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首页> 外文期刊>SAGE Open >Family Engagement in Schools: Parent, Educator, and Community Perspectives
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Family Engagement in Schools: Parent, Educator, and Community Perspectives

机译：家庭参与学校：父母，教育者和社区观点

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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.
机译：无论是在家里还是在学校，他们在孩子的生活中，如何在学校和生活中取得成功。本研究的目的是探讨家庭参与，学前班通过12年级的家庭参与的父母，教育者和社区成员的观点，以便从生态框架上通知国家级政策。在整个中西部国家进行了十个半结构化焦点小组，包括五个城市团体，四个农村集团和一个郊区集团。所有焦点小组都在提供高需求社区的高贫困地区举行。所有学校社区都收到了I资金，参与区的平均水平和午餐率降低为75％。通过焦点小组出现了几个主题，包括关系的重要性，包容性机会，沟通，家长教育和家庭活动。政策和计划开发的潜在结果包括在内，以及对特殊教育，父亲和英语学习者的问题进一步扩展的影响。

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