S. Andrew Garbacz*, Devon Minch , Phoebe Jordan , Kaitlyn Young and Mark Weist Pages 1 - 13 ( 13 )
Partnerships with families in education settings should emphasize their roles as active and engaged co-equal partners. However, common practice in schools is to involve families at school-based events and share information with them about their child’s education in a manner that does not promote two-way interactions. The purpose of this paper is to describe relevant background on family-school connections; approaches to promote academic performance, and mental and behavioral health; and a framework to organize family partnerships that supports all youth across a continuum of support intensity. A theory of change is presented that depicts the impact of family partnerships on proximal and distal outcomes. Future directions for investigating effective approaches for family partnerships are described.
Child behavior, family engagement, family partnerships, home–school collaboration
Ed Psych Department, University of Wisconsin-Madison , Child and Family Studies Department, University of South Florida , Ed Psych Department, University of Wisconsin-Madison , Ed Psych Department, University of Wisconsin-Madison , University of South Carolina, Columbia, South Carolina