TY - JOUR
T1 - An ecological model of home, school, and community partnerships
T2 - Implications for research and practice
AU - Smith, Emilie Phillips
AU - Connell, Christian M.
AU - Wright, Gary
AU - Sizer, Monteic
AU - Norman, Jean M.
AU - Hurley, Alice
AU - Walker, Stephen N.
N1 - Funding Information:
This research was supported by the Institute for Families in Society, the Department of Psychology, and Richland County School District One. We gratefully acknowledge the participation and effort of numerous parents, teachers, and children, as well as the support of school and district staff in conducting this study. We also thank the dozens of undergraduate and graduate students who assisted in this project.
PY - 1997
Y1 - 1997
N2 - Examination of home-school-community partnerships is important to broadening our understanding of the ways in which these multiple entities may work together. More is known about the types of family factors that influence parent involvement, but little research has examined the combined impact of family, teacher, school, and community factors. In this article, we describe a study in which an ecological model was used to investigate parent involvement in a medium-size, urban, southeastern school district. A home-based interview with a stratified, random sample of 201 parents provided information on potential influences. A path model of involvement was tested incorporating perceived parent, teacher, school, and community factors hypothesized to influence home- and school-based parental involvement. Results indicate that parent background and attitudes, teacher practices, school, and neighborhood climate all provide ecological contexts under which involvement can be encouraged. Implications for research and consultation practice are discussed.
AB - Examination of home-school-community partnerships is important to broadening our understanding of the ways in which these multiple entities may work together. More is known about the types of family factors that influence parent involvement, but little research has examined the combined impact of family, teacher, school, and community factors. In this article, we describe a study in which an ecological model was used to investigate parent involvement in a medium-size, urban, southeastern school district. A home-based interview with a stratified, random sample of 201 parents provided information on potential influences. A path model of involvement was tested incorporating perceived parent, teacher, school, and community factors hypothesized to influence home- and school-based parental involvement. Results indicate that parent background and attitudes, teacher practices, school, and neighborhood climate all provide ecological contexts under which involvement can be encouraged. Implications for research and consultation practice are discussed.
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U2 - 10.1207/s1532768xjepc0804_2
DO - 10.1207/s1532768xjepc0804_2
M3 - Article
AN - SCOPUS:0031509640
SN - 1047-4412
VL - 8
SP - 339
EP - 360
JO - Journal of Educational and Psychological Consultation
JF - Journal of Educational and Psychological Consultation
IS - 4
ER -