DOCSLIB.ORG

Engagement: an Indigenous Community's Fight for Educational Equity and Cultural Reclamation in a New England School District

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Engagement: an Indigenous Community's Fight for Educational Equity and Cultural Reclamation in a New England School District Family-School-Community (Dis)Engagement: An Indigenous Community's Fight for Educational Equity and Cultural Reclamation in a New England School District Author: Shaneé Adrienne Washington Persistent link: http://hdl.handle.net/2345/bc-ir:108518 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2019 Copyright is held by the author. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (http:// creativecommons.org/licenses/by-nc-nd/4.0). Boston College Lynch School of Education Department of Teacher Education, Special Education, and Curriculum and Instruction Curriculum and Instruction Doctoral Program FAMILY-SCHOOL-COMMUNITY (DIS)ENGAGEMENT: AN INDIGENOUS COMMUNITY’S FIGHT FOR EDUCATIONAL EQUITY AND CULTURAL RECLAMATION IN A NEW ENGLAND SCHOOL DISTRICT Dissertation by SHANEÉ ADRIENNE WASHINGTON submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy July 2019 © Copyright by Shaneé Adrienne Washington 2019 Abstract Family-School-Community (Dis)Engagement: An Indigenous Community’s Fight for Educational Equity and Cultural Reclamation in a New England School District Shaneé Adrienne Washington Dr. Lauri Johnson, Chair This exploratory case study examined family-school-community engagement in a small New England school district and town that is home to a federally recognized Indigenous Tribe that has inhabited the area for 12,000 years and whose children represent the largest group of racially minoritized students in the public schools. Using Indigenous protocols and methodologies that included relational accountability, individual semi-structured conversations, talking circles, and participant observation, this study explored the ways that Indigenous families and community members as well as district educators conceptualized and practiced family-school-community engagement and whether or not their conceptualizations and practices were aligned and culturally sustaining/revitalizing. Family-school-community engagement has been touted in research literature as a remedy to the problem of low achievement that prevails in many schools serving minoritized students, including Indigenous students. However, a more pertinent reason to study this topic is due to “ongoing legacies of colonization, ethnocide, and linguicide” committed against Indigenous families and their children by colonial governments and their educational institutions (Brayboy, 2005; Grande, 2015; McCarty & Lee, 2014, p. 103). This study was thus conducted and data were analyzed using a decolonizing lens and culturally responsive leadership (Johnson, 2014), culturally sustaining pedagogy (Paris & Alim, 2014), and culturally sustaining/revitalizing pedagogy (McCarty & Lee, 2014) as theoretical frameworks. Findings revealed distinctions in the priorities and engagement practices of educators versus Tribal members. While educators conceptualized and reported to practice an open-door model of engagement in which families have a plethora of opportunities to get involved in the schools, Indigenous parents and community leaders engaged as ardent advocates for the equitable treatment of their children and for the expansion of language and culture-based programming for tribal students in educational spaces within and outside of the public-school system. Also, Educators and Tribal members alike acknowledged that district staff lack cultural awareness and sensitivity and needed to be better educated. These findings and others offer important implications for local Indigenous communities and school districts serving Indigenous families. Acknowledgements To the Wampanoag, Lakota, and Nipmuc parents and community members and to the teachers and administrators who participated in this study, thank you so much for welcoming me into your communities and for trusting me with your stories! Without you, this dissertation would not have been possible. To my beautiful and brilliant daughters, Nia-Lael and Imara Wangia, thank you for your patience, love, understandings, support, and encouragement throughout my doctoral studies and the writing of this dissertation. You are the inspiration for all that I do, and I dedicate this work to you. To Dr. Lauri Johnson, my dissertation chair, you have been my greatest blessing in this work. Thank you for being the best mentor and chair that a scholar could ask for. Thank you for your guidance, for always being available, for pushing my thinking, and requiring me to always consider more and do better. Thank you for keeping me accountable and for our many unhurried meetings about this and other work. Your