The International Observatory on Academic Achievement - Documentary search

File number :
CS-CEFC-02e

Bibliographic reference :
Deslandes, R. (2006). La problématique école-famille-communauté dans la formation des futurs enseignants. Dans J. Loiselle, L. Lafortune et N. Rousseau (éds.), L’innovation et la formation à l’enseignement : pistes de réflexion et d’action pour les futurs enseignants (pp. 183-205). Volet Intervention des Presses de l’Université du Québec.

Abstract :

Based on a literature review, the author demonstrates in her article the relevance of integrating the issue of school-family-community into the training of future teachers. Leading Quebec (Canada) educational laws and policies acknowledging the importance of this partnership are first presented in this article. Then, the author outlines the theoretical and scientific knowledge, know-how and self-management skills needed to successfully implement actions aimed towards the school-family-community partnership.

Theoretical Knowledge
A few key concepts are defined in this article, including the community at large, the educational community, cooperation and partnership, social capital, parental involvement in academic monitoring and parenting styles.

Then the author discusses the main theoretical models for studying relationships between family, school and community. Epstein’s overlapping spheres of influence deal with the interactions of these three components. The parental involvement model of Hoover-Dempsey and Sandler deals with reasons underlying parental involvement in school. The ecological and dynamic model of Rimm-Kaufman and Pianta deals with children’s social and school adjustment through the study of their interpersonal relationships and life contexts. Lastly, the partnership model of Dunst, Johansson, Rounds, Trivette and Hamby deals with the essential elements for creating a partnership.

Scientific Knowledge
Three types of knowledge foster a better understanding of the link between academic achievement and family-school partnership. First, psycho-pedagogical evidence proves that, as a general rule, parental involvement in academic monitoring leads to higher academic achievement (e.g., better results, greater educational aspirations). Parents and teachers also benefit from the positive relationships they can maintain: parents’ sense of competency or adequacy may be enhanced through their involvement, and teachers may be in a better position to focus on improving their teaching in a more appropriate climate.

The level of school-family-community partnership differs according to certain contextual elements such as individual (e.g., gender), family (e.g., family structure) and school (e.g., teacher training) characteristics. For instance, parental involvement in monitoring youths’ academic progress is greater in traditional, educated families compared to non-traditional, low-education families. In addition, teachers who received training in school-family-community partnership most often elect educational strategies to this end, especially when supported by their school administration.

Partnership depends on certain psychological factors. For instance, parents and teachers will likely become more involved if they are convinced that it is their role to do so.

Know-how
Certain programmes, such as school programmes, may encourage school-family-community partnership. Epstein’s typology, which facilitates the implementation of a partnership programme, the Comer project, and community schools (or schools with integrated services) are but a few examples.

It may also be individual programmes. In addition to providing a few examples, the author stressed the need for teachers to develop various abilities conducive to an effective partnership with parents and community (e.g., outreach, organizational and networking skills, and so on).

Self-management Skills
The author also stressed the importance of attitudes. Certain responses (e.g., listening to each point of view, perceiving divergences as strengths, etc.) lead to constructive attitudes among parents, teachers and community members.

Key Words :
Teacher Training, Overlapping Spheres of Influence, Parental Involvement Model, Ecological and Dynamic Model, Partnership Model, Parent-Child Relationship, Parent-teacher Relationship, community-school Relationship, Educational Policies, Educational Programmes, Individual Characteristics, Family Characteristics, School Characteristics, Attitudes, Literature Review, Newsletter12

Monitored Countries :
Quebec (Canada)