Academic literature on the topic 'Joyce l. epstein'

Joyce L. Epstein and her team at Johns Hopkins have been working with schools and school districts for two decades to guide them in developing school, family, and community partnerships that support students’ education. In this interview, she describes the origin of her work with schools and families and how this led to the development of models and tools that schools can use to ensure that every family is involved in its children’s education. She describes the importance of leadership, both at the school and district levels, as well as the use of evaluation tools to monitor a school’s progress. Finally, she gives recommendations to districts and schools wishing to pursue this type of work.

CEL NAUKOWY: Celem podjętych analiz jest wskazanie pedagogiki towarzyszenia jako kontekstu dla relacji rodziny i szkoły. PROBLEM I METODY BADAWCZE: Podjęty problem badawczy: W jaki sposób pedagogika towarzyszenia może stanowić tło dla relacji rodziców i nauczycieli? W refleksji zastosowano krytyczną analizę literatury naukowej oraz dokonano przeglądu wyników dotychczasowych badań. PROCES WYWODU: Dokonano przeglądu i analizy wybranych stanowisk koncentrujących się wokół relacji rodzina–szkoła. Szczególny akcent położono na model Joyce L. Epstein. Przedstawiono ogólną charakterystykę pedagogiki towarzyszenia/ignacjańskiej, która ma swoje źródła w tradycji edukacyjnej prowadzonej przez Towarzystwo Jezusowe. Podjęto refleksję ukierunkowaną na praktykę edukacyjną dotyczącą możliwości wykorzystania elementów tradycji ignacjańskiej w budowaniu partnerstwa edukacyjnego rodziców i nauczycieli. WYNIKI ANALIZY NAUKOWEJ: W wyniku podjętych analiz ustalono, że najbardziej optymalnym rozwiązaniem dla relacji rodzina–szkoła jest partnerstwo edukacyjne, które w centrum podejmowanych aktywności stawia dziecko/ucznia i jego potrzeby, w czym pomocna może być perspektywa pedagogiki towarzyszenia/ignacjańskiej. WNIOSKI, REKOMENDACJE I APLIKACYJNE ZNACZENIE WPŁYWU BADAŃ: Pedagogika towarzyszenia/ignacjańska jest mało znaną koncepcją pedagogiczną. Jej popularyzacja pozwala na rozszerzenie edukacyjnego myślenia i praktyki edukacyjnej. Poszerza możliwości wyboru dla podmiotów edukacyjnych własnego, indywidualnego podejścia do partnerstwa i współpracy dostosowanej do możliwości dziecka/ucznia oraz rodziców i nauczycieli. Jest to nurt myślenia, który dorosłego stawia w pozycji niedyrektywnej, towarzyszenia, raczej jako „niewidzialnego”, co może dać inną jakość relacji rodzice–nauczyciele.

Recent years have contributed to the creation of many publications about the important role of parents in the education process and their cooperation with the school for fuller and more comprehensive development of the child. The role of parents, although not explicit, is increasingly appreciated by teachers and pedagogues in the process of adapting and building a satisfactory educational path for children and adolescents. Today, however, as a result of migratory movements of the population, the school is facing a new challenge: work in a culturally diverse environment. One of the issue is including foreign students and their parents in the school community. In the face of the constantly increasing number of foreign pupils in Polish schools, it is extremely important to know to what extent the Polish education system supports the dialogue and partnership between teachers and parents of foreign children. The essence of this paper is the presentation of the results of pilot studies conducted by the author in the Warsaw school environment. The aim of the research is to get to know the scope of cooperation and communication between teachers and parents of foreign students in Warsaw schools. The research was based on a cooperation model by Joyce L. Epstein (2010, 2019), referring to: parenting, communication, volunteering, learning at home, decision making and collaboration with the community. The presented research has the character of a diagnostic survey and it is an attempt to answer the following research questions: How does communication with parents of foreign students work? How teachers assess the parents' attitude in terms of: parenting, volunteering, learning at home, decision making, collaborating with the community?

RESEARCH OBJECTIVE: The aim of these analyses is to identify the pedagogy of accompaniment as a context for the relationship between family and school. THE RESEARCH PROBLEM AND METHODS: The research problem is: How can the pedagogy of accompaniment serve as a background for parents’ and teachers’ relationships? In the reflection that has been done, a critical analysis of the research papers has been applied and the results of previous research in the field undertaken have been reviewed. THE PROCESS OF ARGUMENTATION: Selected viewpoints focusing on the family‐school relationship were reviewed and analysed. Particular focus is given to the model of Joyce L. Epstein. A general characteristic of pedagogy of accompaniment/Ignatian pedagogy, which has its roots in the educational tradition conducted by the Society of Jesus, is presented. An educational practice‐oriented reflection on the possibility of using elements of the Ignatian tradition in building an educational partnership between parents and teachers is given. RESEARCH RESULTS: As a result of the analyses conducted, it was found that the most optimal solution for the family‐school relationship is an educational partnership that places the child/student and his/her needs at the centre of the activities being undertaken, in which the perspective of pedagogy of accompaniment/Ignatian pedagogy can be helpful. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: Pedagogy of accompaniment/Ignatian pedagogy is a less known pedagogical approach. Its dissemination makes it possible to broaden educational thinking and educational practice. It extends theoptions for educational actors to choose their own individual view of partnership and collaboration adapted to the capacities of the child/student and parents and teachers. It is a line of thinking that places the adult in a non‐directive, accompanying position, rather as an ‘invisible’ one which can give a different quality to the relationship between parents and teachers.