close reading of my dissertation, thoughtful and critical feedback, and constant questioning played a major role in this final product. To Dr. Leigh Patel, Dr. M. Brinton Lykes, and Dr. Gabrielle Oliveira, thank you for agreeing to serve on my committee and for your guidance, feedback, and encouragement from the birth of this dissertation through its completion. Dr. Patel and Dr. Lykes, I will forever be grateful that I took your Critical Race Theory and Participatory Action Research courses respectively, in the fall of 2016. It was through these courses that I first became aware of and had the privilege of reading and learning i about decolonizing and Indigenous protocols and methodologies. Your courses also gave me the opportunity to explore these methodologies further by conducting my own additional research, and your feedback on my work has been invaluable. Thank you, Dr. Lykes, for meeting with me and offering useful feedback during my initial consideration of this topic for dissertation. Also, thank you for your constant encouragement and support. Thank you, Dr. Patel, for always helping me to think more critically and for requiring me to read and reread to gain a firmer grasp of perspectives, theories, and methodologies that were new to me. Thank you for your unwavering encouragement and constant reminders that I’ve been called to this work and must continue in it. Thank you, Dr. Oliveira, for completing my dream team of a committee. Thank you for pushing my thinking regarding my questions and methods. Also, thank you for believing so strongly in my work and for encouraging me to consider various publications. To Dr. Andy Hargreaves, Dr. Dennis Shirley, Michelle Forge, Michael O’Keefe, and all the leaders and participants of the CODE Consortium, thank you for giving me the opportunity to serve with you and for being one of the inspirations for this study. Andy and Dennis, thank you for your mentorship and unwavering confidence in me and support of my work. To Mom (Nancy Washington), Renata Love Jones, Juan Cristóbal García- Huidobro, Dr. Francina Kerr, Selena Washington, Dr. Michael O’Connor, Dr. Yalda Kaveh, Paul Madden, Anne Vera Cruz, Dr. Chris Bacon, Nicholl Montgomery, Pastor Deborah Love, and Elder Carmen Greene, my heart swells with gratitude to all of you for your intellectual, spiritual, emotional, and material support. Thank you for all of the ways that you have supported and encouraged me throughout my doctoral studies. I will ii forever be indebted to you for your gracious and generous availability, advice, and assistance, which have been tremendous, and I am so grateful. Mom, Renata, Juan, Selena, Dr. Kerr, Pastor Deb, and Elder Lady Carmen, thank you for checking in on me, praying for me, sending me encouraging messages, and for simply loving me in a tangible way. I love you immensely! To my amazing cohort, Allison, Anna, Anne, Caitlin, Chris, Juan, Kate, Paul M., Paul X., Qian Qian, and Renata, you are my colleagues, friends, and we will forever be bonded as family. You all have been a godsent in this journey from nervous and uncertain doctoral student to still nervous and a little more certain Doctor of Philosophy. I have deep gratitude for each of you for making this journey more bearable, rewarding, and fun. To TEFIAS, Megina, Meredith, Michael, and Renata, I will forever be grateful to Dr. Marilyn Cochran-Smith for putting us together in her Practitioner Research course and that we loved working together as an inquiry community so much that we continued to meet every month for three years. Thank you, Dr. Annie Homza, for joining us and for being a wonderful addition to our community of critical scholars. Our monthly meetings and use of protocols to facilitate conversations and feedback about our research and teaching helped shape me into the scholar that I am today. To Dr. Susan Bruce, Dr. Patrick McQuillan, Dr. Katherine McNeill, Dr. Patrick Proctor, Dr. Martin Scanlan, Dr. Lillie Albert, Dean Elizabeth Sparks and the many other faculty members in the Lynch School of Education who believed in me, supported my work, gave me opportunities, and served as informal mentors and advisors to me, many thanks! iii A special thanks to the Lynch School of Education Faculty Awards Committee for gifting me with the 2018-2019 dissertation fellowship. This fellowship gave me the precious gift of time and made it possible for me to complete my dissertation in time to begin my new position as an assistant professor. Last, but not least, to my parents (Nancy and Andrew Washington), siblings (Marcus and Lee Washington, and Brandi Bacchus), extended family and friends, and church families, thank you for your unwavering love and support and for cheering me on in person and from a distance. iv Table of Contents Abstract Acknowledgements i Chapter One……………………………………………………………………..……..
