Everyone pursues partnerships in education, but few understand their roles and limitations. Given the necessity of combining limited resources, however, such efforts are bound to continue. The various case studies provided point to the utility and limitations of educational partnerships, making this work of interest to scholars, researchers, and policy makers involved with educational administration and change.
This comprehensive text helps prepare pre-service and in-service teachers to build and sustain family, school, and community partnerships that are vital to student success. Focusing on grades preK–8, and with a particular emphasis on diverse families and learners, this book helps teachers to overcome barriers, create action plans, and sustain partnerships over time.
Creating and Sustaining Effective K 12 School Partnerships
Although teachers, school counselors, and administrators are all situated within educational settings tasked with supporting students' educational development, rarely do these professionals have sufficient opportunities to learn from and collaborate with one another before entering these schools. Unfortunately, many of these professionals are unaware of the primary and secondary responsibilities their peers and colleagues assume. What's worse, this lack of insight potentially compromises the extent to which educational leaders can forge effective partnerships that benefit students from the most alienated, disenfranchised and marginalized communities (e.g., Black children in under-resourced schools). While the educational discourse has included recommendations for maximizing interactions between these educational professionals, the collective voices of teachers, school counselors and administrators in regards to these issues has not been adequately examined. Thus, this book is a compilation of manuscripts and studies that explore partnerships and strategies educators and educational leaders use to produce positive socio-educational outcomes for Black students in various contexts. "Creating and Sustaining Effective K-12 School Partnerships: Firsthand Accounts of Promising Practices" is unique because it illuminates examples of effective school-community partnerships that foster positive student outcomes. "Creating and Sustaining Effective K-12 School Partnerships: Firsthand Accounts of Promising Practices" is intended as a practical text for committed educational leaders, at different professional points (e.g., practicing teachers, pre-service school counselors and teachers), who are eager to transform the current educational trajectory of Black children through interventions that show promise.
This book supports all those involved in initial teacher education (ITE) and with an interest in partnership working. Such partnerships are at the heart of ITE practices, both in the UK and internationally, but more recently models of partnership have become ever more complex as a result of government reforms, the rapid diversification of routes into teaching and significant increase in the number of SCITTs. The nature of partnerships in ITE remains contested with partnership working often reduced to a series of prescriptions for effective practice, ignoring both its pedagogic potential and inherent tensions. This book surveys and critiques partnership developments in recent years and then analyses a single case study of a school that exemplifies the current complexity of ITE partnerships using both policy and practice perspectives. It concludes with a series of principles that might underpin effective partnership working.
Intergenerational Educational Partnerships
Author: United States. Congress. Senate. Special Committee on Aging
Education partnerships are central to – and often a requirement of – most education reform initiatives promoted by state and local governments, by foundations, and by business funders. Many fail for failure to understand the dynamics of their complex relationships. This book provides insights and guidance to enable prospective and existing education partners to develop answers to the questions that are critical to success: Why engage in this partnership? How can you communicate the potential benefits of partnership to motivate teachers, faculty, administrators, and community members? How do you select the best organizational structure and procedures for a partnership? How can you maintain open, deliberative discussion while respecting different histories and cultures? How can you produce compelling evidence that the partnership is worthwhile? Based on their observation of a five-year-long publicly funded partnership, research data, and the literature, the authors identify the principles that they consider critical to answering these questions. The authors do not minimize the differences and complexities inherent in partnership work, because they believe that doing so would be to present coherence and homogeneity where none exists. Instead, they seek to make evident how these principles underlie many different partnership situations. Thus, rather than presenting a package of best practices, or a cookie-cutter approach, this book presents the organizational principles for planning and implementing education partnerships, along with sets of strategies for working through them. The authors present the diagnostic tools for undertaking a deliberate and research-based approach to planning, designing, and managing a partnership. By surfacing participants’ often-differing motivations, and the practices and assumptions they bring to the table, the book provides the foundation for developing a constructive relationship. In scope, the book extends beyond school-university partnerships to include schools’ collaboration with state and local governments, nonprofit organizations, and the business sector.
Establishing Family School Partnerships in School Psychology
Establishing Family-School Partnerships in School Psychology provides actionable, evidence-based practices toward effective family-school partnerships. Offering scoped and sequenced approaches to embed family-school partnership interventions within a three-tier prevention framework, the book covers mental health screening, cultural responsiveness, technology use, and more. This volume in the Foundations of School Psychology Research and Practice Series makes clear how sustained implementation of family-school partnerships can be achieved within existing educational infrastructures to promote student achievement across developmental periods and schooling levels.
Examines the principal's essential role in developing equitable and sustainable school-community partnerships, synthesizes research on partnerships and principal leadership, and addresses the inclusion of diverse family groups.
Effective communication between the home and school is crucial for any child's education, but where special needs are concerned, creating good partnerships is essential. This book is concerned with home-school relations from an 'inclusive' perspective. Throughout, it highlights issues that are common across all children and families, those that reflect individual diversity and those that are of particular significance when children have special educational needs. Sally Beveridge provides debates on issues such as: * the conceptual and policy frameworks that form the background to this subject; * the fundamental nature of the learning environment that families represent for children; * the potential role of home-school relations in supporting the educational achievements of children from diverse backgrounds and with differing needs; * strategies for the development of positive communication with parents. This book offers a manageable overview of a complex topic, ensuring its appeal to students and practitioners alike.