8082 MD3 Assignment 1

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SafeAssign Originality Report EDDD-8082-1/EDPD-8082-1/EDSD-7082-1-2021-Winter-QTR-Term-wk… • SafeAssign Drafts

%46Total Score: High riskAngel Winslow Submission UUID: 46e598a5-8b3e-5fc0-c39d-7b953edda9e9

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Word Count: 724 MD3 ASSIGN1 WINSLOWA.docx

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Angel Winslow

Course: EDDD 8082 “Meaningful Learning Experiences in Supportive Environments” Module 3 - Assignment #1

Due Date: January 3, 2022

Summary of the Article One article that focuses on the issue of getting to know children who are part of a classroom community is Beyond Involvement and Engagement: The Role of the Family in School–Community Partnerships by Stefanski et al. (2016). In it, the authors observe that establishing collaborative

partnerships between schools and neighborhood communities is pivotal in supporting student learning, improving schools, and strengthening families and neighbor- hoods. To them, such partnerships should go beyond the conventional educational mission of the school to incorporate health and social services for children

and their families. Additionally, school-community and family partnerships often emerge from the growing need in the children and community, and vary across a wide range of cultures, processes, structures, and types of family involvement. Thus, they develop a typology to closely evaluate various school-family and community partnerships and their importance. Using a systematic literature review method, they focus on the role of family in those partnership models and identify the

potential implications for productive family-school-community relations. The outcomes of their analysis suggest that the role of parents and families vary consider- ably across four models. In contrast to the simple family involvement versus engagement dichotomy that is common in much of the existing literature, they

identify eight unique ways in which family roles are envisaged and implemented. More importantly, the researchers infer that school-family partnerships are effica- cious models for helping promising students to improve their learning capabilities. Rationale and At Least One Strategy for Getting To Know Children and Families There are various ways in which the article reflects the rationale and at least one method of getting to know children and families. The article, for instance, indicates that schools cannot meet children’s learning needs on their own without connecting with the pupils’ families and community members. This task requires proper co- ordination with social service systems and becoming full-service schools. It also utilizes the general theory of action to stress on partnerships that provide the begin-

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ning of answers, since it posits that schools serve learners academic needs better if they can speedily and efficaciously attend to the overall health and wellbeing of children and their families (Stefanski et al., 2016). To attain this objective, learning institutions must serve as partnership advocates that push for a closer work-

ing relationship with parents and family members. Indeed, developmental theorists argue that the multiple and interrelated aspects of human development: physical, psychological, and socio-cognitive growth are shaped by family, school, and community factors. As such, it is important to understand learners using an ecologi-

cal perspective on human development, which includes examining the environmental contexts (peer, family, school, and neighborhoods) that support or impede healthy development and learning, including the interactions among them. In their ecological orientation, developmentalists intersect with sociological perspectives that point to the persistent effects of social capital on student accomplishment (Coffee et al., 2013). From an educational standpoint, social capital encompasses net- works of supportive relationships and resources that make goal attainment possible (Stefanski et al., 2016). For instance, family support, good health, and instructor coordination increases the prospects for children’s academic improvements. How the Information Gleaned can be used to Support Learning about Children and Families The Insights that I have gained from this article can be used to understand children’s learning needs in early educational setting. The article, for instance, pro- motes family engagement as a tool to promote goal-directed relationships between instructors and families. This can be pivotal in designing culturally-responsive in- structional processes and creating mutually supportive learning environments for children. Most significantly, the article advises teachers to encourage parents

to actively take their place alongside educators in the schooling of their children, fitting together their knowledge of children, teaching, and learning with educators’ knowledge. Since families are broadly regarded as critical elements of school-community partnerships, encouraging them to take part in the learning process gener- ates positive academic outcomes.

References

Coffee, G., Ray-Subramanian, C. E., Schanding Jr, G. T., & Feeney-Kettler, K. A. (2013). Family Engagement in Early Childhood Education. Early Childhood

Education, 99-112. Stefanski, A., Valli, L., & Jacobson, R. (2016). Beyond Involvement and Engagement: The Role of the Family in School-Community

Partnerships. School Community Journal, 26(2), 135-160.

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Student paper

EDDD 8082 “Meaningful Learning Experiences in Supportive Environments” Module 3 - Assignment #1

Original source

EDDD 8082 Meaningful Learning Experiences in Supportive Environments

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Student paper

The Role of the Family in School–Community Partnerships by Stefanski et al.

Original source

The Role of the Family in School-Community Partnerships

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Student paper

In it, the authors observe that establishing collaborative partnerships between schools and neighborhood communities is pivotal in supporting student learning, improving schools, and strengthening families and neighborhoods.

Original source

The Role of the Family in School-Community Partnerships the authors discussed how the roles of partnerships between schools and neighborhood communities benefits students by supporting student learning , improving schools, and strengthening families and neighborhoods

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Student paper

To them, such partnerships should go beyond the conventional educational mission of the school to incorporate health and social services for children and their families.

Original source

These partnerships expand the traditional educational mission of the school to include health and social services for children and their families and to involve the broader community

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Student paper

Using a systematic literature review method, they focus on the role of family in those partnership models and identify the potential implications for productive family-school- community relations.

Original source

In this article, we reexamine the literature, focusing on the role of the family in those partnership models, and discuss implications for productive family–school–community relations

Student paper 67%

Student paper 66%

Student paper 65%

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Student paper

In contrast to the simple family involvement versus engagement dichotomy that is com- mon in much of the existing literature, they identify eight unique ways in which family roles are envisaged and implemented.

Original source

In contrast to the simple family involvement versus family engagement dichotomy found in much of the current literature, we found eight distinct ways in which family roles were envisioned and enact- ed

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Student paper

To attain this objective, learning institutions must serve as partnership advocates that push for a closer working relationship with parents and family members. Indeed, devel- opmental theorists argue that the multiple and interrelated aspects of human development:

Original source

Krenichyn, Clark, & Benitez, 2008), partnership advocates push for a closer working rela- tionship with parents and family members Developmental theorists emphasize the multi- ple and interrelated dimen- sions of human development

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Student paper

As such, it is important to understand learners using an ecological perspective on human development, which includes examining the environmental contexts (peer, family, school, and neighborhoods) that support or impede healthy development and learning, including the interactions among them. In their ecological orientation, developmentalists intersect with sociological perspectives that point to the persistent effects of social capital on stu- dent accomplishment (Coffee et al., 2013).

Original source

They also argue for an ecological perspective on human devel- opment, that is, examining the environmental contexts (peer, family, school, neighborhood, etc.) that support or im- pede healthy development and learn- ing, as well as the interactions among them (Bronfenbrenner, 1979 In their ecological orientation, develop- mentalists intersect with sociological perspectives that point to the persistent

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Student paper

Most significantly, the article advises teachers to encourage parents to actively take their place alongside educators in the schooling of their children, fitting together their knowl- edge of children, teaching, and learning with educators’ knowledge.

Original source

As Pushor and Ruitenberg (2005) described it, engagement encourages “parents to take their place alongside educators in the schooling of their chil- dren, fitting together their knowledge of children, teaching, and learning with teachers’ knowledge” (p

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Family Engagement in Early Childhood Education. Early Childhood Education, 99-112.

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Early childhood education Early childhood education

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Stefanski, A., Valli, L., & Jacobson, R.

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Valli, L., Stefanski, A., & Jacobson, R

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Beyond Involvement and Engagement: The Role of the Family in School-Community Partnerships. School Community Journal, 26(2), 135-160.

Original source

Beyond Involvement and Engagement The Role of the Family in School-Community Partnerships School Community Journal, 26(2), 135–160