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Journal articles on the topic 'Family-school collaboration'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Malchar, Samantha E., Sarah E. Praytor, Aston C. Wallin, Steven L. Bistricky, and G. Thomas Schanding. "Evaluating Family-School Collaboration: A Preliminary Examination of the Family-School Collaboration Inventory." Contemporary School Psychology 24, no. 2 (2019): 206–16. http://dx.doi.org/10.1007/s40688-019-00227-2.

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2

Zhang, Fengxian. "An Analysis of Collaboration Between School, Family and Community in Education." Lecture Notes in Education Psychology and Public Media 54, no. 1 (2024): 262–66. http://dx.doi.org/10.54254/2753-7048/54/20241679.

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Collaboration between family, school and community in education has been brought back under the spotlight as hybrid teaching was imposed during the COVID-19 pandemic. However, existing cases of these collaborations show problems of misunderstanding, lack of trust and involvement in the interactions between these parties in supporting and educating children. Meanwhile, the mechanism and system of collaboration have rarely been analysed, thus not yielding abundant suggestions for updating and improving the interactions of the parties involved. Therefore, this article examines how addressing info

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3

Kirmaci, Mehtap. "Educational Policies on Family–School Relations." International Journal about Parents in Education 11 (April 21, 2023): 1–18. http://dx.doi.org/10.54195/ijpe.14118.

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Worldwide interest in improving family-school interactions sets the stage for examining how national reform policies have influenced the promotion of family and school partnerships. I examined the history of changing policies concerning home-school relations in five countries: The United States, Australia, Canada, Finland and Sweden. Common themes emerged that reflect two co-existing educational ideologies across the nations—collaboration and consumerism. The contradictory nature of these ideas and the ensuing confusion can weaken the implementation of family-school collaborations. Researchers

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Minke, Kathleen M., and Kellie J. Anderson. "Family—School Collaboration and Positive Behavior Support." Journal of Positive Behavior Interventions 7, no. 3 (2005): 181–85. http://dx.doi.org/10.1177/10983007050070030701.

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5

Pusztai, Gabriella, Anna Błasiak, and Ewa Dybowska. "Editorial: School and Family – Collaboration, Partnership, Engagement." Horyzonty Wychowania 23, no. 66 (2024): 5–6. http://dx.doi.org/10.35765/hw.2024.2366.01.

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School and family cooperation is not a new topic, it is constantly present in the discourse on education, which in the 21st century is seen as one of the conditions for the success of societies. It is observed and experienced that there is a large gap between theory and practice in the field of cooperation, so there is a need for these issues to be constantly addressed by theoreticians and practitioners, in order to develop new solutions adequate to the specifics of the times in which we have come to function. Family and school are two important environments for development and upbringing. The

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Higgins Hains, Ann, Susan A. Fowler, and Lynette K. Chandler. "Planning School Transitions: Family and Professional Collaboration." Journal of the Division for Early Childhood 12, no. 2 (1988): 108–15. http://dx.doi.org/10.1177/105381518801200202.

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7

Štefulj, Lana, and Barbara Kušević. "Family, school and community collaboration - school edagogues caught in double binds." Školski vjesnik 70, no. 1 (2021): 415–30. http://dx.doi.org/10.38003/sv.70.1.13.

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Emphasizing the importance of community collaboration is a recent and in Croatian research a relatively unexplored way of positioning family-school relationships in the wider exosystem and macrosystem, within which they develop. The aim of this paper is to analyse contradictory expectations school pedagogues are exposed to in the process of family, school and community collaboration. More specifically, after analysing the discrepancies between theoretical and legislative articulations of community collaboration and the practical limitations that arise in their implementation, we discuss the re

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Moore-Thomas, Cheryl, and Norma L. Day-Vines. "Culturally Competent Collaboration: School Counselor Collaboration with African American Families and Communities." Professional School Counseling 14, no. 1 (2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400106.

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Emerging literature on school-family-community partnerships suggests positive educational and social outcomes for students (Koonce & Harper, 2005; Mitchell & Bryan, 2007). This article discusses the historical and contemporary factors and barriers that affect African American students and their families as they partner with schools and communities. The article explores cultural competence as it relates to effective collaboration and interactions as well as an understanding of the political structures and sociocultural realities of African American students, families, and their communit

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Gormley, Matthew J., Justin P. Allen, and Shane R. Jimerson. "Advancing Consultation and Family, School, and Community Collaboration." School Psychology Review 53, no. 2 (2024): 115–22. http://dx.doi.org/10.1080/2372966x.2024.2325294.

