According to a New wave of evidence on the impact of school, family and community connections on student’s achievement,( SouthWest Educational Development Lab, 2020), Students with involved parenting in educational activities are more likely to: 1) Earn higher grades and test scores, enroll in higherlevel programs; 2) Be promoted, pass their classes and earn credits; 3) Attend school regularly; and 4) Have better social skills; better behavior and adapt well to school
BỘ GIÁO DỤC VÀ ĐÀO TẠO HỌC VIỆN QUẢN LÝ GIÁO DỤC Học phần: TIẾNG ANH CHUYÊN NGÀNH TIỂU LUẬN HỌC PHẦN Học phần: TIẾNG ANH CHUYÊN NGÀNH Chuyên ngành: Quản Lý Giáo Dục Học viên: Đinh Vân Nam Lớp: CH QLGD Khóa 21 Chuyên ngành: Quản Lý Giáo Dục HÀ NỘI - 2020 BỘ GIÁO DỤC VÀ ĐÀO TẠO HỌC VIỆN QUẢN LÝ GIÁO DỤC TIỂU LUẬN HỌC PHẦN Học phần: TIẾNG ANH CHUYÊN NGÀNH Chuyên ngành: Quản Lý Giáo Dục The importance of the relationship between school and community, school and family in education students Giảng Viên phụ trách: TS Đặng Thị Thu Hương Học viên: Đinh Vân Nam Lớp: CH QLGD Khóa 21 Chuyên ngành: Quản Lý Giáo Dục HÀ NỘI - 2020 I Table of Contents II Introduction III Clarifying the concept of family, community and school relationship IV The positive correlation between family and community and school relationship in student success V How to develop a close and deep relationship between schools and family Community VI Conclusion .8 VII References: II Introduction After thousands of years of development, schools and teachers relize that the job of educating students can not be achieved by their effort alone It requires the cooperation of family, community and other stake holders in education process Researchers showed the significant positive correlation between school, family and community relationship and student success According to a New wave of evidence on the impact of school, family and community connections on student’s achievement,( SouthWest Educational Development Lab, 2020), Students with involved parenting in educational activities are more likely to: 1) Earn higher grades and test scores, enroll in higher-level programs; 2) Be promoted, pass their classes and earn credits; 3) Attend school regularly; and 4) Have better social skills; better behavior and adapt well to school With limit of time, this minor thesis aims to 1) Clarify the definition; and 2) Figure out the importance of relationship between family, community and school in education process; 3) Gives some suggestions on building a deeper, richer and closer relationship between these stakeholders III Clarifying the concept of family, community and school relationship What does family and community engagement in education look like? Do schools and families see the parents’ engagement the same or differently? There are several definitions of relationship between family, community and school: - Family-school-community relationship are a shared responsibility and reciprocal process whereby schools and other community agencies and organizations engage families in meaningful and culturally appropriate ways, and families take initiative to actively supporting their children’s development and learning (AIR,2020) - In the past, parent involvement was characterized by volunteers, mostly mothers, assisting in the classroom, chaperoning students, and fundraising Today, the old model has been replaced with a much more inclusive approach: school-family-community partnerships now include mothers and fathers, stepparents, grandparents, foster parents, other relatives and caregivers, business leaders and community groups–all participating in goal-oriented activities, at all grade levels, linked to student achievement and school success (NEA Education Policy and Practice Department, Center for Great Public - Schools, 2008) Schools are co-operating with families and community agencies to provide care before and after the school day, opportunities for children to study in - homework, gaining experience of the world of work Family-school partnerships are collaborative relationships and activities involving school staff, parents and other family members of students at a school (Family school partnership report, Dept of Education, Australia, 2010) There are many kinds of activities that connect families, community and schools, the activities are different from each other: from parents’ present at school events to parental homework help and discussions about school issues, from parent’s aspiration to family’s traditional behavior Similarly, many different kinds of activities are listed under the term of “community and school relationship.” It may be a partnership between the school and another local organization, a sponsorship, a leader talk at the school events to learning opportunities for students that take them out of the classroom and into the community for real-life experiences… The different activities have very different impacts on child’s education The variety of definitions make it difficult to compare studies and models of parent, community involvement to one another It also leads to difficulties in making judgments about what kinds of activities to implement, how to implement them, and what results to expect from them Clarifying these concepts is not for a desire of universally acceptable, all-encompassing definition, but for a need of same understanding by every stakeholder so that all of us can more effectively take part in the process of a child education When Everyone shares a same understanding of the concept, the same-direction interactions will be shaped IV The positive correlation between family, community and school relationship in student success It takes a village to raise a child is a popular proverb with a clear message: the whole community has an essential role to play in the growth and development of its young people (NAE, 2008) When schools, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher level programs Epstein (2005) reported studies which showed