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Journal articles on the topic 'School-Family-School'

Author: Grafiati

Published: 7 September 2021

Last updated: 29 July 2025

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1

Sacks, A., and Beryl Watnick. "Family-School Partnership Increases School Readiness." Children & Schools 23, no. 3 (2001): 188–92. http://dx.doi.org/10.1093/cs/23.3.188.

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2

Marks, Susan. "School as Family." English Journal 84, no. 4 (1995): 12. http://dx.doi.org/10.2307/819732.

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3

Fernández-Zabala, Arantza, Eider Goñi, Igor Camino, and Luis María Zulaika. "Family and school context in school engagement." European Journal of Education and Psychology 9, no. 2 (2016): 47–55. http://dx.doi.org/10.1016/j.ejeps.2015.09.001.

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4

Isanova, G. K. "FAMILY - SCHOOL INTERACTION IN A SMALL RURAL SCHOOL." Science and Practice in Education: Electronic Scientific Journal, no. 5 (2021): 23–30. http://dx.doi.org/10.54158/27132838_2021_5_23.

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5

Dove, Meghan K., Jennifer Zorotovich, and Katy Gregg. "School Community Connectedness and Family Participation at School." World Journal of Education 8, no. 1 (2018): 49. http://dx.doi.org/10.5430/wje.v8n1p49.

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Family involvement in a child’s education is a complex system that extends beyond the presence of partnershipsbetween families, schools, and the community (Epstein, 2011). By measuring families’ feelings of connectedness andmembership to the school community, this study explores families’ motivations for participating in their child’slearning and development at school. Results suggest that a family’s sense of connectedness to their child’s schoolcommunity may be related to their level of participation. Findings are discussed in terms of implications foreducational communities emphasizing the p

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6

Martínez, Raquel-Amaya, Rosario Martínez, and Mª Henar Pérez. "Children's school assessment: Implications for family–school partnerships." International Journal of Educational Research 41, no. 1 (2004): 24–39. http://dx.doi.org/10.1016/j.ijer.2005.04.004.

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7

Vega, Desireé, Jon Lasser, and Sarah E. Fernandez. "SCHOOL PSYCHOLOGISTS’ FAMILY-SCHOOL PARTNERING EXPERIENCES WITH LATINOS." Psychology in the Schools 54, no. 2 (2016): 169–82. http://dx.doi.org/10.1002/pits.21988.

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8

Soutullo, Olivia R., Stephanie C. Sanders‐Smith, and Tina M. Smith‐Bonahue. "School psychology interns’ characterizations of family–school partnerships." Psychology in the Schools 56, no. 5 (2019): 690–701. http://dx.doi.org/10.1002/pits.22227.

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9

Shumow, Lee, Deborah Lowe Vandell, and Kyungseok Kang. "School choice, family characteristics, and home-school relations: Contributors to school achievement?" Journal of Educational Psychology 88, no. 3 (1996): 451–60. http://dx.doi.org/10.1037/0022-0663.88.3.451.

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10

Frias, Carla Maria de Almeida Matos e. "Family, adolescence and school." International Journal of Human Sciences Research 2, no. 27 (2022): 2–9. http://dx.doi.org/10.22533/at.ed.5582272222084.

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11

Epstein, Joyce L. "School and Family Connections:." Marriage & Family Review 15, no. 1-2 (1990): 99–126. http://dx.doi.org/10.1300/j002v15n01_06.

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12

Blanchard, Jay, and Jill Oliver. "The Family-School Connection." Computers in the Schools 15, no. 1 (1999): 65–72. http://dx.doi.org/10.1300/j025v15n01_10.

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13

Neufeld, Patricia J. "School Violence—Family Responsibility." Family Journal 10, no. 2 (2002): 207–9. http://dx.doi.org/10.1177/1066480702102011.

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14

Smrekar, Claire E. "Rethinking Family-School Interactions." Education and Urban Society 25, no. 2 (1993): 175–86. http://dx.doi.org/10.1177/0013124593025002006.