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Thompson, James R., Hedda Meadan, Kenneth W. Fansler, Sarah B. Alber, and Patricia A. Balogh. "Family Assessment Portfolios; A New Way to Jumpstart Family/School Collaboration." TEACHING Exceptional Children 39, no. 6 (2007): 19–25. http://dx.doi.org/10.1177/004005990703900603.

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Bryan, Julia A., Anita Young, Dana Griffin, and Cheryl Holcomb-McCoy. "Leadership Practices Linked to Involvement in School–Family–Community Partnerships." Professional School Counseling 21, no. 1 (2017): 2156759X1876189. http://dx.doi.org/10.1177/2156759x18761897.

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Using the School Counselor Leadership Survey and the School Counselor Involvement in Partnerships Survey, this study of 546 school counselors explored which of the 5 school counselor leadership dimensions were associated with involvement in school–family–community partnerships. A hierarchical multiple linear regression analysis revealed that the leadership dimension that predicted counselor partnership involvement was systemic collaboration along with self-efficacy and role perceptions about partnerships, collaborative climate, and principal expectations. The authors discuss practice and train

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12

Ergin, Demirali Yasar, Coskun Dogan, and Semih Cayak. "Parent-school collaboration based on the frequency of visits to their child's school." Asian Journal of Education and Training 10, no. 2 (2024): 81–88. http://dx.doi.org/10.20448/edu.v10i2.5609.

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This study examines parent-school collaboration in primary schools. School administrators, teachers, and parents are the stakeholders of the school, together with the students. Coordinated and harmonious work by all stakeholders increases the success of the school. The family plays an important role in raising a child, and the importance of collaboration between school and family is increasing day by day. Therefore, we expect parents to collaborate with teachers and school administrators in this process. The sample consists of 336 primary school parents randomly selected from 4 schools in Edir

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13

Darmawan, Budi, Aulia Morischa, Ira Farah Dina Aisyah, and Gusman Lesmana. "Family and School Counseling." Indonesian Journal of Advanced Research 2, no. 8 (2023): 1201–8. http://dx.doi.org/10.55927/ijar.v2i8.5483.

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Family and school counseling play an important role in addressing the complex problems and challenges faced by children and young people. This article explains the benefits and challenges of family and school counseling, the various counseling methods used, and their effectiveness in treating mental health and behavioral problems. With a mixed methods approach, data is collected from parents, teachers, and students to identify the problems and concerns most commonly addressed through counseling, the effectiveness of counseling in addressing those problems, and the factors that contribute to th

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Boulaamane, Khaoula, and Yamina Bouchamma. "School-Immigrant Family-Community Collaboration Practices: Similarities and Differences." Articles, no. 197 (November 8, 2021): 76–93. http://dx.doi.org/10.7202/1083334ar.

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We compared school-immigrant family-community collaboration practices based on the six dimensions of Epstein’s influence model (2001). These three groups of stakeholders (N = 54) participated in this study by answering a questionnaire on their collaboration practices. Kruskall-Wallis analyses revealed a notable difference between the three groups with regard to decision-making practices and at-home learning. A positive correlation was found between the number of years of teaching experience in the school and communication, volunteering, parenting, and decision making, as well as between the ch

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Mabaquiao, Maria Rizza Mae. "Development of Edu-Engagement Framework: Outcome-Based Family-School Partnership Program." Psychology and Education: A Multidisciplinary Journal 34, no. 7 (2025): 894–901. https://doi.org/10.70838/pemj.340710.

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Family-school partnerships play a critical role in fostering student success by enhancing academic performance and socio-emotional development. This study focuses on developing the Edu-Engagement Framework, an outcome-based family-school partnership program, to strengthen collaboration among parents, teachers, and the broader community. Utilizing a developmental research design, the study gathered data from 70 public elementary school teachers and 70 parents/guardians in the DepEd Division of Cadiz City through surveys and evaluations. The framework underwent validation by Learning Resource Ma

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Boulaamane, Khaoula, and Yamina Bouchamma. "School-Immigrant Family-Community Collaboration Practices for Youth Integration." Creative Education 12, no. 01 (2021): 62–81. http://dx.doi.org/10.4236/ce.2021.121006.

