu diferiți factori de risc, diverse forme de vulnerabilitate: sărăcie extremă, tulburări psihice și psihiatice, izolarea socială, adicțiile, șocul cultural, mame tinere, neglijența parentală (neglijența indică capacitatea redusă a figurilor parentale de a răspunde nevoilor de dezvoltare a copilului, deci reprezintă un tip de violență prin omisiune, Lacharité, Ethier, Nolin, 2006) sau chiar abuz (definit drept violență prin omisiune), etc. Recomandarea (2006)19 Comitetului de Ministere a Consiliului Europei, confirmă dimensiunea europeană a acestei chestiuni și pledează pentru crearea de condiții care să vină în sprijinul însușirii unei educații parentale

This article deals with how the concept of materials development can be adopted for training student teachers in an educational institution. The content was divided into three parts. First, a workplace context is presented. A practice textbook analysis guides the student teachers to be aware of how a textbook can be evaluated or supplemented. The second part shows a problem concerning a curriculum resources room in the workplace as mentioned in the first part. The context of the workplace is analysed. The concepts of collaboration, self-access instruction and materials development were explored and adopted for a framework to present a plan. The final part includes the presentation plan, the implementation plan and the evaluation plan.  บทความนนำเสนอการประยกตใชแนวคดการพฒนาสอในการผลตนกศกษาครในสถาบนการศกษาแหงหนง เนอหาถกแบงเปน 3 สวน สวนทหนงเปนการนำเสนอบรบทในสถานททำงาน หลกการวเคราะหหนงสอเรยนชวยใหนกศกษาครตระหนกถงการประเมนหนงสอหรอเสรมสงทบกพรอง สวนทสองเปนการแสดงปญหาเกยวกบหองหลกสตร ณ สถานททำ...

A ccording to the Alliance for Excellent Education (2005), one-third of entering ninth-grade students will drop out of high school before attaining a diploma, and another third will graduate unprepared for college or a good job. About half of the high schools in the nation's 35 largest cities have severe dropout rates-often as high as 50 percent. Only about 30 percent of high school students read proficiently, and more than a quarter read significantly below grade level.

The aim of this work is to identify good practices, and drawbacks, in the partnerships formed in Secondary schools between the school, the family and the community, as seen from the perspective of the school management teams. Two studies are presented here: the first is part of an investigation into student efficacy in the Autonomous Community of the Basque Country in Spain, which was then presented at a Secondary school head teachers’ conference; the second is formed of contributions from head teachers attending that conference. The first study, which combines a quantitative and qualitative methodology, consists of interviews with 16 management teams from the top-ranking Secondary schools in the ACBC. The second study, which applied the World Cafe methodology, is based on contributions from 24 head teachers from various autonomous communities around Spain. According to the management teams at the best-run Secondary schools in the ACBC, the partnership practices most closely related...

The development of New Media determined a remarkable cultural change, and beside the technological aspects, it produced a whole range of socially relevant questions. Thus, my paper focuses on the relationship between contemporary scientific research and society, from the perspective of the role played by the new technologies in the creation of scientific communities. I am especially interested in the phenomenon of online cooperation within these communities, and in the way the new technologies (re)shape the scientific research. In discussing online cooperation, we must not leave aside subjects such as helping and sharing behaviors, the problem of costs and benefits, the social ties that are involved or the connection among knowledge, experience and digitalization.

The SWIFT Fidelity of Implementation Tool (SWIFT-FIT) is designed to measure growth and maturation of a school’s inclusive educational practices and to help simplify school decision making about installing or improving practice. This report describes the development and technical adequacy of this instrument. Based on this technical adequacy, trained assessors may use SWIFT-FIT in research, evaluation and on-going implementation of the SWIFT framework in schools.

