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Appropriate strategies for increasing the linkage between home, school and Community; Utilization of global experiences | ||
| School Administration | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 11 آذر 1399 | ||
| نوع مقاله: Qualitative Research Paper | ||
| نویسندگان | ||
| سهراب محمدی پویا* 1؛ یوسف ادیب2؛ احمد زارعی3 | ||
| 1.دانشجوی دکتری برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران | ||
| 2استاد برنامه‌ریزی درسی، گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران | ||
| 3.کارشناسی ارشد برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
| چکیده | ||
| Nowadays, the nature of education is not limited to instructional subject and its scope has spread to different sections of a society - like family, schools and local and outer communities. In fact, the participation of school, home and community is one of the most fundamental issues in every educational system, that its correct operation can provide the grounds for achieving educational goals. Thus, we have used the research synthesis method to identify appropriate strategies for involving parents, schools and community based on a combination of relevant research. In the theoretical framework of the research, the Epstein's Framework of Six Types of Involvement (2004) were used. Her six dimensions are: parenting, communication, volunteering, learning at home, decision-making, and collaboration with community. Parenting: Type 1 involvement occurs when family practices and home environments support “children as students” and when schools understand their children’s families. Communicating: Type 2 involvement occurs when educators, students, and families “design effective forms of school-to-home and home-to-school communications.” Volunteering: Type 3 involvement occurs when educators, students, and families “recruit and organize parent help and support” and count parents as an audience for student activities. Learning at Home: Type 4 involvement occurs when information, ideas, or training are provided to educate families about how they can “help students at home with homework and other curriculum-related activities, decisions, and planning.” Decision Making: Type 5 involvement occurs when schools “include parents in school decisions” and “develop parent leaders and representatives.” Collaborating with the Community: Type 6 involvement occurs when community services, resources, and partners are integrated into the educational process to “strengthen school programs, family practices, and student learning and development.” In order to achieve data at the international level, strategies for parental involvement in schools were systematically selected, content analyzed and categorized. As the first step; Inclusion criteria were considered. Accordingly, the geographical area: all over the world, the language of reports: English, the type of document: written (books, articles, dissertations, research reports, etc.) and non-written (sites, library software, etc.). Databases such as School website, Google scholar, Elsevier, Science Direct were searched from 1991 to 2017 using the keywords parent involvement strategies, parenting, communicate, volunteering, decision making, learning at home and collaborate with the community. In the screening stage, 32 studies with related characteristics were selected and presented based on the principles of data aggregation, analysis and rearrangement. According to the research findings, appropriate strategies are described based on Epstein's Framework of Six Types of Involvement. Parenting: Type 1 involvement include made a parent resource center, provide family support program, formation a school networking for Cyberspace management and Set up parent workshop. Communication: Type 2 involvement include Creating oral and face-to-face communication channels, writing and Internet communication, student performance report cards, using a school / home liaison, building a power school database. Volunteering: Type 3 involvement include Identifying parental talent, Reinforcement belief in volunteer parents, inviting volunteers to school events, conducting annual surveys, monitoring financial assistance and planning a flexible program. Learning at home: Type 4 involvement include Teachers' training focused on learning at home, parental training focused on providing Homework Guidelines and present interactive homework. decision - making: Type 5 involvement include formation a parent organization, provision a parental expectation checklist, parent/school involvement in informal opportunities and selection parental representatives in different communities and groups. Collaborate with community: Type 6 involvement include Identification of organizations related to school affairs, invite of social organizations, made a school network, and access to community resources map. Finally, According to the research findings and prevalence of coronavirus in the world, identified strategies in our research have become very important. For example, even though during the stay of students at home and closure of face-to-face education, learning at home strategies was a very effective factor in improving the performance and quality of virtual education, but Unfortunately, lack of implementation and realization of this issue in the educational system of Iran, there were problems for education in the mentioned period. Also, the lack of effective communication between schools and, social organizations provided the ground for losing the opportunity and time for proper education during the corona outbreak. | ||
| کلیدواژه‌ها | ||
| Appropriate Strategies؛ Participation؛ Schools؛ Parents؛ Community | ||
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آمار تعداد مشاهده مقاله: 693 تعداد دریافت فایل اصل مقاله: 1,133 |
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