WARNING:
JavaScript is turned OFF. None of the links on this concept map will
work until it is reactivated.
If you need help turning JavaScript On, click here.
This Concept Map, created with IHMC CmapTools, has information related to: 3 EXPAND EVIDENCE BASED PRACTICAL ACTION OPTIONS, MOVE FROM DYSFUNCTION/DEFICIT BASED TO STRENGTH/ASSET BASED approaches to appreciate Low SES and culturally diverse parenting contributions acknowledges, measures, and examines the ways in which particular contextual factors and forces, such as socioeconomic disadvantage and racism, affect racial/ethnic minority families ???? Economically disadvantaged and ethnic minority families often do not have the cultural and social capital valued by the dominant middle class society and therefore by schools less access to information about school policies, structures, and staff. Consequently less likely to communicate with teachers, volunteer, or mobilize and act collectively in the face of problems; nor do they know how to make educational decisions and help students learn at home, One of the most powerful but neglected supports for children’s learning and development is family involvement both in and out of school Current education policy creates “random acts of family involvement” (Gil Kressley, 2008) instead of building a coherent, comprehensive, continuous, and equitable approach to involvement. This underscores the need for broader understanding of the potential benefits of more strategic and systemic investments in family involvement in education, particularly for disadvantaged children. Continuous, cross-context family involvement is necessary to meet the goal of educational equity. 1. Policy and other investments must approach family involvement as a shared and meaningful responsibility among multiple stakeholders and across different sections of society. 2. Family involvement must be understood as necessary but not suffi cient for educational success and situated within a comprehensive or complementary learning system. 3. Family involvement efforts should operate from a developmental perspective and promote continuous involvement across key learning contexts. 4. Family involvement efforts should be systemic and sustained. ???? REFRAME FAMILY INVOLVEMENT AS A CO-CONSTRUCTED SHARED RERSPONSIBILITY or complementary learning systems in which families, schools, after-school and summer learning programs, school-based health clinics, and others commit to complementary contributions trust shared values ongoing,bidirectional communication ; and mutual respect, MOVE FROM DYSFUNCTION/DEFICIT BASED TO STRENGTH/ASSET BASED approaches to appreciate Low SES and culturally diverse parenting contributions acknowledges, measures, and examines the ways in which particular contextual factors and forces, such as socioeconomic disadvantage and racism, affect racial/ethnic minority families ???? Research consistently demonstrates that families from all backgrounds report a desire to be involved, want their children to do well in school, and hope that their children will achieve a better life, One of the most powerful but neglected supports for children’s learning and development is family involvement both in and out of school Current education policy creates “random acts of family involvement” (Gil Kressley, 2008) instead of building a coherent, comprehensive, continuous, and equitable approach to involvement. This underscores the need for broader understanding of the potential benefits of more strategic and systemic investments in family involvement in education, particularly for disadvantaged children. Continuous, cross-context family involvement is necessary to meet the goal of educational equity. 1. Policy and other investments must approach family involvement as a shared and meaningful responsibility among multiple stakeholders and across different sections of society. 2. Family involvement must be understood as necessary but not suffi cient for educational success and situated within a comprehensive or complementary learning system. 3. Family involvement efforts should operate from a developmental perspective and promote continuous involvement across key learning contexts. 4. Family involvement efforts should be systemic and sustained. ???? FAMILY INVOLVEMENT ONE OF THE STRONGEST PREDICTORS OF SCHOOL SUCCESS families play pivotal roles in their children’s cognitive, social, and emotional development from birth through adolescence., MOVE FROM DYSFUNCTION/DEFICIT BASED TO STRENGTH/ASSET BASED approaches to appreciate Low SES and culturally diverse parenting contributions acknowledges, measures, and examines the ways in which particular contextual factors and forces, such as socioeconomic disadvantage and racism, affect racial/ethnic minority families ???? employing the lens of social, cultural, and polity capital is also increasing understanding of the barriers and, correspondingly, the supports that are important for effective family involvement in support of children’s school-related learning., One of the most powerful but neglected supports for children’s learning and development is family involvement both in and out of school Current education policy creates “random acts of family involvement” (Gil Kressley, 2008) instead of building a coherent, comprehensive, continuous, and equitable approach to involvement. This underscores the need for broader understanding of the potential benefits of more strategic and systemic investments in family involvement in education, particularly for disadvantaged children. Continuous, cross-context family involvement is necessary to meet the goal of educational equity. 