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Stinchfield, Tracy A., and Brett Zyromski. "A Training Model for School, Family, and Community Collaboration." Family Journal 18, no. 3 (2010): 263–68. http://dx.doi.org/10.1177/1066480710372783.

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18

Hardin, Debra Moore, and William Littlejohn. "Family-School Collaboration: Elements of Effectiveness and Program Models." Preventing School Failure: Alternative Education for Children and Youth 39, no. 1 (1994): 4–8. http://dx.doi.org/10.1080/1045988x.1994.9944943.

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19

Todorova, Silviya. "CONDITIONS FOR EFFICIENT COLLABORATION BETWEEN TEACHERS AND PARENTS." Knowledge International Journal 28, no. 3 (2018): 785–88. http://dx.doi.org/10.35120/kij2803785s.

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Partnerships between family and school include mutual relations and activities between teachers, parents and other members of students’ families. A student’s success and achievements provide information about the level of family participation in their education.One of the first steps in this direction is the establishment of good relations between school and family, in which communication is the underlying factor. It is a prerequisite for the creation of a partnership, which may influence a student’s academic success in a positive way. Good communication provides opportunity for coping with di

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Madrid, Romina, Mahia Saracostti, Taly Reininger, and María Teresa Hernández. "Responsabilización, obediencia y resistencia: perspectivas de docentes y padres sobre la colaboración familia-escuela." Revista Electrónica Interuniversitaria de Formación del Profesorado 22, no. 3 (2019): 1–13. http://dx.doi.org/10.6018/reifop.389801.

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En un contexto de amplio acuerdo científico y legislativo sobre la importancia de la colaboración familia y escuela en los sistemas escolares, este estudio indaga en las nociones de colaboración que sustentan las prácticas de participación familiar en cinco establecimientos de Chile. Usando un cuestionario de involucramiento familiar y a través de entrevistas individuales y grupales, se identifican las nociones de colaboración familia-escuela, los roles, y las expectativas sobre las familias derivadas de éstas. El análisis muestra cómo las nociones de colaboración de docentes y familias privil

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LEȘCO, V. "INVOLVEMENT OF THE FAMILY IN THE PHYSICAL EDUCATION OF YOUNG SCHOOLCHILDREN – FACTOR THAT ENSURES THE SUCCESS OF THE SCHOOL FAMILY PARTNERSHIP." Series IX Sciences of Human Kinetics 14(63), no. 1 (2021): 179–86. http://dx.doi.org/10.31926/but.shk.2021.14.63.1.23.

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The formation of physical culture from an early age in the family, leaves its decisive imprint on the whole life of people, positively influencing development fortified through school-family collaboration, focused on the education of parents and students, in during the low school. In this research we aim to determine the foundations theoretical-applied of the formation of the physical culture of the family and their capitalization in education family. Through the theoretical approach we are going to prove that this can be successfully achieved only when the educational institution initiates, t

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Lj. Minic, Vesna. "PEDAGOGICAL ASPECTS OF COLLABORATION BETWEEN TEACHERS AND PARENTS." Knowledge International Journal 31, no. 2 (2019): 429–34. http://dx.doi.org/10.35120/kij3102429m.

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When speaking about the quality and success of teaching in the early primary school grades, it should be noted that they depend on many factors. The key factor that numerous theoreticians and practitioners focus on is the collaboration between teachers and parents, which is separated in this paper from the broader context of school and family collaboration, since it has its own historical dimension. Modern times and social development have led to a crisis in collaboration between teachers and parents, because communication, which is the basis of their relationship, has been disrupted. Communic

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23

Pamungkas, Bayu, Rochmat Wahab, Suwarjo Suwarjo, and Adi Susen. "School and Family Collaboration on Twice-exceptional Academic Program Services." International Journal of Learning, Teaching and Educational Research 22, no. 12 (2023): 351–67. http://dx.doi.org/10.26803/ijlter.22.12.17.

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Collaboration in twice-exceptional academic program services is an important thing to pay attention to when optimising student potential. This research focuses on both school and family involvement using a qualitative approach and a case study design to describe the forms of school and family collaboration. The respondents in this research consisted of 15 teachers and 15 parents with twice-exceptional children. The data collection in this research was carried out using participatory observation techniques and semi-structured interviews. The data was analysed through data collection, data compr

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24

Jankovska, Jekaterina, and Ilga Prudņikova. "The family and pre-school collaboration role for the child's preparation to school." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (May 17, 2015): 106. http://dx.doi.org/10.17770/sie2015vol3.395.