Homework is a controversial topic that frequently attracts the attention of teachers and researchers, who are looking to identify ways to make it as attractive and enjoyable as possible, relevant, and formative as well. There are various points of views and data, empirically based, concerning the utility, scope, impact of homework on students’ development. The aim of the study was to identify the reflections, perceptions, and stated practices of primary school teachers regarding the assignment and assessment of homework. Thus, 10 primary education teachers completed reflection diaries on homework, between May 26 and June 25, 2021 (a period of the schooling year with consolidations, evaluations, and gradual relaxation towards ending/summer holiday). The teachers were asked to record each two days their reflections. The coding of the entries in the reflection diaries was done and analyzed with MAXQDA, and it covered aspects like the purpose and role of homework, methods for effective ...

Parental support is critical for young children's language and literacy development. It is important that teachers are aware of this parental role. Particularly in the case of lower-educated parents, teachers can improve their education when they engage parents in partnerships to support young children's language development. These parents are often challenged to provide a rich Home Language Environment (HLE) with opportunities for interaction and using language. However, teachers have little experience in building partnerships with lower-educated parents. We designed a series of interventions to establish partnerships between school and lower-educated parents and to encourage rich parent-child interactions. In close collaboration with teachers, principals and parents, we evaluated the application of these interventions using interviews, questionnaires and classroom observations. The results show that most teachers implemented the interventions in their classroom as intended. However, some teachers experienced problems with modelling activities to parents and stimulating parents to follow their child's initiative. Our findings also show that parents increased their participation in parent-child activities, showed more interactive behaviour with their child and were positive about their participation in the programme and its relevance. Furthermore, the school teams saw opportunities for continuing to work with the programme. Nevertheless, we also observed practical problems such as insufficient preparation of teachers for working with parents during preservice teacher education and a lack of supportive school policy. Finally, we examine how the prototype can be better adapted to the needs and resources of teachers and lower-educated parents.

Dezvoltarea rapidă a tehnologiilor digitale a favorizat crearea unor noi medii de comunicare virtuală, și anume  rețelele de socializare, care, datorită interesului sporit, reprezintă o provocare societală contemporană cu o amprentă puternică asupra dezvoltării copiilor și nemijlocit asupra procesului instructiv-educativ. În articolul de față sunt prezentate rezultatele unui studiu care elucidează viziunile cadrelor didactice cu privire la impactul rețelelor de socializare asupra limbajului elevilor, prin evidențierea anumitor riscuri și vulnerabilități, precum și a aspectelor pozitive ce țin de dezvoltarea abilităților lingvistive și comunicative.

The community school model is a strategy for addressing educational and place-based inequities. Our case study of a community school in Pennsylvania examines the role of the principal in leading toward authentic partnerships with families and community organizations. Our findings demonstrate how the school principal's approach to partnerships evolved toward expanded notions of student outcomes, fostering democratic dialogue and productive disagreement, building and sustaining relational trust, and negotiating reciprocity for generativity. We conclude with implications and recommendations for educational leadership practices that cultivate working in and with communities. This study contributes to growing scholarship about leadership in community schools. In a growing number of towns and cities in the United States, school and community leaders have invested in the community school model as a place-based strategy for addressing a wide range of inequities (

Practicum is essential in initial teacher training (ITE), while mentoring represents an important part of it. The need for the practicum mentors’ training is recognized, being highlighted both by studies (Czerniawsky et al., 2016; Guberman et al., 2020) and by the recommendations of the European Commission (2021). However, the mentors are precariously prepared (Clarke & Mena, 2020), the literature pointing out the limited training and insufficient knowledge regarding mentoring activities. This study aims to identify the training needs of mentors in Romania, and the further training undertaken, to carry out mentoring activities in ITE. The study was run between December 2021 and February 2022, based on the questionnaire elaborated by the International Forum for Teacher Educator Development (InFo-TED). By analysing the answers of the 276 mentors from Romania who are guiding the practicum in ITE at all levels of pre-university education, we can highlight: the types of activities consid...