Load more

Recommended publications
  • Doing School” and “Having Fun”: Tensions Between Family and School Conceptions of Education
    UNIVERSITY OF CALIFORNIA, SAN DIEGO “Doing School” and “Having Fun”: Tensions between Family and School Conceptions of Education A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Sociology by Charlene Catherine Bredder Committee in Charge: Hugh B. Mehan, Chair Jeff Haydu Paula Levin Christena Turner Olga Vasquez 2006 Copyright Charlene Catherine Bredder, 2006 All rights reserved The dissertation of Charlene Catherine Bredder is approved, and it is acceptable in quality and form for publication on microfilm: _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ Chair University of California, San Diego 2006 iii DEDICATION To all parents and teachers who strive to create the best educational experiences for their students. It is the toughest job in the world to raise a child. This dissertation is dedicated to all people who contribute to positive experiences for students. It is through our efforts that we grow. iv TABLE OF CONTENTS Signature Page ……………………………………………............ iii Dedication ………………………………………………………... iv Table of Contents ………………………………………………… v Acknowledgements ……………………………………………… vi Vita, Publications, and Fields of Study ………………………….. x Abstract ………………………………………………………….. xi Chapter 1: Understanding Homeschool Programs ………………. 1 Chapter 2: The Role of School in Society ……………………….. 29 Chapter 3:
    [Show full text]
  • The Progressive Class Holistic Learning Model & Family School Partnership
    1 Deakin University Faculty of Arts and Education School of Education Research Paper Title: THE PROGRESSIVE CLASS HOLISTIC LEARNING MODEL & FAMILY SCHOOL PARTNERSHIP AT GREENVALE PRIMARY SCHOOL 2003-2009 Candidate Name ANDREW KOHANE Degree: MASTER OF EDUCATION E700 Andrew Kohane 2 B.A., (Melbourne University) Dip Ed (James Cook University) Thesis submitted in partial fulfillment of the requirements for the degree of Master of Education. September, 2011. Student ID No: 2000196107 Address 23 Waldemar Rd, Heidelberg, Victoria, 3084. Supervisor: Jennifer Angwin Examiner: CANDIDATE'S STATEMENT I certify that the Research Paper entitled: THE PROGRESSIVE CLASS: HOLISTIC LEARNING MODEL & FAMILY SCHOOL PARTNERSHIP AT GREENVALE PRIMARY SCHOOL: 2003-2009 Submitted for the degree of Masters of Education EXR 796-7 is the result of my own work, except where otherwise acknowledged, and that this Research Paper/Minor Thesis (or any part of the same) has not been submitted for a higher degree to any other university or institution. There has been no requirement for Ethics approval. Signed Date 3 TABLE OF CONTENTS ................................................................................................ 3 GLOSSARY OF TERMS ............................................................................................... 6 Chapter 1 INTRODUCTION 1.1 The Context of the Research- Development of the Progressive Class Stream .......... 7 1.2 Research Questions ...................................................................................................
    [Show full text]
  • “Why Isn't It the Same As Any Other Family?”: Understanding Emergent
    “Why Isn’t It the Same as Any Other Family?”: Understanding Emergent Family Narratives and Early Education Experiences Among LGBTQ+ Parents The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Matthews, Timothy Joseph. 2020. “Why Isn’t It the Same as Any Other Family?”: Understanding Emergent Family Narratives and Early Education Experiences Among LGBTQ+ Parents. Doctoral dissertation, Harvard Graduate School of Education. Citable link https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37364535 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA ! !! ! "#$%!&'()*!&*!*$+!',-+!,'!,(%!.*$+/!0,-&1%234!5(6+/'*,(6&(7!8-+/7+(*!9,-&1%! :,//,*&;+'!,(6!8,/1%!86<=,*&.(!8>?+/&+(=+'!@-.(7!ABCDEF!G,/+(*'! ! ! ! ! ! "#$%&'(!)%*+,'!-.&&'+/*! ! ! ! ! ! ! ! 0.&'+1#2+!34!52%/! -+1+6#&'!74!8%/+! 5.91.!74!:.&;<=#*+! ! ! ! ! ! ! ! ! ! >!"'+*#*!?1+*+2&+6!&%!&'[email protected]&(! %D!&'+!E1.6B.&+!5A'%%C!%D!36BA.&#%2!%D!F.1G.16!H2#G+1*#&(! !#2!?.1&#.C!@BCD#CC$+2&!%D!&'+!8+IB#1+$+2&*! D%1!&'+!J+K1++!%D!J%A&%1!%D!36BA.&#%2! ! ! ! LMLM! ! #! ! ! ! ! ! ! ! ! ! ! H!IJIJ! D&-.*$%!K.'+?$!L,**$+M'! @11!N&7$*'!N+'+/;+6! ! ! ! ! ##! ! ! ! ! ! ! ! ! ! =#&'!&'.2N*!D%1O!.26!#2!$+$%1(!%D!$(!,.1+2&*O!! =#CC#.$!.26!).2+O! /'%!*B,,%1&+6!$(!C#D+C%2K!IB+*&!&%!+P,C%1+!.26!&%!C+.12O!! .26!/'%*+!*+2*+!%D!+$,.&'(!&.BK'&!$+!&%!C%%N!%B&!D%1!%&'+1*Q!