the impact of family and community involvement on student outcomes (e.g., achievement, attendance, course taking, class preparation) Families, schools, and communities can support students’ learning and development; (Epstein, 2005; Epstein et al., 2009; Patrikakou et al., 2003) Collaborative efforts can support positive development through increased communication and recognition of the child’s social and cultural context of learning (Paik, 2011; Paik & Walberg, 2007; Patrikakou et al., 2003; Rodrigo, Martínez-González & Rodríguez-Ruiz, 2018) The No Child Left Behind Act of 2001 (U.S Department of Education, n.d.) recognized the importance of strong communication when it defined parental involvement as consisting of “regular, two-way, and meaningful community” (Patrikakou et al., 2003, p 1) Families take one of the most important roles in child education: Families are the first educators of their children; parents and family set the model of behavior; bring-in the traditions to the children; Families understand children and adolescent development, set home conditions to support learning; supervise students’ time use, behavior and academic work; and Families grow the seeds of inspiration in learning and career for student and that impacts to students’ choice and achievement at school Communities involve in: Providing students with after school services; set the social environment whereas students growing up; Facilitating learning opportunities and developmental supports, providing opportunities for students and teachers alike to experiment with new approaches to teaching and learning; Sharing information about specific students to best support individual learning; Improving school culture and community image through exhibitions and performances that help “shine the light” on students whose talents may not be apparent in the classroom; and Providing mentors, afterschool staff, and other resources to support in‐school learning and teaching activities Education stakeholders – teachers, school leaders, parents, and community members – need to focus on building an appreciation, trust, and respect towards each relationship When all education stakeholders are engaged in strong partnerships, share the responsibilities, students’ academic and nonacademic outcomes are surely enhanced V How to develop a close and deep relationship between family and school, community and school Although parents may want to be involved, they may not always know how to provide the best support to their children Schools should beside of creating more opportunities for engagement, provide families with information about how the education system work, teachers can regularly communicate with parents about their children’s academic target, syllabus, progress and assessment too Communicating goals and expectations, reporting information regularly, and establishing shared practices at school and home can reinforce collaboration between parents and teachers (Martínez-González et al., 2004; Shockley, Michalove & Allen, 1995) To engage more parents, schools also need to believe that parents offer valuable knowledge as partners in their children’s education (Shockley et al., 1995) For the community, schools focus on creating more and more opportunities for engagements, here are some examples: Design community building activities in the classroom, interview assignments for students to conduct with family members or larger school-community events; Bring in a guest speaker from the city council to speak with students about a current issue facing their community Students then can complete a project geared toward solving that issue and present their findings to an open session of the council; Welcome sponsorship and donation programs that link students to all other community members; Encourage your neighborhood and community to share their ideas on school; and you may be pleasantly surprised VI Conclusion One thing that so far can not be denied is that parents and local communities should be involved in education What happens before and after school is as important as what happens during the school day Families are the first educators of children, families’ culture, behaviors and traditions have a major influence on their children’s learning and through life Communities are the environment wherein learning, teaching, interacting and self-developing activities taken place We can now agree on the important impact of family, community and school relations on student achievement Although, there is no exact piece of framework, infrastructure model; programs for family, community and school engagement that work for all type of schools A consistent concept and transparent programs will get all stakeholders on the same page that, in turn, will help school implement productive school-family-community partnership activities VII References: U.S Department of Education, Office of Safe and Healthy Students to the American Institutes for Research (AIR), 2010 NAE policy brieft, Center for Great Public Schools, 2008 Family school partnership report, Dept of Education, Australia, 2010 Albright Weissberg & Dusenbury, 2011; Aponte, 1976; Bailey & BradburyBailey, 2010; Bryan, 2005; Ferguson, 2008; Patrikakou et al., 2003; Redding et al., 2011 Paik, 2011; Paik & Walberg, 2007; Patrikakou et al., 2003; Rodrigo, Martínez-González & Rodríguez-Ruiz, 2018 ... to school With limit of time, this minor thesis aims to 1) Clarify the definition; and 2) Figure out the importance of relationship between family, community and school in education process; 3)... desire of universally acceptable, all-encompassing definition, but for a need of same understanding by every stakeholder so that all of us can more effectively take part in the process of a child education. .. No Child Left Behind Act of 2001 (U.S Department of Education, n.d.) recognized the importance of strong communication when it defined parental involvement as consisting of “regular, two-way, and