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15

Shafer, Susanne M. "Family, Children, and School." European Education 24, no. 2 (1992): 3–4. http://dx.doi.org/10.2753/eue1056-493424023.

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16

McGuire, Dennis E., Elina R. Manghi, and Patrick H. Tolan. "The Family School System." Journal of Psychotherapy & The Family 6, no. 3-4 (1990): 107–27. http://dx.doi.org/10.1300/j287v06n03_07.

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17

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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18

Guliyeva, Sabina. "Educational model forming family-school partnership in Azerbaijan school." Azerbaijan Journal of Educational Studies 2, no. 2 (2020): 65–70. http://dx.doi.org/10.29228/edu.218.

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19

Mäenpää, Tiina, Eija Paavilainen, and Päivi Åstedt-Kurki. "Family-school nurse partnership in primary school health care." Scandinavian Journal of Caring Sciences 27, no. 1 (2012): 195–202. http://dx.doi.org/10.1111/j.1471-6712.2012.01014.x.

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20

Antonsson, Helena, Britt-Inger Saveman, and Kristina Lamas. "School Nurses' Attitudes toward Family Involvement in School Healthcare." Health Behavior and Policy Review 7, no. 1 (2020): 51–58. http://dx.doi.org/10.14485/hbpr.7.1.6.

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21

Stevenson, David L., and David P. Baker. "The Family-School Relation and the Child's School Performance." Child Development 58, no. 5 (1987): 1348. http://dx.doi.org/10.2307/1130626.

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22

Negreiros, Juliana. "Integrating School-based Family Counseling into School Psychology Practice." British Journal of Education, Society & Behavioural Science 4, no. 7 (2014): 883–96. http://dx.doi.org/10.9734/bjesbs/2014/7909.

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23

Bartell, Riva. "Changing the Role of School Psychologists: School-Family Partnership." Canadian Journal of School Psychology 11, no. 2 (1996): 133–37. http://dx.doi.org/10.1177/082957359601100217.

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24

Ghaith, Souad Mansour, Suhaila Mahmood Banat, Ghada Esmail Hamad, and Ghaleb Salman Albadareen. "Jordanian School Counselor Involvement in School-Family-Community Partnerships." International Journal for the Advancement of Counselling 34, no. 4 (2012): 307–19. http://dx.doi.org/10.1007/s10447-012-9159-3.

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25

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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26

Andrade, Cláudia, and Joana Lobo Fernandes. "School-Family and Family-School Enrichment: A Study with Portuguese Working Student Parents." Education Sciences 13, no. 10 (2023): 1024. http://dx.doi.org/10.3390/educsci13101024.

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In recent years, higher education institutions have progressively undertaken efforts to attract more diversified populations to their programs, both in the first and second cycles. These new groups include students who work professionally and who are parents. The literature that aims to address the management of multiple roles of higher education students has mainly devoted its attention to the potential conflict of roles, with a scarcity of studies focused on the positive aspects that may result from this articulation. The present study aims to analyze the relationships between satisfaction w

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27

Zou, Zhiwen. "Family-School Communication: How Conflict between Family and School Expectation Influences Children’s Development." Journal of Education, Humanities and Social Sciences 12 (April 19, 2023): 241–46. http://dx.doi.org/10.54097/ehss.v12i.7647.

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Effective family-school communication has a positive impact on children's education and learning, as well as the educational process in schools, according to research done in the area of family-school communication and the opinions of parents and teachers. Especially for families in kindergartens and primary schools, schools need parents to participate more in children's education and development, and family-school communication is an important factor that can promote parental involvement and help children develop in different fields. An effective home-school communication mode is conducive to

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28

Romero, Deidal Chunga. "Family and Adolescent Values Practice in School Environment." International Journal of Psychosocial Rehabilitation 24, no. 02 (2020): 560–67. http://dx.doi.org/10.37200/ijpr/v24i2/pr200370.