Temele pentru acasă reprezintă un subiect controversat, ce suscită, în mod frecvent, atenţia profesorilor şi a cercetătorilor, care caută să identifice modalităţile de a le face cât mai atractive şi plăcute, mai relevante şi formative. Există multiple puncte de vedere contradictorii, dar şi date explicative, empirice, cu privire la utilitatea temelor pentru acasă, la volumul şi natura lor, la scopul pentru care sunt acordate şi la impactul acestora asupra elevilor. Scopul studiului a fost de a identifica reflecţiile, percepţiile şi practicile declarate ale unor profesori din învăţământul primar, cu privire la acordarea şi evaluarea temelor pentru acasă. Astfel, 10 profesori de învăţământ primar au completat jurnale de reflecţie pe marginea temelor pentru acasă, între 26 mai şi 25 iunie 2021 (perioadă din anul şcolar când au loc şi evaluări şi recapitulări finale, şi se face, treptat, trecerea spre vacanţă). Profesorii au fost rugaţi să consemneze în jurnalele de reflecţie la fiecare două zile. Codarea şi analiza consemnărilor din

Background Many responses to students whose behaviour is considered unacceptable at school fail because they treat young people as isolated individuals and do not operate in the context of the community of people who know and care about them. In some parts of the world there is a move towards exploring how to support such students by moving away from retributive justice and the primacy of assigning blame and punishment to an alternative means of preventing, managing and controlling behaviour by establishing partnerships with students' home communities. One such approach is restorative justice. Purpose To examine how the process of restorative justice can make a positive response to unacceptable behaviour. Design and methods This paper draws together some of the literature associated with this approach, with a case example of restorative justice in action. It illustrates how community norms and values can help to encourage more socially appropriate behaviour. This example comes from a New Zealand M aori context and an intervention undertaken with 'Wiremu', a young man whose behaviour was of concern at home, in school and in the local neighbourhood. Results The intervention operated through traditional M aori protocols to shift the focus away from those affected by Wiremu's actions, and from Wiremu himself, on to the whole community in order to focus on 'putting things right' between all those involved in the wrongdoing. It shows how traditional community conflict resolution processes were able to address and resolve tension, make justice visible and more productive, and support the restoration of harmony between Wiremu, those upset by his wrongdoing and the collective. Conclusions Introducing restorative practices in schools is not straightforward. It requires considerable forethought and prior planning, negotiation and deliberation. Restorative justice requires that schools do not own or completely control the process, but have to learn to be responsive to families and local voluntary community groups who are, potentially, important sources of additional support for schools in addressing student behaviour that is seen as problematic.

This article responds to the theme issue by providing a glimpse of the historical and contemporary efforts in the area of developing school, family, and community partnerships, a long-standing area of need and inquiry in the literature. It reports on the collective learning from these articles where implications of the findings pointed to the importance of elevating the importance of these partnerships. Implementation ideas of strong family, school, and community partnerships are considered along with areas that require continued attention including, but not limited to providing professional development learning opportunities, inviting voices from all stakeholders involved, shifting the paradigm of family and community involvement from a deficit model to a resource-rich model, and promoting a more free flowing sharing of research-based practices between the research community and those who are in the frontlines of these partnerships.

This article responds to the theme issue by providing a glimpse of the historical and contemporary efforts in the area of developing school, family, and community partnerships, a long-standing area of need and inquiry in the literature. It reports on the collective learning from these articles where implications of the findings pointed to the importance of elevating the importance of these partnerships. Implementation ideas of strong family, school, and community partnerships are considered along with areas that require continued attention including, but not limited to providing professional development learning opportunities, inviting voices from all stakeholders involved, shifting the paradigm of family and community involvement from a deficit model to a resource-rich model, and promoting a more free flowing sharing of research-based practices between the research community and those who are in the frontlines of these partnerships.

Practicum is essential in initial teacher training (ITE), while mentoring represents an important part of it. The need for the practicum mentors’ training is recognized, being highlighted both by studies (Czerniawsky et al., 2016; Guberman et al., 2020) and by the recommendations of the European Commission (2021). However, the mentors are precariously prepared (Clarke & Mena, 2020), the literature pointing out the limited training and insufficient knowledge regarding mentoring activities. This study aims to identify the training needs of mentors in Romania, and the further training undertaken, to carry out mentoring activities in ITE. The study was run between December 2021 and February 2022, based on the questionnaire elaborated by the International Forum for Teacher Educator Development (InFo-TED). By analysing the answers of the 276 mentors from Romania who are guiding the practicum in ITE at all levels of pre-university education, we can highlight: the types of activities consid...