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<p><em>The child's</em><em> preparation for school is a period of laying the foundations for a child's future social inclusion. Children's preparation for school is as important a problem as the child's comprehensive development of pre-school age. Preparation for school is a continuous process that starts from the arrival of the child's pre-school and continues until the transition for school. Preparation for school is a socialization process that is child self-determination in the new social environment basis. Socialization, comprehensive child's preparation for school

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25

Ogay, Tania, Xavier Conus, Rahel Banholzer, and Loïc Cériani. "School-family collaboration and the meaning that school administrators assign to educational success." Nouveaux cahiers de la recherche en éducation 25, no. 1 (2023): 36. http://dx.doi.org/10.7202/1106971ar.

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Wahyuni, Esa Nur, Alfiana Yuli Efiyanti, Luthfiya Fathi Pusposari, and Ananda Setiawan. "Challenges of Family Collaboration with Schools in Online Learning." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 9, no. 1 (2022): 1–14. http://dx.doi.org/10.18860/jpips.v9i1.17201.

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Online learning during the pandemic provides awareness that education requires good collaboration between parents (family) and schools. In approximately two years, the application of learning from home became an important moment for strengthening family and school collaboration to carry out learning. This study aims to map the challenges faced by both the family and the school to collaborate, especially in the face of online learning. This research uses a qualitative approach. Data were obtained in 3 primary schools through interviews and observations with data sources of 30 parents, nine teac

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Aierbe-Barandiaran, Ana, Isabel Bartau-Rojas, and Eider Oregui-González. "Family involvement and school effectiveness in primary education." Anales de Psicología 39, no. 1 (2023): 51–61. http://dx.doi.org/10.6018/analesps.469261.

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The commonly accepted premise that collaboration among the educational community leads to school improvement and greater student achievement is not always fulfilled due to the diverse reality of schools and various initiatives to promote family participation. This work addresses the perception of teachers, school management teams and educational inspection of family-school-community relations in 23 primary schools in the Basque Autonomous Community, characterized by different criteria related to school effectiveness-ineffectiveness, aiming to identify good practice leading to school improvemen

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Stamatis, Panagiotis, and Eleni Nikolaou. "Communication and Collaboration between School and Family for Addressing Bullying." International Journal of Criminology and Sociology 5 (May 31, 2016): 99–104. http://dx.doi.org/10.6000/1929-4409.2016.05.09.

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Milosavljević Đukić, Tatjana, Dragana S. Bogavac, Aleksandar M. Stojadinović, and Petar Đ. Rajčević. "Parental Involvement in Education and Collaboration with School." International Journal of Cognitive Research in Science, Engineering and Education 10, no. 1 (2022): 1–14. http://dx.doi.org/10.23947/2334-8496-2022-10-1-01-14.

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This paper presents the results of the research which was aimed to examine the connection between the collaboration between family and school, and parental involvement in education. The sample included 198 parents of senior primary school students in South-Eastern Serbia. For the purposes of the research, a Questionnaire was designed which consisted of 30 items, grouped into two parts: the first part deals with forms of family and school cooperation, and the second focuses on parents’ perception of educational techniques. Chi-square test shows that the most common form of parental cooperation

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Hilliker, Shannon M., and Erin K. Washburn. "Family Literacy Night: A Student-Centered Clinically Rich Experience for Teacher Candidates in Literacy and TESOL." Journal of Education 201, no. 1 (2020): 34–41. http://dx.doi.org/10.1177/0022057420904381.

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This article aims to share a collaboration between TESOL (Teaching English to Speakers of Other Languages) and Literacy professionals to provide a family literacy night for multi-language learners after school at the elementary level. First, a review of research that highlights the important factors to the collaboration is outlined. This is followed by a description of the university–school partnership that was designed to be an opportunity for TESOL and Literacy teacher candidates to collaborate with one another, practicing English as a New Language teachers, and children and families of mult

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Valeriu, Gorincioi. "Developing High-Quality Managerial Culture through Efficient Partnerships between School and Parents." Journal of Educational Theory and Practice DIDACTICA PRO... 18, no. 4-5 (110-111) (2018): 109–12. https://doi.org/10.5281/zenodo.3462588.