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29

Dr., Gagandeep Kaur, and Manpreet Kaur Miss. "FAMILY AND SCHOOL PROBLEMS FACED BY SECONDARY SCHOOL STUDENTS: A SURVEY." Scholarly Research Journal for Interdisciplinary Studies 11, no. 77 (2023): 341–53. https://doi.org/10.5281/zenodo.8186267.

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<em>The present study aims to find out the different problems (family and school) faced by secondary school students. This study also focused on the family and school problems in relation to gender, locale, and working and non-working status of mothers among government senior secondary school students. A total of 200 senior secondary school students were selected from three different schools in Amritsar district. Random sampling techniques were used for data collection. The data was collected using the questionnaire: Youth Problem Inventory (Verma, 2012). The results were analysed through perc

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30

Abdurakhmanova, M., J. Sharobidinov, and F. Egamberdiyev. "LEADERSHIP ROLES OF A SCHOOL SOCIAL WORKER IN ENSURING THE INTERACTION OF THE FAMILY, SCHOOL AND COMMUNITY." Oriental Journal of Social Sciences 02, no. 06 (2022): 184–91. http://dx.doi.org/10.37547/supsci-ojss-02-03-25.

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Social work at school employees work in perfect condition to ensure communication between the school, family and community. A model of family-school cooperation that promotes family support and long-term development of the child is crucial for the success of the child. Using strengths, the school's social worker should help parents form a positive view of their child's future, which includes services and assistance that allow the child to live, work and relax in society.

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31

Fish, Marian C. "FAMILY‐SCHOOL CONFLICT: IMPLICATIONS FOR THE FAMILY." Journal of Reading, Writing, and Learning Disabilities International 6, no. 1 (1990): 71–79. http://dx.doi.org/10.1080/0748763900060109.

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32

Bernstein, Gail A., and Carrie M. Borchardt. "School refusal: Family constellation and family functioning." Journal of Anxiety Disorders 10, no. 1 (1996): 1–19. http://dx.doi.org/10.1016/0887-6185(95)00031-3.

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33

Gençtanırım Kurt, Dilek. "Effect of Family, Friends and School Climate on School Adjustment of Middle School Students." International Journal of Progressive Education 18, no. 2 (2022): 193–209. http://dx.doi.org/10.29329/ijpe.2022.431.13.

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34

Radojlović, Jasmina. "Family background and school achievement school children with physical disabilities." Zdravstvena zastita 39, no. 6 (2010): 43–47. http://dx.doi.org/10.5937/zz1006043r.

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35

Bashir, Aasiya, Nilofar Khan, and Naheed Vaida. "Personal, School and Family - main factors affecting female school dropout." Journal of Scientific and Innovative Research 3, no. 3 (2014): 295–98. http://dx.doi.org/10.31254/jsir.2014.3303.

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A dropout is considered a student who for any reason other than death leaves school without transferring to another school. Dropping out is a social problem and is also associated with delinquency and low school achievement. A preliminary survey regarding the factors affecting female student dropouts was carried out in District Kulgam. Majority of the respondents belonged to the moderate income group families and lived in joint families. The main factors which lead to dropping out were poor attendance, poor academic performance in class, low interest in studies. The personal factors were less

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36

Murray‐Harvey, Rosalind, and Phillip T. Slee. "Family Stress and School Adjustment: Predictors Across the School Years." Early Child Development and Care 145, no. 1 (1998): 133–49. http://dx.doi.org/10.1080/0300443981450109.

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37

Farrell, Anne F., and Melissa A. Collier. "School personnel’s perceptions of family-school communication: a qualitative study." Improving Schools 13, no. 1 (2010): 4–20. http://dx.doi.org/10.1177/1365480209352547.

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38

Haines, Shana J., Judith M. S. Gross, Martha Blue-Banning, Grace L. Francis, and Ann P. Turnbull. "Fostering Family–School and Community–School Partnerships in Inclusive Schools." Research and Practice for Persons with Severe Disabilities 40, no. 3 (2015): 227–39. http://dx.doi.org/10.1177/1540796915594141.

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39

Morrissey, Taryn W., Lindsey Hutchison, and Adam Winsler. "Family income, school attendance, and academic achievement in elementary school." Developmental Psychology 50, no. 3 (2014): 741–53. http://dx.doi.org/10.1037/a0033848.

