Affiliation:
1. Central Washington University, USA
Abstract
The mission of this chapter is to establish intentional purpose in the ways educators connect, communicate, and partner with families. Traditional school/home communication approaches present concerns as they tend to be haphazard, historically focused, and lack holistic composition. Reframing parent involvement to promote purposeful interactions at the child, classroom, and school levels begins with identifying the underlying purpose of each. The extent of school/home partnership and commitment to the involvement opportunities is dependent on the educator to develop a positive rapport and establish mutual respect between children's families and teachers. Relationship forming is more than a haphazard result of interaction. The purpose of a family-teacher partnership is to express commitment to a productive relationship toward common outcomes. Meaningful relationships, when tended properly, are responsive and reciprocal in nature. They are formed around commitment to a common good – concern for the child.
Reference39 articles.
1. Indigenous Family Engagement: Strong Families, Strong Nations
2. Beasy, K., Murphy, C., Hicks, D., & Muir, T. (2021). Learning from home learning: Crossing boundaries of place and identity. Geographical Research, 59(3), 341–348. https://doi-org.ezp.lib.cwu.edu/10.1111/1745-5871.12482
3. We all care just as much about the child: stakeholders’ experiences of parenting support in a Norwegian school context
4. Boethel, M. (2003). School, family, & community connections - SEDL. https://sedl.org/connections/research-syntheses.html
5. Center for Dependable Strengths. (n.d.). Center for dependable strengths: Benefits. Retrieved March 25, 2023, from https://www.dependablestrengths.org/benefits