The role of family in training STEM experts. STEM education involves equal attention to the disciplines of Science, Technology, Engineering and Mathematics. Adding the Arts, respectively Reading, two new concepts called STEAM and STREAM were obtained. The training of STEM experts in today's society is a real necessity in our country. A large share of the trades that will exist in the next 10-20 years have not been invented, and many trades will disappear completely. In addition to the essential role that the teacher has in students training, the teacher-student-parent relationship greatly influences the teaching-learning act. It is well known that the close relationship between school and family leads to improved academic achievement of students, increased motivation and the creation of a positive educational climate. Through this article, I set out to analyze the influence of parenting styles in the training of STEM experts.

Cultura parteneriatului în eduCație Angela mușEnCo gr. did. sup., Direcţia Învăţământ Soroca formator, Centrul Educațional PRO DIDACTICA Depăşirea barierelor în calea parteneriatului şcoală-familie Rezumat: Articolul abordează aspecte relevante ale parteneriatului școală-familie, inclusiv din perspectiva cercetărilor care documentează atât beneficiile implicării părinților și a altor membri ai familiei în educația copiilor, cât și barierele legate de: contextul vieții părinților, vârsta copilului, lipsa încrederii în școală, atitudinea profesorilor; bariere de ordin psihologic. În scopul stabilirii unui parteneriat școală-familie de succes, autoarea propune valorificarea instrumentelor de comunicare eficientă, utilizarea mediilor digitate, a serviciilor de consiliere pentru familii, a vizitelor la domiciliul elevilor.

This article responds to the theme issue by providing a glimpse of the historical and contemporary efforts in the area of developing school, family, and community partnerships, a long-standing area of need and inquiry in the literature. It reports on the collective learning from these articles where implications of the findings pointed to the importance of elevating the importance of these partnerships. Implementation ideas of strong family, school, and community partnerships are considered along with areas that require continued attention including, but not limited to providing professional development learning opportunities, inviting voices from all stakeholders involved, shifting the paradigm of family and community involvement from a deficit model to a resource-rich model, and promoting a more free flowing sharing of research-based practices between the research community and those who are in the frontlines of these partnerships.

This article responds to the theme issue by providing a glimpse of the historical and contemporary efforts in the area of developing school, family, and community partnerships, a long-standing area of need and inquiry in the literature. It reports on the collective learning from these articles where implications of the findings pointed to the importance of elevating the importance of these partnerships. Implementation ideas of strong family, school, and community partnerships are considered along with areas that require continued attention including, but not limited to providing professional development learning opportunities, inviting voices from all stakeholders involved, shifting the paradigm of family and community involvement from a deficit model to a resource-rich model, and promoting a more free flowing sharing of research-based practices between the research community and those who are in the frontlines of these partnerships.

Dissertation supervised by Gretchen Generett, Ph.D. This research study focused on culturally responsive teaching instruction supported and developed through less formal learning and teaching environments. Eight in-service teachers shared their beliefs, personal narratives, and culturally responsive teaching practices in educating African American youth attending a quality afterschool program in an underserved community. Three research questions guided this qualitative case study and the results were discussed according to the three themes that emerged through the theoretical frames of culturally responsive pedagogy (Erickson, 1987, Gay, 2000, 2002) and Ecological Systems Theory (Bronfenbrenner, 1979). The themes that emerged as a result of the analysis

Leadership has emerged as a central factor in sustainable regional development. Complex regional development initiatives need dynamic leaders to convene diverse stakeholders, sustain participation, leverage external resources, and achieve collective impact. This study researched the deeper meanings and application of backbone leadership using case study research examining a collaborative, regional initiative known as the Mon River Valley Coalition (MRVC). The MRVC is a regional and community-based economic revitalization program that promotes economic and environmental sustainability by capitalizing on the outdoor recreation and nature-based tourism potential of the Monongahela River. Through an inductive logic process, this research study analyzed the role and capabilities exhibited by backbone leaders associated with the MRVC. The data revealed that backbone leadership has been important to the cumulative success of the Monongahela River Valley Coalition. Study results highlight the backbone leadership roles and capabilities demonstrated by the leadership team both internally and external to the coalition. Sustainable development leaders work in uncharted waters-beyond the safe harbors of government, corporations, and nonprofit organizations. Research is needed that elaborates the integrative work that these sustainability leaders do. Studies such as this one can illuminate the pathway for those to follow.

