Volume 28, Issue 3 (1999)
Improving Home-School Collaboration With Disadvantaged Families: Organizational Principles, Perspectives, and Approaches
Linda M. Raffaele, Howard M. Knoff
Abstract: Although it has been well-established that home-school collaboration benefits all children, it appears to be particularly important for children whose backgrounds include risk factors such as economic impoverishment, limited parental education, stressful home situations, and/or cultural discontinuities between home and school. Unfortunately, it is with families experiencing such social and economic disadvantages that successful home school collaboration seems least likely to occur without systematic planning by school personnel. In this article, we review the research on parent involvement among families who historically have been disenfranchised from the educational system and suggest that schools can improve home-school collaboration with these families through adopting an ecological perspective and focusing upon organizational change. A five-phase plan for improving home-school collaboration based upon strategic planning principles is described, and a role for the school psychologist in this process is outlined.
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