Building Family-School Partnerships 00-0F-BFS

Children do better in school when their parents are involved in their education. Yet many schools struggle to engage parents. In this course, students will learn what parent involvement, family engagement, and family-school partnerships are as well as why and how they contribute to the success of students and schools. Students will get familiar with the Joyce Epstein Framework and Hoover-Dempsey&Sandler Model of Parental Involvement. Students will discuss various strategies, techniques, and methods for building family-school partnerships.

Children do better in school when their parents are involved in their education. Yet many schools struggle to engage parents. In this course, students will learn
1) what parent involvement, family engagement, and family-school partnerships are as well as
2) why and how they contribute to the success of students and schools.
3) Students will get familiar with the Joyce Epstein Framework and
4) Hoover-Dempsey&Sandler Model of Parental Involvement.
5) Students will discuss various strategies, techniques, and methods for building family-school partnerships.

Children do better in school when their parents are involved in their education. Yet many schools struggle to engage parents. In this course, students will learn
1) what parent involvement, family engagement, and family-school partnerships are as well as
2) why and how they contribute to the success of students and schools.
3) Students will get familiar with the Joyce Epstein Framework and
4) Hoover-Dempsey&Sandler Model of Parental Involvement.
5) Students will discuss various strategies, techniques, and methods for building family-school partnerships.

Epstein, J. L., & Dauber, S. L. (1989). Teacher attitudes and practices of parent involvement in inner-city elementary and middle schools. Report No. 32. In Research On Elementary & Middle Schools. Report No. 32.
Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family and community connections on study achievement. Southwest Educational Development Laboratory.
Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children's education? Review of Educational Research, 6X1), 3 42. EJ548327.

1) Epstein, J. L., & Dauber, S. L. (1989). Teacher attitudes and practices of parent involvement in inner-city elementary and middle schools. Report No. 32. In Research On Elementary & Middle Schools. Report No. 32.
2) Ferlazzo, L. (2009). Parent Involvement or Parent Engagement. Learning First Alliance. Retrieved from http://www.education.com/reference/article/parent-involvement/
3) Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family and community connections on study achievement. Southwest Educational Development Laboratory.
4) Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children's education? Review of Educational Research, 6X1), 3 42. EJ548327.
5) Winthrop, B. R., Barton, A., Ershadi, M., & Ziegler, L. (2021). Collaborating to transform and improve education systems. A playbook for family-school engagement. The Brookings Institution.
6) Sengeh, D., & Winthrop, R. (2022). Transforming Education Systems Why, What , And How. Policy Brief. Washington DC: Brookings Institution.

Additional:
Wood, L., Bauman, E., Rudo, Z., & Dimock, V. (2017). How Family, School, and Community Engagement Can Improve Student Achievement and Influence School Reform. Washington DC: American Institutes for Research &Enellie Mae Education Foundation. Retrieved from www.air.org
SHS (n.d.). Parental Engagement Toolkit. London: School-Home Support.
Sheldon, B. S. B., & Jung, S. B. (2015). The Family Engagement Partnership. Student Outcome Evaluation.
Centers for Disease Control and Prevention. Parent Engagement: Strategies for Involving Parents in School Health. Atlanta, GA: U.S. Department of Health and Human Services; 2012.
Goodall, J., & Vorhaus, J. S. (2011). Review of Best Practice in Parental Engagement.
Brossard, M., Cardoso, M., Kamei, A., Mishra, S., Mizunoya, S., & Reuge, N. (2020). Parental Engagement in Children’s Learning: Insights for remote learning response during COVID-19. Florence. Retrieved from https://www.unicef-irc.org/publications/1091-parental-engagement-in-childrens-learning.html
Toole, L. O., Kiely, J., McGillacuddy, D., O’Brien, E. Z., & O’Keeffe, C. (n.d.). Parental Involvement, Engagement and Partnership in their Children’s Education during the Primary School Years. Dublin: Supporting Parents Supporting Childfren.
Parental Involvement Perceptions / Barriers And Strategies For Effective Engagement. (2010). School District of Philadelphia.
Mapp, K. L., & Kuttner, P. J. (2013). Partners in Education: A Dual Capacity-Building Framework for Family–School Partnerships.
Eskelsen, L., & Wiman, E. (2011). The power of family school community partnerships, 1–276.
Family, H. (2010). Parent – Teacher Conference Tip Sheets Parent – Teacher Conferences Tip Sheets, (October).