Background The COVID-19 pandemic has had a broad influence on health and society across the globe, especially on the education sector as its educators have had to continue the provision of teaching and learning opportunities to their students online in the midst of pandemic. This has led to learning loss and psychological health issues among students, which is now being recognized worldwide. This study aims to explore the perceptions, perspectives, and experiences of teachers with regards to learning loss and psychological health issues among students during the COVID-19 pandemic in Thailand. Methods Descriptive qualitative research was employed to gain a richer understanding of this interesting phenomenon. The experiences of twelve primary and secondary teachers were looked into by dividing them into several focus groups and interviewing them through video conferencing. All interviews were recorded, transcribed and analyzed through the use of content analysis. Results The findings ...

The purposes of this research were 1) to study the components of educational management career skills model for secondary school under The Office of The Basic Education Commission, 2) to develop the model of educational management career skills model for secondary school under The Office of The Basic Education Commission, 3) to evaluate the model of educational management career skills model for secondary school under The Office of The Basic Education Commission. The study used a research and development: R&D design consisting of 3 phases. Phase 1: study the documents, textbooks and theories as well as semi-structured interviews with 9 experts and survey study by 310 participants. Phase 2: construct and develop a model by in-depth interview and focus group discussion by 18 experts. Phase 3: school experimental and evaluate by 9 experts.Results1. There were 6 main components of educational management career skills model for Secondary School under The Office of The Basic Education Com...

Background Many responses to students whose behaviour is considered unacceptable at school fail because they treat young people as isolated individuals and do not operate in the context of the community of people who know and care about them. In some parts of the world there is a move towards exploring how to support such students by moving away from retributive justice and the primacy of assigning blame and punishment to an alternative means of preventing, managing and controlling behaviour by establishing partnerships with students' home communities. One such approach is restorative justice. Purpose To examine how the process of restorative justice can make a positive response to unacceptable behaviour. Design and methods This paper draws together some of the literature associated with this approach, with a case example of restorative justice in action. It illustrates how community norms and values can help to encourage more socially appropriate behaviour. This example comes from a New Zealand M aori context and an intervention undertaken with 'Wiremu', a young man whose behaviour was of concern at home, in school and in the local neighbourhood. Results The intervention operated through traditional M aori protocols to shift the focus away from those affected by Wiremu's actions, and from Wiremu himself, on to the whole community in order to focus on 'putting things right' between all those involved in the wrongdoing. It shows how traditional community conflict resolution processes were able to address and resolve tension, make justice visible and more productive, and support the restoration of harmony between Wiremu, those upset by his wrongdoing and the collective. Conclusions Introducing restorative practices in schools is not straightforward. It requires considerable forethought and prior planning, negotiation and deliberation. Restorative justice requires that schools do not own or completely control the process, but have to learn to be responsive to families and local voluntary community groups who are, potentially, important sources of additional support for schools in addressing student behaviour that is seen as problematic.

This article reveals the nature of actions, discussions and relationships which helped forge school-community partnerships for engaged student learning and wider community participation for students and families living under difficult socioeconomic circumstances. Specifically, the article draws upon interviews with key personnel and staff involved in the establishment and enactment of a 'Community Partnerships' programme to help improve the opportunities for students attending a primary school serving a low socioeconomic urban community in southeast Queensland, Australia. Drawing upon Kemmis et al.'s (2014) notion of educational practice as a product of ongoing interactions between particular actions ('doings'), discussions ('sayings') and relationships ('relatings'), which both constitute and are responsive to particular conditions or 'architectures' for practice, the article reveals how the conceptualisation, establishment and consolidation of the Community Partnerships programme was dependent upon specific 'relatings' between key district and school personnel, the actions/'doings' of these personnel, and ongoing 'sayings'/dialogue about their work. Collectively, these 'doings', 'sayings' and 'relatings' all helped to stimulate new conditions-'practice architectures'-for improved opportunities for students and their families. Teacher education informed by such theorising of communitypartnerships as the product of specific actions, dialogue and relationship-building is vital for developing improved understandings of such interactions and partnerships over time.

