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Following the Family: Applying Bioecological Theory to Strategies Learned from a Family-School-Community Partnership

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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
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  Data: Following the Family: Applying Bioecological Theory to Strategies Learned from a Family-School-Community Partnership
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  Data: <searchLink fieldCode="AR" term="%22Katy+Gregg%22">Katy Gregg</searchLink><br /><searchLink fieldCode="AR" term="%22Nicolette+P%2E+Rickert%22">Nicolette P. Rickert</searchLink><br /><searchLink fieldCode="AR" term="%22Alisa+Leckie%22">Alisa Leckie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Community+Journal%22"><i>School Community Journal</i></searchLink>. 2024 34(2):33-51.
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  Data: Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
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  Data: <searchLink fieldCode="DE" term="%22Georgia%22">Georgia</searchLink>
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  Label: Abstract
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  Data: 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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 33
    Subjects:
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Cooperative Programs
        Type: general
      – SubjectFull: Family School Relationship
        Type: general
      – SubjectFull: Parent School Relationship
        Type: general
      – SubjectFull: School Community Relationship
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      – SubjectFull: School Community Programs
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      – SubjectFull: Parents
        Type: general
      – SubjectFull: Empowerment
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      – SubjectFull: Parents as Teachers
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Parent Student Relationship
        Type: general
      – SubjectFull: Parent Teacher Cooperation
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Georgia
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      – TitleFull: Following the Family: Applying Bioecological Theory to Strategies Learned from a Family-School-Community Partnership
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            NameFull: Nicolette P. Rickert
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            NameFull: Alisa Leckie
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              Y: 2024
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