Following the Family: Applying Bioecological Theory to Strategies Learned from a Family-School-Community Partnership
Saved in:
| Title: | Following the Family: Applying Bioecological Theory to Strategies Learned from a Family-School-Community Partnership |
|---|---|
| Language: | English |
| Authors: | Katy Gregg, Nicolette P. Rickert, Alisa Leckie |
| Source: | School Community Journal. 2024 34(2):33-51. |
| Availability: | Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education Early Childhood Education |
| Descriptors: | Partnerships in Education, Cooperative Programs, Family School Relationship, Parent School Relationship, School Community Relationship, School Community Programs, Parents, Empowerment, Parents as Teachers, Parent Participation, Parent Student Relationship, Parent Teacher Cooperation, Elementary Secondary Education, Early Childhood Education |
| Geographic Terms: | Georgia |
| ISSN: | 1059-308X 1059-308X |
| Abstract: | There are many models and examples of family-school-community partnerships. Local to Savannah, Georgia, Parent University is a unique community organization designed to support, guide, and empower parents and their children (from birth to 18 years old) to build bridges between the community and the schools. This nonprofit has successfully partnered with families, schools, and other community organizations for over 20 years and offers an illustrative example of how schools are crucial partners for the success of family-community programs. In applying theory to highlight the work of a parenting program, the purpose of this article is to (1) describe how the local school system, families, community members, and Parent University work together to engage and empower parents; (2) delineate the characteristics of the program's sustained success through the lens of Bronfenbrenner's bioecological theory (Bronfenbrenner & Morris, 2006); and (3) highlight the interdependence of Parent University, the local school system, and community organizations. Implications for practices within other school-community organizations are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451061 |
| Database: | ERIC |
| Abstract: | There are many models and examples of family-school-community partnerships. Local to Savannah, Georgia, Parent University is a unique community organization designed to support, guide, and empower parents and their children (from birth to 18 years old) to build bridges between the community and the schools. This nonprofit has successfully partnered with families, schools, and other community organizations for over 20 years and offers an illustrative example of how schools are crucial partners for the success of family-community programs. In applying theory to highlight the work of a parenting program, the purpose of this article is to (1) describe how the local school system, families, community members, and Parent University work together to engage and empower parents; (2) delineate the characteristics of the program's sustained success through the lens of Bronfenbrenner's bioecological theory (Bronfenbrenner & Morris, 2006); and (3) highlight the interdependence of Parent University, the local school system, and community organizations. Implications for practices within other school-community organizations are discussed. |
|---|---|
| ISSN: | 1059-308X 1059-308X |