This paper attempts to contribute to the growing literature focusing on middle-class parents, their educational strategies and their role in the construction of socioeducational advantages/inequalities especially in the contexts of Spanish educational discourses, to the de-naturalization of middle-class parental ideologies and the educational policies that are presented as ideologically neutral but are closely aligned to this middle-class ideological complex. The findings come from an action research project in a public (state-run) primary school in Spain, attempting to track and document the "natural history" of the various strategies of "school involvement" displayed by parents which range from collaboration with classroom, school and teacher-initiated activities, to surveillance of school policies and programming to open confrontation with the school administration and among parents. This case study uncovers a complex scenario in a relatively homogeneous (in socioeconomic and ethnic terms) site where parental dynamics of school involvement are varied and shaped by a complex and heterogeneous set of interests and beliefs that seriously invite to reconsider "school-family continuity" in middle-class settings. Additionally, we would also like to use the case study to raise some ethical and methodological questions in relation to the complexities of holding multiple identities and roles in the field.

This article reveals the nature of actions, discussions and relationships which helped forge school-community partnerships for engaged student learning and wider community participation for students and families living under difficult socioeconomic circumstances. Specifically, the article draws upon interviews with key personnel and staff involved in the establishment and enactment of a 'Community Partnerships' programme to help improve the opportunities for students attending a primary school serving a low socioeconomic urban community in southeast Queensland, Australia. Drawing upon Kemmis et al.'s (2014) notion of educational practice as a product of ongoing interactions between particular actions ('doings'), discussions ('sayings') and relationships ('relatings'), which both constitute and are responsive to particular conditions or 'architectures' for practice, the article reveals how the conceptualisation, establishment and consolidation of the Community Partnerships programme was dependent upon specific 'relatings' between key district and school personnel, the actions/'doings' of these personnel, and ongoing 'sayings'/dialogue about their work. Collectively, these 'doings', 'sayings' and 'relatings' all helped to stimulate new conditions-'practice architectures'-for improved opportunities for students and their families. Teacher education informed by such theorising of communitypartnerships as the product of specific actions, dialogue and relationship-building is vital for developing improved understandings of such interactions and partnerships over time.

The purpose of this study was to examine the experiences of students with and without disabilities being educated in inclusive schools, documenting their perceptions of the culture of their school, inclusion, and the practices that were implemented to support all students. Focus groups were conducted with 86 students with and without disabilities from six schools that were recognized as exemplars of inclusive schoolwide practices. Three major themes emerged: (a) students’ sense of belonging in their school culture, (b) inclusion and its impact on students, and (c) school and classroom practices, such as positive behavior support systems, co-teaching, and instructional practices related to student self-determination and direction, feedback and re-teaching, multiple means of representation and expression, and technology utilization. Implications of these findings for implementing inclusive practices in other schools are discussed.

The community school model is a strategy for addressing educational and place-based inequities. Our case study of a community school in Pennsylvania examines the role of the principal in leading toward authentic partnerships with families and community organizations. Our findings demonstrate how the school principal's approach to partnerships evolved toward expanded notions of student outcomes, fostering democratic dialogue and productive disagreement, building and sustaining relational trust, and negotiating reciprocity for generativity. We conclude with implications and recommendations for educational leadership practices that cultivate working in and with communities. This study contributes to growing scholarship about leadership in community schools. In a growing number of towns and cities in the United States, school and community leaders have invested in the community school model as a place-based strategy for addressing a wide range of inequities (