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The article presents the experience of the managerial team of the Mihail Sadoveanu  Theoretical High School of Calarasi, Moldova regarding the advent of a new managerial culture through an efficient school-family partnership. The article promotes a specific school manager’s philosophy: cooperation, collaboration, and real partnership between all subjects of education (pupils, teachers, school management, and parents), along the lines of the three “R”s for effective partnerships (Respect, Responsibility, and Relationships), by using the most modern educatio

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Rosales, Rolly A. "Home-School Collaboration: Maximizing Resources and Efforts to Support Students’ Independent Learning." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 3 (2023): 872–96. http://dx.doi.org/10.11594/ijmaber.04.03.21.

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Home-school collaboration is a valuable strategy for fostering independent learning. Hence, it must be explored in the context of the new normal where the printed modular learning modality is the widely chosen learning delivery among public schools across the country. This study explored how home-school collaboration cultivates and fosters students’ independent learning in the new normal across the districts of Bilar, Batuan, Carmen, and Sierra Bullones, Division of Bohol, as of the school year 2021 – 2022, with the end goal of proposing a home-school program initiative. A descriptive qualitat

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Luque Lozano, Alfonso. "La colaboración entre la familia y la escuela en la educación infantil." Apuntes de Psicología, no. 44 (July 1, 1995): 59–78. http://dx.doi.org/10.55414/7e093373.

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The relationships between family and school in child education were analyzed focusing in three main topics: the mutual expectations of family and school about their respective responsabilities in children’s education, the specific contribution of the family to school achievement, and the family-school collaboration in ihe resolution of behaviour disorders. Finally, the problem of discipline at home and at school is reviewed, and we present some guidelines for facilitating the joint planning of basic rules for establishing organization and control in child behaviour.

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Suárez-Orozco, Carola, Marie Onaga, and Cécile de Lardemelle. "Promoting Academic Engagement Among Immigrant Adolescents Through School-Family-Community Collaboration." Professional School Counseling 14, no. 1 (2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400103.

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Schools are receiving students of immigrant origin in unprecedented numbers. Using an ecological framework, the authors reviewed the community, school, familial, and individual challenges that immigrant adolescent students encounter. They examined cognitive, relational, and behavioral dimensions of student engagement as well as culturally sensitive strategies for parental involvement. Varying academic trajectories were identified revealing that although some students performed at high or improving levels over time, others showed diminishing performance. The implications for school counselors’

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Hall, Martin T., and Gerald Wurf. "Strengthening School–Family Collaboration: An Evaluation of the Family Referral Service in Four Australian Schools." Australian Journal of Education 62, no. 1 (2018): 21–35. http://dx.doi.org/10.1177/0004944118758738.

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This study evaluates the capacity of a school-based family referral service to support school personnel in connecting at-risk students with appropriate community agencies. Through a partnership between New South Wales government departments and a not-for-profit counselling organisation, the family referral service was piloted at four regional, government schools. In phase 1 of the mixed methods evaluation, 135 students completed an online version of the Student Engagement Instrument. In phase 2, 32 primary and secondary teachers participated in four focus groups. Four principals and 19 key sta

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DesLandes, Rollande, Nadia Rousseau, and Nicole Royer. "Collaboration école-famille-communauté: Étude sur la perception des connaissances et le sentiment de compétence des étudiants inscrits en formation initiale en enseignement." Journal of Educational Thought / Revue de la Pensée Educative 36, no. 1 (2018): 27–52. http://dx.doi.org/10.55016/ojs/jet.v36i1.52730.

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This article discusses pre-service teachers' perceptions of their knowledge level and their self-efficacy regarding family-school-community collaboration. The study included a sample of 222 students (preschool and elementary: 105; special education: 47; high school : 77) enlisted in the fourth year of the Bachelor degree in Education at l'Université du Québec à Trois-Rivières . Data indicates that a significant number of students reported a lack of knowledge and low self-efficacy regarding parent teacher conferences, workshops for parents, effective strategies for increased parental involvemen

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Early, Jessica Singer, and Tracey T. Flores. "Escribiendo Juntos: Toward a Collaborative Model of Multiliterate Family Literacy in English Only and Anti-immigrant Contexts." Research in the Teaching of English 52, no. 2 (2017): 156–80. http://dx.doi.org/10.58680/rte201729378.