1. Policy and other investments must approach family involvement as a shared and meaningful responsibility among multiple stakeholders and across different sections of society. 2. Family involvement must be understood as necessary but not suffi cient for educational success and situated within a comprehensive or complementary learning system. 3. Family involvement efforts should operate from a developmental perspective and promote continuous involvement across key learning contexts. 4. Family involvement efforts should be systemic and sustained. ???? MOVE FROM DYSFUNCTION/DEFICIT BASED TO STRENGTH/ASSET BASED approaches to appreciate Low SES and culturally diverse parenting contributions acknowledges, measures, and examines the ways in which particular contextual factors and forces, such as socioeconomic disadvantage and racism, affect racial/ethnic minority families, former labour party policy UK • We will support teachers to do what they do best — provide great teaching and learning. • We will support excellent teaching and learning by investing in continuing professional development for teachers and support staff. • We will back head teachers and teachers in using the powers they have to enforce discipline and encourage good behaviour. • Every school will be well-led with strong, effective leadership so that high quality teaching and learning can flourish. • We will enhance the professional status and standing of teaching and we will support teachers in maintaining the highest professional standards whilst retaining the confidence of parents and the public. • We will maintain investment in our schools, Sure Start children's centres and 16 to 19 learning to support the frontline thereby enabling the workforce to deliver entitlements for pupils, One of the most powerful but neglected supports for children’s learning and development is family involvement both in and out of school Current education policy creates “random acts of family involvement” (Gil Kressley, 2008) instead of building a coherent, comprehensive, continuous, and equitable approach to involvement. This underscores the need for broader understanding of the potential benefits of more strategic and systemic investments in family involvement in education, particularly for disadvantaged children. Continuous, cross-context family involvement is necessary to meet the goal of educational equity. 1. Policy and other investments must approach family involvement as a shared and meaningful responsibility among multiple stakeholders and across different sections of society. 2. Family involvement must be understood as necessary but not suffi cient for educational success and situated within a comprehensive or complementary learning system. 3. Family involvement efforts should operate from a developmental perspective and promote continuous involvement across key learning contexts. 4. Family involvement efforts should be systemic and sustained. ???? INCREASE OUTREACH FROM from school, district, and community leaders TO GENERATE higher levels of family involvement when disadvantaged parents do get involved, children benefit from this involvement more than their middle-class peers, One of the most powerful but neglected supports for children’s learning and development is family involvement both in and out of school Current education policy creates “random acts of family involvement” (Gil Kressley, 2008) instead of building a coherent, comprehensive, continuous, and equitable approach to involvement. This underscores the need for broader understanding of the potential benefits of more strategic and systemic investments in family involvement in education, particularly for disadvantaged children. Continuous, cross-context family involvement is necessary to meet the goal of educational equity. 1. Policy and other investments must approach family involvement as a shared and meaningful responsibility among multiple stakeholders and across different sections of society. 2. Family involvement must be understood as necessary but not suffi cient for educational success and situated within a comprehensive or complementary learning system. 3. Family involvement efforts should operate from a developmental perspective and promote continuous involvement across key learning contexts. 4. Family involvement efforts should be systemic and sustained. ???? ACCESS TO LIFEWIDE LEARNING ;IN SCHOOL & OUT OF SCHOOL access to quality out-of-school learning opportunities and supports is inequitably distributed along socioeconomic lines. This inequity contributes both to achievement gaps and to decreased chances that economically and otherwise disadvantaged children will reach their full potential multiple contexts in which children learn, including after-school programs, community centers, libraries, and faith-based institutions, and that involvement in one leverages children’s access to multiple supports as well as broader family involvement., MOVE FROM DYSFUNCTION/DEFICIT BASED TO STRENGTH/ASSET BASED approaches to appreciate Low SES and culturally diverse parenting contributions acknowledges, measures, and examines the ways in which particular contextual factors and forces, such as socioeconomic disadvantage and racism, affect racial/ethnic minority families ???? Parents living in poverty or in economic stress, for example, experience higher levels of emotional strain and mental health problems, MOVE FROM DYSFUNCTION/DEFICIT BASED TO STRENGTH/ASSET BASED approaches to appreciate Low SES and culturally diverse parenting contributions acknowledges, measures, and