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Foundational Aspects of Family–School Connections: Definitions, Conceptual Frameworks, and Research Needs

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Foundational Aspects of Family-School Partnership Research

Part of the book series: Research on Family-School Partnerships ((RFSP,volume 1))

Abstract

Connections between families and schools are viewed as a key element of children’s positive adjustment, and are linked to children’s academic, social, emotional, and behavioral functioning. However, there is great variability in how these connections are defined and conceptualized. This chapter provides a brief description of some of the core features of family–school connections. The key elements of two commonly employed approaches to family–school connections are outlined. Structural approaches are conceptualized as those that focus on activities and behaviors of parents to promote their children’s development and learning. Relational approaches are conceptualized as those that focus on partnerships between families and schools to support children across social, emotional, behavioral, and academic domains. Although these two approaches share some core features of family–school connections, they are often undertaken in isolation. The goal of this chapter is to bring together these two approaches and orient them within the broader context of family–school connections. Building on this metamodel of family–school partnerships, a research agenda focused on a framework of relationally embedded family–school connections is offered.

Both authors contributed equally to the conceptualization and preparation of this chapter. The order of authorship is alphabetical. Preparation of this chapter was supported in part by a grant awarded to both authors by the Institute of Education Sciences (IES; Grant #R305A120144) and by grants awarded to the second author by IES (Grants #R305C090022; R324A100115; R324A120153). The opinions expressed herein are those of the authors and do not reflect the funding agency.

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Author information

Authors and Affiliations

  1. Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln, Lincoln, Nebraska, USA

    Elizabeth Moorman Kim PhD

  2. Nebraska Center for Research on Children, Youth, Families and Schools, National Center for Research on Rural Education, University of Nebraska-Lincoln, Lincoln, Nebraska, USA

    Susan M. Sheridan PhD

Authors
  1. Elizabeth Moorman Kim PhD
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  2. Susan M. Sheridan PhD
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Correspondence to Elizabeth Moorman Kim PhD .

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Editors and Affiliations

  1. Nebraska Center for Research on Children Youth, Families and Schools, University of Nebraska-Lincoln, Lincoln, Nebraska, USA

    Susan M. Sheridan

  2. Nebraska Center for Research on Children Youth, Families and Schools, University of Nebraska-Lincoln, Lincoln, Nebraska, USA

    Elizabeth Moorman Kim

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Kim, E., Sheridan, S. (2015). Foundational Aspects of Family–School Connections: Definitions, Conceptual Frameworks, and Research Needs. In: Sheridan, S., Moorman Kim, E. (eds) Foundational Aspects of Family-School Partnership Research. Research on Family-School Partnerships, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-13838-1_1

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