    [Show full text]
  • Using Families' Funds of Knowledge Literacy to Enhance Family-School Relationships" (2020)
    Rowan University Rowan Digital Works Theses and Dissertations 2-28-2020 Using families' Funds of Knowledge literacy to enhance family- school relationships Kaitlyn Greenwood Rowan University Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Language and Literacy Education Commons Recommended Citation Greenwood, Kaitlyn, "Using families' Funds of Knowledge literacy to enhance family-school relationships" (2020). Theses and Dissertations. 2760. https://rdw.rowan.edu/etd/2760 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. USING FAMILIES’ FUNDS OF KNOWLEDGE LITERACY TO ENHANCE FAMILY-SCHOOL RELATIONSHIPS by Kaitlyn Greenwood A Thesis Submitted to the Department of Language, Literacy & Sociocultural Education College of Education In partial fulfillment of the requirement For the degree of Master of Arts in Reading Education at Rowan University February 29, 2020 Thesis Chair: Dr. Valarie Lee Ph.D. Dedications I would like to dedicate this thesis to my parents, Harry and Diane, and my brother, Brandon, whose love and support helped me achieve more than I thought possible. Thank you for always believing in me, encouraging me to shoot for the stars, and helping me reach my full potential. Acknowledgments I would like to thank and acknowledge my advisor, Dr. Valarie Lee, for her constant support and inspiration throughout this journey. I would also like to recognize Dr. Susan Browne and the Rowan Literacy Department for guiding me on a path to inspire change in the school community.
    [Show full text]
  • The Rediscovery of the Family and Community As Partners in Education
    Educational Review, Vol. 52, No. 2, 2000 Beyond the Classroom Walls: the rediscovery of the family and community as partners in education TREVOR H. CAIRNEY, University of Western Sydney ABSTRACT Teachers have been aware of the inuence of home on school success for a long time. However, in the last decade we have seen a signicant increase in the interest of educational researchers, educational authorities and individual teachers in the relationship between home, school and community. In this paper I want to set this emerging interest in its historical context and challenge readers to consider this topic through multiple, and more diverse and appropriate lenses. I want to argue that there is a need to look closely at the nature of the relationship between home and school and to deconstruct the purposes that drive these initiatives. There is a need to examine the many claims about the relationship between home and school, and to critique the decit views that have driven much of this interest. However, rather than just to critique, I want to explore alternative more responsive models for developing partnerships between home and school, and use literacy practices as one way to illustrate some of the options available. While there has been a dramatic increase in awareness and research concerning the relationship between home and school in the last decade, the stimulus for this increased interest has its roots in education reforms of the 1960s and 1970s. Some of the most signicant early interest in the topic area occurred in the United Kingdom. The Plowden Report (Department of Education and Science, 1967) was one of a number of factors that led to a growing awareness by schools of the home and its relationship to school learning.
    [Show full text]
  • Ten Steps Towards School Staff Wellbeing
    Ten steps towards school staff wellbeing Lauren Garland, Tim Linehan, Natalie Merrett, Jaime Smith and Charlotte Payne Foreword Concerns about the mental health and wellbeing of children and young people are currently in the public spotlight. However, any conversation about supporting our children’s wellbeing must also include how we support our teachers. We must do more to support school leaders, teachers About Anna Freud National Centre and other school staff to ensure that their mental health and wellbeing is prioritised. If we don’t recognise for Children and Families the importance of this we will fail not only staff, but the children and young people they support. Who we are What we do The huge response that we received to this consultation tells us that education professionals Anna Freud National Centre for Children We bring together leaders in have much to say and share about their own wellbeing and Families has developed and delivered neuroscience, mental health, social in school. We have been given the opportunity to pioneering mental health care for care and education to work together to hear about the fantastic and creative work already over 65 years. improve understanding and practice. taking place in schools all over the country. These contributions give us a strong and encouraging Our aim is to transform current mental Our goal is to develop, disseminate foundation for exploring the best way forward to health provision in the UK by improving the and deliver the best possible evidence- ensure that our schools are wellbeing schools, quality, accessibility and effectiveness of based treatment, through scientific prioritising the mental health and wellbeing of the treatment.We believe that every child and innovation, research and collaboration and whole school community.
