父亲参与幼儿园家园合作的调查研究外文翻译资料

School, Family, and Community Partnerships: Caring for the Children We Share

Joyce L. Epstein

Overlapping Spheres of Influence: Understanding the Theory

Schools make choices. They may conduct only a few communications and interactions with families and communities, keeping the three spheres of influence that directly affect student learning and development relatively separate. Or, they may conduct many high-quality communications and interactions designed to bring all three spheres of influence closer together. With frequent interactions among schools, families, and communities, more students will receive common messages from various people about the importance of school, of working hard, of thinking creatively, of helping one another, and of staying in school.

The external model of overlapping spheres of influence recognizes that the three major contexts in which students learn and grow—the family, the school, and the community—may be drawn together or pushed apart. In this model, there are some practices that schools, families, and communities conduct separately and some that they conduct jointly to influence childrenrsquo;s learning and development.

The internal model of the interaction of the three spheres of influence shows where and how complex and essential interpersonal relations and patterns of influence occur between individuals at home, at school, and in the community. These social relationships may be enacted and studied at an institutional level (e.g., when a school invites all families to an event or sends the same communications to all families) and at an individual level (e.g., when a parent and a teacher meet in conference or talk by phone). Connections between educators or parents and community groups, agencies, and services also can be represented and studied within the model (Epstein, 1987, 1992, 1994).

The model of school, family, and community partnerships locates the student at the center. The inarguable fact is that students are the main actors in their education, development, and success in school. School, family, and community partnerships cannot simply “produce” successful students. Rather, partnership activities may be designed to engage, guide, energize, and motivate students to produce their own successes. The assumption is that if children feel cared for and if they are encouraged to work hard in the role of student, they are more likely to do their best to learn to read, write, calculate, and learn other skills and talents, and to remain in school.

Interestingly, studies indicate that students are crucial for the success of school, family, and community partnerships. Students are often their parentsrsquo; main source of information about school. In strong partnership programs, teachers help students understand and conduct both traditional communications with families (e.g., delivering memos or report cards) and new communications (e.g., interacting with family members about homework, using e-mail to communicate with teachers, or 5 participating in or leading parent-teacher-student conferences). As we gain more information about the role of students in partnerships, we are developing a more complete understanding of how schools, families, and communities must work with students to increase their chances for success.

How the Theory Works in Practice

In some schools there still are educators who say, “If the family would just do its job, we could do our job.” And there still are families who say, “I raised this child; now it is your job to educate her.” These words embody a view of separate spheres of influence. Other educators say, “I cannot do my job without the help of my studentsrsquo; families and the support of this community.” And some parents say, “I really need to know what is happening in school in order to help my child.” These phrases embody the theory of overlapping spheres of influence.

In a partnership, teachers and administrators create more family-like schools. A family-like school recognizes each childrsquo;s individuality and makes each child feel special and included. Family-like schools welcome all families, not just those that are easy to reach. In a partnership, parents create more school-like families. A school-like family recognizes that each child is also a student. Families reinforce the importance of school, homework, and activities that build student skills and feelings of success.

Communities, too, including groups of parents working together, create school-like opportunities, events, and programs that reinforce, recognize, and reward students for good progress, creativity, contributions, and excellence. Communities also create family-like settings, services, and events to enable families to better support their children. Community-minded families and students help their neighborhoods and other families. The concept of a community school or full-service school is gaining acceptance (Dryfoos amp; Maguire, 2002) This refers to a place where programs and services for students, parents, and others are offered before, during, and after the regular school day.

Schools and communities talk about programs and services that are family-friendly—meaning that they take into account the needs and realities of family life, are feasible to conduct, and are equitable toward all families. When all these concepts combine, children experience learning communities or caring communities (Epstein, 1995; Henderson, Mapp, Johnson, amp; Davies, 2007; Lewis, Schaps, amp; Watson, 1995).