examines the ways in which particular contextual factors and forces, such as socioeconomic disadvantage and racism, affect racial/ethnic minority families ???? this self-perpetuating cycle is that the children most in need of educational capital are least likely to have access to it. Indeed, many families whose children are most at risk for educational failure have neither the access to nonschool learning supports, nor the experience to know that they matter, nor the child-rearing philosophies that support them, former labour party policy UK, MOVE FROM DYSFUNCTION/DEFICIT BASED TO STRENGTH/ASSET BASED approaches to appreciate Low SES and culturally diverse parenting contributions acknowledges, measures, and examines the ways in which particular contextual factors and forces, such as socioeconomic disadvantage and racism, affect racial/ethnic minority families ???? Poverty constrains families’ abilities to provide educational materials and activities, MOVE FROM DYSFUNCTION/DEFICIT BASED TO STRENGTH/ASSET BASED approaches to appreciate Low SES and culturally diverse parenting contributions acknowledges, measures, and examines the ways in which particular contextual factors and forces, such as socioeconomic disadvantage and racism, affect racial/ethnic minority families ???? a minority person’s social location (defi ned and shaped by racism, discrimination, prejudice, and oppression) is typically maintained by hegemonic institutions, policies, and practices., MOVE FROM DYSFUNCTION/DEFICIT BASED TO STRENGTH/ASSET BASED approaches to appreciate Low SES and culturally diverse parenting contributions acknowledges, measures, and examines the ways in which particular contextual factors and forces, such as socioeconomic disadvantage and racism, affect racial/ethnic minority families ???? Socioeconomically disadvantaged and minority families are signifi cantly less likely to be involved in learning at home and school for all of the above and other reasons, including parents’ own negative experiences with school as children, educators’ assumptions that poor and minority families do not want to be involved, and lack of teacher and administrator training to involve families, former labour party policy UK, former labour party policy UK, december 2009 How do families support academic development and what kinds of supports are demonstrably related to academic development and school success? Is there evidence that family involvement interventions in fact pay off in better outcomes? What are the implications of the research and intervention literature for developing more evidence-based approaches to family involvement? One of the most powerful but neglected supports for children’s learning and development is family involvement both in and out of school Current education policy creates “random acts of family involvement” (Gil Kressley, 2008) instead of building a coherent, comprehensive, continuous, and equitable approach to involvement. This underscores the need for broader understanding of the potential benefits of more strategic and systemic investments in family involvement in education, particularly for disadvantaged children. Continuous, cross-context family involvement is necessary to meet the goal of educational equity. 1. Policy and other investments must approach family involvement as a shared and meaningful responsibility among multiple stakeholders and across different sections of society. 2. Family involvement must be understood as necessary but not suffi cient for educational success and situated within a comprehensive or complementary learning system. 3. Family involvement efforts should operate from a developmental perspective and promote continuous involvement across key learning contexts. 4. Family involvement efforts should be systemic and sustained., One of the most powerful but neglected supports for children’s learning and development is family involvement both in and out of school Current education policy creates “random acts of family involvement” (Gil Kressley, 2008) instead of building a coherent, comprehensive, continuous, and equitable approach to involvement. This underscores the need for broader understanding of the potential benefits of more strategic and systemic investments in family involvement in education, particularly for disadvantaged children. Continuous, cross-context family involvement is necessary to meet the goal of educational equity. 1. Policy and other investments must approach family involvement as a shared and meaningful responsibility among multiple stakeholders and across different sections of society. 2. Family involvement must be understood as necessary but not suffi cient for educational success and situated within a comprehensive or complementary learning system. 3. Family involvement efforts should operate from a developmental perspective and promote continuous involvement across key learning contexts. 4. Family involvement efforts should be systemic and sustained. ???? RECONSIDER THE RELATIONSHIP BETWEEN EDUCATION SUCCESS AND SOCIAL WELFARE PROVISION ., MOVE FROM DYSFUNCTION/DEFICIT BASED TO STRENGTH/ASSET BASED approaches to appreciate Low SES and culturally diverse parenting contributions acknowledges, measures, and examines the ways in which particular contextual factors and forces, such as socioeconomic disadvantage and racism, affect racial/ethnic minority families ???? Disadvantaged families also experience more logistical barriers, such as lack of transportation and schedule confl icts because low-income jobs afford less schedule fl exibility, paid sick time, and paid vacation time