1) Epstein, J. L., & Dauber, S. L. (1989). Teacher attitudes and practices of parent involvement in inner-city elementary and middle schools. Report No. 32. In Research On Elementary & Middle Schools. Report No. 32.
2) Ferlazzo, L. (2009). Parent Involvement or Parent Engagement. Learning First Alliance. Retrieved from http://www.education.com/reference/article/parent-involvement/
3) Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family and community connections on study achievement. Southwest Educational Development Laboratory.
4) Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children's education? Review of Educational Research, 6X1), 3 42. EJ548327.
5) Winthrop, B. R., Barton, A., Ershadi, M., & Ziegler, L. (2021). Collaborating to transform and improve education systems. A playbook for family-school engagement. The Brookings Institution.
6) Sengeh, D., & Winthrop, R. (2022). Transforming Education Systems Why, What , And How. Policy Brief. Washington DC: Brookings Institution.

Additional:
Wood, L., Bauman, E., Rudo, Z., & Dimock, V. (2017). How Family, School, and Community Engagement Can Improve Student Achievement and Influence School Reform. Washington DC: American Institutes for Research &Enellie Mae Education Foundation. Retrieved from www.air.org
SHS (n.d.). Parental Engagement Toolkit. London: School-Home Support.
Sheldon, B. S. B., & Jung, S. B. (2015). The Family Engagement Partnership. Student Outcome Evaluation.
Centers for Disease Control and Prevention. Parent Engagement: Strategies for Involving Parents in School Health. Atlanta, GA: U.S. Department of Health and Human Services; 2012.
Goodall, J., & Vorhaus, J. S. (2011). Review of Best Practice in Parental Engagement.
Brossard, M., Cardoso, M., Kamei, A., Mishra, S., Mizunoya, S., & Reuge, N. (2020). Parental Engagement in Children’s Learning: Insights for remote learning response during COVID-19. Florence. Retrieved from https://www.unicef-irc.org/publications/1091-parental-engagement-in-childrens-learning.html
Toole, L. O., Kiely, J., McGillacuddy, D., O’Brien, E. Z., & O’Keeffe, C. (n.d.). Parental Involvement, Engagement and Partnership in their Children’s Education during the Primary School Years. Dublin: Supporting Parents Supporting Childfren.
Parental Involvement Perceptions / Barriers And Strategies For Effective Engagement. (2010). School District of Philadelphia.
Mapp, K. L., & Kuttner, P. J. (2013). Partners in Education: A Dual Capacity-Building Framework for Family–School Partnerships.
Eskelsen, L., & Wiman, E. (2011). The power of family school community partnerships, 1–276.
Family, H. (2010). Parent – Teacher Conference Tip Sheets Parent – Teacher Conferences Tip Sheets, (October).

METHODS
Online, real-time sessions.
Reading texts
Online group discussions, teamwork, peer-reviewing, team projects
Usage of different technological tools: TEAMS, Padlet, Flipgrid, Answergarden, Slido, GoolgeDocs, LucidChart, PeerStudio, Quizizz, etc.

COURSEWORK
Contact hours - 15h
Reading -15h
Assignments - 10h
40 h - 2 points ECTS

METHODS
Reading texts
Group discussions, teamwork, peer reviewing, team projects
Usage of different technological tools: TEAMS, FeedbackFruits, Slido, Quizizz, etc.

COURSEWORK
Contact hours - 15h
Reading -15h
Assignments - 10h
40 h - 2 points ECTS

METHODS
Reading texts
Group discussions, teamwork, peer reviewing, team projects
Usage of different technological tools: TEAMS, Slido, Quizizz, etc.

COURSEWORK
Contact hours - 15h
Reading -15h
Assignments - 10h
40 h - 2 points ECTS