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This article describes an after-school family literacy program as a model of multiliterate collaboration under and against English Only and anti-immigrant conditions. The model reveals how state politics surrounding language, ethnicity, and citizenship may interact with the activity systems of family literacy programs to redefine what counts as sanctioned language and literacy learning within school spaces. This article details the findings of a qualitative study and includes the goals and curriculum of the program, as well as the recruiting mechanisms, participants, participant feedback, and

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Mark, Lauren, and Thanh Trúc T. Nguyễn. "An Invitation to Internet Safety and Ethics: School and family collaboration." Journal of Invitational Theory and Practice 23 (December 6, 2021): 62–75. http://dx.doi.org/10.26522/jitp.v23i.3497.

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More than ever, schools and families are embracing technology as positive aspects of creativity and collaboration. In a recent study, 78% of parents perceived technology as a constructive learning tool that has the potential to propel children toward highly successful lives and careers (Family Online Safety Institute, 2015). The increase in one-to-one device programs and recent government initiatives calling for upgraded connectivity, access to learning devices, increased support for teachers, and greater digital learning resources are evidence of a growing acceptance of technology in schools.

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Miller, Gloria E., Jessica Colebrook, and Benjamin R. Ellis. "Advocating for the Rights of the Child Through Family–School Collaboration." Journal of Educational and Psychological Consultation 24, no. 1 (2014): 10–27. http://dx.doi.org/10.1080/10474412.2014.870483.

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Suárez-Orozco, Carola, Marie Onaga, and Cécile Lardemelle. "Promoting Academic Engagement Among Immigrant Adolescents Through School-Family-Community Collaboration." Professional School Counseling 14, no. 1 (2010): 15–26. http://dx.doi.org/10.5330/prsc.14.1.xl6227108g624057.

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Surikova, Svetlana, and Manuel Joaquín Fernández González. "Toward Effective Family-School Partnerships for Implementing Character Education at School in Latvia: A Multifactorial Model." Pedagogika 147, no. 3 (2022): 81–106. http://dx.doi.org/10.15823/p.2022.147.4.

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This article presents a qualitative interpretative study aimed at identifying factors and preconditions of effective family-school partnerships for implementing character education at school in Latvia. The empirical data contain viewpoints of 1116 participants (parents, teachers, and school leaders) collected through two questionnaires. Based on the main research findings, a multifactorial model for school-family collaboration is proposed as a concrete direction for futurepractice and research.

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Rohimah, Siti, Suhadi Suhadi, Fachri Basalamah, and Misbah Auliya. "Parents and Teachers Collaboration in Children’s Education." Edumaspul: Jurnal Pendidikan 8, no. 1 (2024): 1150–58. https://doi.org/10.33487/edumaspul.v8i1.7764.

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Collaboration between teachers and parents is considered important in educating children effectively. This research emphasizes the need for integrated roles and responsibilities between teachers and parents in educating children. Effective collaboration not only benefits a child's academic development, but also creates strong bonds between school and family, providing a solid foundation for a child's holistic growth and development. The research method used is a literature method with a focus on reviewing articles related to parent and teacher collaboration in children's education. Of the 28 a

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Maria, Braghiș. "The School-Family-Community Partnership as a Crucial Component of School and Class Organizing." Journal of Educational Theory and Practice DIDACTICA PRO... 19, no. 6 (118) (2019): 42–46. https://doi.org/10.5281/zenodo.3583334.

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The educational partnership represents a commitment of collaboration and cooperation in the action of training and educating a child. The relationship between school, family, and the local community plays a decisive role in the educational environment. One of the school’s goals ought to be encouraging families and establishing partnership agreements for learning, in order to become equal partners in the student’s success.  

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Silva, António, Álvaro Rocha, and Manuel Pérez Cota. "Electronic Booklet." International Journal of Information and Communication Technology Education 11, no. 4 (2015): 97–108. http://dx.doi.org/10.4018/ijicte.2015100107.

