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Family–School Partnerships in a Context of Urgent Engagement: Rethinking Models, Measurement, and Meaningfulness

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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

This commentary highlights key themes across the five chapters of this volume, as well as offers specific recommendations concerning future directions for inquiry on the issue of family–school connections. A case is made that in order to advance scientific knowledge of this issue and its application, dialogue is sorely needed that is multidisciplinary, engages mixed methods and emic traditions, and attends to how context shapes family–school connections.

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Acknowledgements

I wish to thank Maria Cristina Limlingan, Sunah Hyun, Brandon Foster, Jayanthi Mistry, and Nathan McWayne for the very helpful feedback on prior versions of this manuscript.

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Authors and Affiliations

  1. Eliot-Pearson Department of Child Study and Human Development, Tufts University, Medford/Somerville, Massachusetts, USA

    Christine M. McWayne PhD

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  1. Christine M. McWayne PhD
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Correspondence to Christine M. McWayne 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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McWayne, C. (2015). Family–School Partnerships in a Context of Urgent Engagement: Rethinking Models, Measurement, and Meaningfulness. 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_6

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