 Family Engagement in Schools: Parent, Educator, and Community PerspectivesNoel E. Kelty and Tomoko Wakabayashi SAGE Open, 2020, vol. 10, issue 4, 2158244020973024 Abstract: How engaged families are in their children’s lives, whether at home or in school, predicts their success in school and in life. The purpose of this study was to explore parent, educator, and community member perspectives of family engagement, preschool through grade 12, to inform state-level policy from an ecological framework. Ten semi-structured focus groups were conducted throughout one midwestern state, including five urban groups, four rural groups, and one suburban group. All focus groups were held in high-poverty areas serving high-need communities. All school communities received Title I funds and the average free and reduced lunch rate across participating districts was 75%. Several themes emerged through focus groups, including the importance of relationships, inclusive opportunities, communication, parent education, and family activities. Potential outcomes are included for policy and program development, as well as implications to further expand on issues relative to special education, fatherhood, and English language learners. Keywords: family studies; sociology; social sciences; parenting; engagement; educational administration; leadership; & policy; education; educational psychology & counseling; educational research; early childhood (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:10:y:2020:i:4:p:2158244020973024 Access Statistics for this article More articles in SAGE Open |
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