În sens larg, noțiunea de "educație parentală" se referă la calitatea de a "fi părinte". Această noțiune pare să-și aibă originea, în primul rând, în antropologie (1930), fiind corelat cu Bronislaw Malinowski. Prin crearea termenului parenthood (creșterea copiilor), antropologul, etnologul și sociologul polonez (1884-1942), abordează această problematică din perspectiva funcțiilor pe care le dețin părinții în raport cu copiii lor (procreare, hrănire, educație, atribuirea unei identități, acces la statutul de adult etc.). Ulterior, în anii 1960, abordarea psihanalitică definește creșterea copiilor drept un construct de poziții parentale în relație cu procesul psihic de "a deveni părinte". În știintele umaniste, este relativ o noțiune nouă. În limba engleză, este definit adesea drept parenthood (statutul de părinte, calitatea de a fi mamă sau tată din punct de vedere psihologic, social și legal) sau parenting (exercitarea rolului de părinte din perspectiva a ceea ce poate percepe și primi copilul-comportamentele parentale, practici parentale, competențe parentale-sau din perspectiva a ceea ce pot experimenta părințiiatitudini parentale, stres parental, cogniție parentală (Lacharité, 2015, pagina 3; Bornstein, 2002). Acest consorțiu de parteneri ai proiectului european "PAGE" (Consiliere și educație parentală, 2016-2018) favorizează noțiunea operațională de parenting, de vreme ce scopul său este să ofere sprijin în educația parentală, în special atunci când nevoile sunt noi, iar figurile parentale, fragile (în caz de vulnerabilitate). Acest consorțiu format din 8 parteneri din 5 țări diferite (Franța, Italia, România, Spania și Marea Britanie) reunește mai mult de 15 specialiști pentru oferirea de ajutor în educația parentală: academicieni, asistenți sociali sau medico-sociali. De vreme ce asistăm la recentele evoluții din ultimii 30 de ani, care afectează familia, acest consorțiu își propune, practic, să abordeze educația parentală prin luarea în considerare a faptului că, în prezent, aceasta se practică sub noi forme familiale, care a modificat profund "figurile parentale": familia monoparentală, homosexuală, familia separată sau recompusă; transnațională, extinsă, creșterea artificială sau precoce a copiilor etc. În realitate, literatura recurge adesea la expresia "figură parentală" pentru a descrie orice adult care își exercită funcția parentală în relație cu un copil, de vreme ce a fi părinte se întâlnește sub diverse și multiple forme astăzi. INTRODUCERE Specialiști și cercetători din cele 5 țări din consorțiu lucrează cu figuri parentale care se confruntă cu diferiți factori de risc, diverse forme de vulnerabilitate: sărăcie extremă, tulburări psihice și psihiatice, izolarea socială, adicțiile, șocul cultural, mame tinere, neglijența parentală (neglijența indică capacitatea redusă a figurilor parentale de a răspunde nevoilor de dezvoltare a copilului, deci reprezintă un tip de violență prin omisiune, Lacharité, Ethier, Nolin, 2006) sau chiar abuz (definit drept violență prin omisiune), etc. Recomandarea (2006)19 Comitetului de Ministere a Consiliului Europei, confirmă dimensiunea europeană a acestei chestiuni și pledează pentru crearea de condiții care să vină în sprijinul însușirii unei educații parentale

We collected data from 691 teachers from 139 schools in Michigan to validate the instrument titled Data-informed Decision-making on High-impact Strategies, designed based on Marzano's (2003) 11 high-impact strategies. Results of confirmatory factor analysis strongly supported the 11-factor model as the most valid approach to measure teachers’ perceptions of their principals’ data-informed decision-making on high-impact strategies for the improvement of student achievement. According to Marzano's (2003) framework, the 11 factors fall into three categories of higher-order principal leadership concerning schools, teachers, and students. The higher-order-factor model came quite close to the 11-factor model in terms of model-data-fit so that the instrument could be used with satisfactory construct validity in the research of higher-order principal leadership. The scale property analysis showed favorable results for the 11-factor model and the higher-order-factor model. Implicatio...