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Theory and Overview


File number :
CS-CEFC-08e

Bibliographic reference :
Epstein, J.L. (2001). Theory and Overview. Dans Epstein, J.L. (ed.) School, Family, and Community Partnerships: Preparing Educators and Improving Schools (pp. 21-74). Boulder, CO: Westview Press.

Abstract :

Drawn from the book entitled School, Family, and Community Partnerships: Preparing Educators and Improving Schools, this chapter deals with several theoretical aspects and the results of research conducted on the school-family partnership.

First, the author of the chapter presents the three main perspectives to school-family partnership: (1) separate responsibilities of families and schools; (2) shared responsibilities of families and schools; and (3) sequential responsibilities of families and schools.

Following a brief historical account of how school-family relationships have evolved, the main theories on this topic are discussed with a particular focus on overlapping spheres of influence.

Overlapping Spheres of Influence
This model has two primary structures. The external structure is represented by three overlapping spheres of partnership (family, school and community), whose degree of overlap, or connection, depends on the forces of each sphere. These forces refer chiefly to child developmental time and family and school philosophies and practices. The internal structure is defined by two types of interactions (within each sphere and among these spheres) and by two levels of interaction: standard, organizational communications between school and family and specific, individual communications between teachers and parents. These components are interrelated and influence one another.

Schools and families may move towards each other (converge) or away from each other (diverge). The more the family and school cooperate, the more the spheres are closer to each other, thus influencing the behaviour and attitudes of players involved.

Six Types of Partnership
Among other outcomes, research highlighted six types of potential school-family-community partnership: (1) parenting (helping parents in their roles by providing them with tools); (2) school-family communication; (3) parental involvement in school activities (volunteering); (4) home learning activities; (5) decision-making; and (6) cooperation with the community. Each type of partnership generates benefits for students, teachers, parents and school administrations (e.g., students’ improved academic results in reading).

Research Leads
More research has yet to be carried out to enhance knowledge in this area. In fact, the author identified five areas that should be better documented:
- Points of transition from one grade level or school to the next;
- Positive or negative results or consequences of particular types of involvement on students, families and teaching practices;
- Community components in school-family partnership;
- Students’ roles in school-family-community partnerships;
- Researchers’ cooperation with educators and educational policy leaders.

Conclusion
Research has highlighted the fact that students succeed better in school if their parents are involved, that parents become more involved when schools implement partnership programmes, that establishing policies helps schools to implement the programmes, and that research can identify effective policies and practices.



Key Words :
Overlapping Spheres of Influence, Parental Involvement, Types of Partnership, Literature Review, Research Leads, Newsletter12

Monitored Countries :
United States