    [Show full text]
  • The Family School at Larkhall Independent School Standard Inspection Report
    The Family School at Larkhall Independent school standard inspection report DfE registration number 208/6000 Unique Reference Number (URN) 137017 Inspection number 393264 Inspection dates 20–21 June 2012 Reporting inspector Flora Bean The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email [email protected]. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected]. This publication is available at www.ofsted.gov.uk/publications/090070. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: [email protected] W: www.ofsted.gov.uk No.
    [Show full text]
  • Conference Report
    IDEC@EUDEC 2011 Conference Report From the 3rd to the 14th July 2011, nearly 600 people came to the River Dart Country Park in the Devon countryside. 34 countries were represented, which is more than at any other gathering of the international democratic education community to take place so far. The delegation consisted of people from amazingly varied backgrounds and from many different walks of life, including students, teachers, academics, parents, organisers, journalists, film makers, writers, activists, caterers, carpenters, hospitality workers and musicians, just to name a few. Almost half of the participants were students, and over 80 schools and organisations were represented. Participants came to the conference from as far as New Zealand, Taiwan, Brazil and many places in between. A vast array of languages was being spoken, and there was a lot to be learned from the diversity of the people, cultures and countries represented. Table of contents IDEC@EUDEC 2011 Conference Report EUDEC Annual General Meeting IDEC@EUDEC Open Schedule The Public Session - Democracy in Education: an International Conference Fun and Games The Organisers' and Participants' Perspective Or Levi – Technical Producer Chloe Duff – Conference Coordinator Participants Thoughts and Feedback Who Was There? Countries Represented: Schools, Educational Institutions and Organisations Represented: Thank You! Whatʼs Next? EUDEC Annual General Meeting The European Democratic Education Community (EUDEC) is a democratically run organisation working to promote democratic education in Europe. Every year EUDEC members meet for the organisationʼs Annual General Meeting. This year it took place at the IDEC@EUDEC Conference venue 2 days prior to the Conference. During these meetings a new EUDEC Council, Oversight Committee, and Auditors were elected by EUDECʼs members.
    [Show full text]
  • Spring/Summer 2010 Volume 20, Number 1
    Spring/Summer 2010 Volume 20, Number 1 Academic Development Institute The School Community Journal Spring/Summer 2010 Sam Redding, Executive Editor Volume 20, Number 1 Lori G. Thomas, Editor The School Community Journal Advisory Board Paul J. Baker William H. Jeynes Illinois State University California State University, Long Beach Normal, Illinois Long Beach, California Alison A. Carr-Chellman Raquel-Amaya Martínez González Penn State University Universidad de Oviedo University Park, Pennsylvania Oviedo, Spain James P. Comer Hazel Loucks Yale Child Study Center National Education Association New Haven, Connecticut Edwardsville, Illinois Diane D’Angelo Karen L. Mapp RMC Research Corporation Harvard Graduate School of Education Washington, D.C. Cambridge, Massachusetts Rollande Deslandes Denise Maybank Universite du Quebec a Trois-Rivieres Michigan State University Quebec, Canada East Lansing, Michigan Patricia Edwards Toni Moynihan-McCoy Michigan State University Corpus Christi Independent School District East Lansing, Michigan Corpus Christi, Texas Joyce Epstein Janice M. Rosales Center on School, Family & Chicago Public Schools Community Partnerships Chicago, Illinois Baltimore, Maryland Diane Scott-Jones Patricia Gándara Boston College (retired) University of California Boston, Massachusetts Davis, California Herbert J. Walberg Thomas E. Glass Hoover Institution at Stanford University University of Memphis Chicago, Illinois Memphis, Tennessee Heather Weiss Anne T. Henderson Harvard Family Research Project Annenberg Institute for School Reform Cambridge, Massachusetts Washington, D.C. Roger Weissberg Esther Sui-chu Ho University of Illinois at Chicago The Chinese University of Hong Kong Chicago, Illinois Hong Kong SAR, China Kathleen V. Hoover-Dempsey Peabody College at Vanderbilt University Nashville, Tennessee THE SCHOOL COMMUNITY JOURNAL Spring/Summer 2010 Volume 20, Number 1 Academic Development Institute ISSN 1059-308X © 2010 Academic Development Institute Business and Editorial Office The School Community Journal 121 N.