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This paper introduces a new method of communication between the school and the family, using an Electronic Booklet developed in the course of the authors' investigation project with the purpose of rendering the communication between both parties more effective. Today there is a general agreement, within educational sciences, as to the fundamental role occupied by the collaboration between the school and the family in the learning process and in educational success. With this Electronic Booklet, the communication becomes synchronous in a web environment. By logging in, educational actors can ac

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Kantanavičiūtė, Rita, and Laima Tomėnienė. "COLLABORATION-BASED SUPPORT PROVISION MODELS FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 30. http://dx.doi.org/10.17770/sie2020vol4.5175.

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The article aims to reveal collaboration-based support provision models for a child with special educational needs and his/her family in Lithuania. The qualitative research method used was a semi-structured interview. The participants of the research were special educators and speech therapists providing support to school-age children with special educational needs. The obtained results of the research helped to reveal children support specialists’ attitude towards collaboration-based support provision to a child with special educational needs and his/her family in Lithuania. The research reve

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Maruatona, Rorisang, and Nonhlanhla Desiree Maseko. "Family-School Partnerships in Improving Academic Performance of Grade 10 Learners in a Rural Public School." Central European Journal of Educational Research 6, no. 2 (2025): 42–51. https://doi.org/10.37441/cejer/2024/6/2/15187.

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Family-school partnerships address academic difficulties and ensure the performance of learners, thus, they are crucial for the improvement of learners. However, these collaborative partnerships can occasionally be hampered by problems including inadequate communication, and limited parental involvement. Research acknowledges the significance of these partnerships, but their successful implementation is hampered by a variety of institutional and socioeconomic barriers, which lessens their impact on learner academic performance. This study examined how essential forming family-school partnershi

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Li, Yaling. "Adolescent Psychological Assistance Treatment Strategy Integrating Home-School Coordination and Network Information." Occupational Therapy International 2022 (July 14, 2022): 1–11. http://dx.doi.org/10.1155/2022/6393139.

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With the continuous satisfaction of material life, teenagers’ physical health has been generally improved, and all aspects of competition have posed a challenge to teenagers’ mental health. Therefore, both at the family level and at the school level, teenagers’ mental health education has been paid more and more attention. The school cooperative education model came into being, which has had an important impact on the mental health education of teenagers. Family education is the first level of education for teenagers. Parents’ role model, family education concept, and education model all play

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Mokhtar, Khairunnisa, Rozniza Zaharudin, Suzzanna Amir, and Nurul Faizzah Mokhtar. "FAMILY INVOLVEMENT IN EDUCATION OF SPECIAL NEEDS STUDENTS: A SYSTEMATIC LITERATURE REVIEW." International Journal of Education, Psychology and Counseling 8, no. 52 (2023): 244–57. http://dx.doi.org/10.35631/ijepc.852020.

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Family involvement is an essential element in the education concerning special needs students, and this systematic literature review is focused on investigating its significance and impact. It investigates the factors and elements that influence family involvement, its impact on student outcomes, and strategies for bolstering collaboration between families and educational institutions. While the importance of family involvement is widely recognized, challenges and knowledge gaps remain regarding its best practices and effects. The study utilized the PRISMA approach, conducting a systematic rev

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Žygaitienė, Birutė, and Jolanta Veličkienė. "Collaboration of the Family and the School in Prevention of Adolescent Delinquent Behaviour." Pedagogika 122, no. 2 (2016): 60–75. http://dx.doi.org/10.15823/p.2016.21.

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The aim of the research was to identify ways of support provided by the school to the family implementing prevention of adolescent delinquent behaviour. The research was carried out in general education institutions in 2014. The sample of the research included 321 adolescents, 150 parents, 62 teachers and 5 social pedagogues. The obtained empirical research data were processed using statistical, graphical and correlation analysis. The research revealed that the most frequent manifestations of adolescent delinquent behaviour are related to run around and use of swear words, absenteeism an

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Asgerova, Masma. "AİLƏ-MƏKTƏB ƏMƏKDAŞLIĞININ İBTİDAİ MƏKTƏB ŞAGİRDLƏRİNİN İNKİŞAFINDAKI ROLU." Scientific Works 23, no. 2 (2025): 57–61. https://doi.org/10.62706/bqiz.2025.v23.i2.23.

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This study examines the role of family-school partnership in the development of primary school students. The research highlights the importance of collaboration between families and schools in enhancing students' academic performance, social skills, and overall development. The paper reviews various strategies for effective family-school cooperation, including communication methods, involvement in educational activities, and support for students' learning processes.

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