All of these terms are consistent with the theory of overlapping spheres of influence, but they are not abstract concepts. You will find them daily in conversations, news stories, and celebrations of many kinds. In a family-like school, a teacher might say, “I know when a student is having a bad day and how to help him along.” A studen

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School, Family, and Community Partnerships: Caring for the Children We Share

Joyce L. Epstein

Overlapping Spheres of Influence: Understanding the Theory

Schools make choices. They may conduct only a few communications and interactions with families and communities, keeping the three spheres of influence that directly affect student learning and development relatively separate. Or, they may conduct many high-quality communications and interactions designed to bring all three spheres of influence closer together. With frequent interactions among schools, families, and communities, more students will receive common messages from various people about the importance of school, of working hard, of thinking creatively, of helping one another, and of staying in school.

The external model of overlapping spheres of influence recognizes that the three major contexts in which students learn and grow—the family, the school, and the community—may be drawn together or pushed apart. In this model, there are some practices that schools, families, and communities conduct separately and some that they conduct jointly to influence childrenrsquo;s learning and development.

The internal model of the interaction of the three spheres of influence shows where and how complex and essential interpersonal relations and patterns of influence occur between individuals at home, at school, and in the community. These social relationships may be enacted and studied at an institutional level (e.g., when a school invites all families to an event or sends the same communications to all families) and at an individual level (e.g., when a parent and a teacher meet in conference or talk by phone). Connections between educators or parents and community groups, agencies, and services also can be represented and studied within the model (Epstein, 1987, 1992, 1994).

The model of school, family, and community partnerships locates the student at the center. The inarguable fact is that students are the main actors in their education, development, and success in school. School, family, and community partnerships cannot simply “produce” successful students. Rather, partnership activities may be designed to engage, guide, energize, and motivate students to produce their own successes. The assumption is that if children feel cared for and if they are encouraged to work hard in the role of student, they are more likely to do their best to learn to read, write, calculate, and learn other skills and talents, and to remain in school.

Interestingly, studies indicate that students are crucial for the success of school, family, and community partnerships. Students are often their parentsrsquo; main source of information about school. In strong partnership programs, teachers help students understand and conduct both traditional communications with families (e.g., delivering memos or report cards) and new communications (e.g., interacting with family members about homework, using e-mail to communicate with teachers, or 5 participating in or leading parent-teacher-student conferences). As we gain more information about the role of students in partnerships, we are developing a more complete understanding of how schools, families, and communities must work with students to increase their chances for success.

How the Theory Works in Practice

In some schools there still are educators who say, “If the family would just do its job, we could do our job.” And there still are families who say, “I raised this child; now it is your job to educate her.” These words embody a view of separate spheres of influence. Other educators say, “I cannot do my job without the help of my studentsrsquo; families and the support of this community.” And some parents say, “I really need to know what is happening in school in order to help my child.” These phrases embody the theory of overlapping spheres of influence.

In a partnership, teachers and administrators create more family-like schools. A family-like school recognizes each childrsquo;s individuality and makes each child feel special and included. Family-like schools welcome all families, not just those that are easy to reach. In a partnership, parents create more school-like families. A school-like family recognizes that each child is also a student. Families reinforce the importance of school, homework, and activities that build student skills and feelings of success.

Communities, too, including groups of parents working together, create school-like opportunities, events, and programs that reinforce, recognize, and reward students for good progress, creativity, contributions, and excellence. Communities also create family-like settings, services, and events to enable families to better support their children. Community-minded families and students help their neighborhoods and other families. The concept of a community school or full-service school is gaining acceptance (Dryfoos amp; Maguire, 2002) This refers to a place where programs and services for students, parents, and others are offered before, during, and after the regular school day.

Schools and communities talk about programs and services that are family-friendly—meaning that they take into account the needs and realities of family life, are feasible to conduct, and are equitable toward all families. When all these concepts combine, children experience learning communities or caring communities (Epstein, 1995; Henderson, Mapp, Johnson, amp; Davies, 2007; Lewis, Schaps, amp; Watson, 1995).

All of these terms are consistent with the theory of overlapping spheres of influence, but they are not abstract concepts. You will find them daily in conversations, news stories, and celebrations of many kinds. In a family-like school, a teacher might say, “I know when a student is having a bad day and how to help him along.” A studen

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