    [Show full text]
  • Making the Difference: Breaking the Link Between School Exclusion and Social Exclusion, IPPR
    Institute for Public Policy Research MAKING THE DIFFERENCE BREAKING THE LINK BETWEEN SCHOOL EXCLUSION AND SOCIAL EXCLUSION Kiran Gill, with Harry Quilter-Pinner and Danny Swift October 2017 ABOUT IPPR IPPR, the Institute for Public Policy Research, is the UK’s leading progressive think tank. We are an independent charitable organisation with our main offices in London. IPPR North, IPPR’s dedicated think tank for the North of England, operates out of offices in Manchester and Newcastle, and IPPR Scotland, our dedicated think tank for Scotland, is based in Edinburgh. Our purpose is to conduct and promote research into, and the education of the public in, the economic, social and political sciences, science and technology, the voluntary sector and social enterprise, public services, and industry and commerce. IPPR 14 Buckingham Street London WC2N 6DF T: +44 (0)20 7470 6100 E: [email protected] www.ippr.org Registered charity no: 800065 (England and Wales), SC046557 (Scotland) This report was first published in October 2017. © IPPR 2017 The contents and opinions expressed in this report are those of the authors only. The progressive policy think tank Funded by Download This document is available to download as a free PDF and in other formats at: http://www.ippr.org/publications/making-the-difference Citation If you are using this document in your own writing, our preferred citation is: Gill K (2017) Making The Difference: Breaking the link between school exclusion and social exclusion, IPPR. http://www.ippr.org/publications/making-the-difference
    [Show full text]
  • FAMILY - SCHOOL PARTNERSHIPS FRAMEWORK a Guide for Schools and Families Contents
    FAMILY - SCHOOL PARTNERSHIPS FRAMEWORK A guide for schools and families Contents 1. Introduction 2 2. Vision 4 3. Principles which underpin effective Family-School Partnerships 4 4. Supporting Structures 4 5. Key Dimensions of Family-School Partnerships 5 6. Suggested Strategies for School Communities in 8 Developing Partnerships 7. Suggested Strategies for School Systems in Developing Partnerships 14 8. Glossary 15 9. Appendices 16 10. The Elements of Best Practice 19 11. Case Studies 20 1 Introduction What are family-school partnerships? Family-school partnerships are collaborative relationships and activities involving school staff, parents and other family members of students at a school. Effective partnerships are based on mutual trust and respect, and shared responsibility for the education of the children and young people at the school. Why are family-school partnerships important? Families are the first educators of their children and they continue to influence their children’s learning and development during the school years and long afterwards. Schools have an important responsibility in helping to nurture and teach future generations and families trust schools to provide educational foundations for their children’s future. At the same time, schools need to recognise the primary role of the family in education. This is why it is important for families and schools to work together in partnership. Research demonstrates that effective schools have high levels of parental and community involvement. This involvement is strongly related to improved student learning, attendance and behaviour. Family involvement can have a major impact on student learning, regardless of the social or cultural background of the family.
    [Show full text]
  • University of Cincinnati
    ! "# $ % & % ' % ! " ! !!#! !' $!%! & " ! !'!()* %! +& !,!-./!0 ' "# ' '% $$(' .!' 1% 20 /1% 3! ! !4(!551 4!5 -1% What Parents Expect of Urban Alternative Schools and How These Schools Address Parents’ Expectations to Make Needed Changes A dissertation submitted to the Division of Research and Advanced studies Of the University of Cincinnati In partial fulfillment of the Requirements for the degree of Doctorate of Education In Urban Educational Leadership Of the College of Education, Criminal Justice, and Human Services 2010 by Shirley Kaye Gibson M.A. University of Louisville, 1979 B.A. Morehead State University, 1972 Committee Members Dr. Nancy A. Evers, Chairperson Dr. Roger L. Collins Dr. Barbara J. Hammel Dr. James W. Koschoreck ii Abstract Several studies have examined parent expectations of schools in general (Gewertz, 2008; Carney-Hall, 2008; Keller, 2008; Stelmach, 2005; Boal, 2004; Lawson 2003; Wherry, 2003; Cheney, 2002; Bomotti, 1996; Epstein & Hollifield, 1996). Other studies have more specifically addressed parents’ expectations of urban schools and their reasons for choosing private and magnet schools over public urban schools for their children (Ghazal 2006; Spann, Kohler, Frank & Soenksen, 2003; Goldring & Hausman, 1999). However, little is known about what parents expect of urban alternative “last chance” schools in particular. This research study used qualitative methods to explore the stories of parents, teachers, and principals in three urban alternative “last
    [Show full text]