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40

Flynn, Gregory, and Barbara Nolan. "What Do School Principals Think About Current School-Family Relationships?" NASSP Bulletin 92, no. 3 (2008): 173–90. http://dx.doi.org/10.1177/0192636508322663.

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41

Chavkin, Nancy Feyl, and Karen Brown. "School Social Workers Building a Multiethnic Family-School-Community Partnership." Children & Schools 14, no. 3 (1992): 160–64. http://dx.doi.org/10.1093/cs/14.3.160.

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42

Somerville, S. M., R. J. Rona, S. Chinn, and S. Qureshi. "Family Credit and uptake of school meals in primary school." Journal of Public Health 18, no. 1 (1996): 98–106. http://dx.doi.org/10.1093/oxfordjournals.pubmed.a024469.

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43

Cole, Sherry M., Antoinette R. Thomas, and Courtland C. Lee. "School Counselor and School Psychologist: Partners in Minority Family Outreach." Journal of Multicultural Counseling and Development 16, no. 3 (1988): 110–16. http://dx.doi.org/10.1002/j.2161-1912.1988.tb00402.x.

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44

Janne Dantas Freire, Daiane. "A PEDAGOGICAL LOOK AT SCHOOL TASK: The family and school." Revista Ibero-Americana de Humanidades, Ciências e Educação 10, no. 1 (2024): 687–700. http://dx.doi.org/10.51891/rease.v10i1.12987.

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O presente artigo aborda sobre um olhar pedagógico sobre a tarefa escolar: a família e a escola. A metodologia utilizada foi à pesquisa bibliográfica, na qual se constatou que a relação escola e família são imprescindíveis, pois, a família como espaço de orientação, construção da identidade de um indivíduo e deve promover juntamente com a escola uma parceria, a fim de contribuir no desenvolvimento integral da criança e do adolescente. O grande desafio encontra-se na parceria que as Famílias e a Escola devem manter objetivando a formação integral da criança e do adolescente. Os pais precisam pa

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45

Gartu, Maria Livia. "THE SCHOOL – FAMILY EDUCATIONAL PARTNERSHIP." Revista de Pedagogie - Journal of Pedagogy LXV, no. 2 (2017): 107–23. http://dx.doi.org/10.26755/revped/2017.2/107.

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46

Miuca, Marija. "Family, school, peers and criminality." Glasnik Advokatske komore Vojvodine 84, no. 9 (2012): 56–73. http://dx.doi.org/10.5937/gakv1201056m.

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47

Samms-Vaughan, M., M. Jackson, and D. Ashley. "Family Structure and School Achievement,." Journal of Developmental & Behavioral Pediatrics 20, no. 5 (1999): 397. http://dx.doi.org/10.1097/00004703-199910000-00026.

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48

Lawson, Michael A. "School-Family Relations In Context." Urban Education 38, no. 1 (2003): 77–133. http://dx.doi.org/10.1177/0042085902238687.

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49

Dustan, Andrew. "Family networks and school choice." Journal of Development Economics 134 (September 2018): 372–91. http://dx.doi.org/10.1016/j.jdeveco.2018.06.004.

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50

Geay, Bertrand, and Jérôme Camus. "Between Family and School Norms." Revue des politiques sociales et familiales 153, no. 4 (2025): 181–200. https://doi.org/10.3917/rpsf.153.0181.

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Cet article s’intéresse à l’articulation des différentes expériences des enfants au cours de leurs premières années et aux logiques selon lesquelles se construisent leurs préférences, leurs goûts et leurs jugements, autrement dit leurs dispositions sociales et morales, en particulier lors de leur scolarité maternelle. Dans cette perspective, un dispositif d’enquête original de questionnaires ludiques sur Internet auprès d’enfants âgés de 5 à 6 ans (n = 4242) de la cohorte Elfe (Étude longitudinale française depuis l’enfance) est utilisé et exploité. L’analyse conduit à dist

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