Abstract
Years of evidence supporting the benefits of family involvement have forged a consensus among researchers, educators, and policy-makers that parent involvement is a crucial force in children’s development, learning, and success at school and in life. Central in the discussion of family–school partnerships is the assumption that a single context is not the sole, or isolated, contributor to a child’s development, but, most importantly, it is the interrelationships among contexts that play a decisive role in human development. The more supportive links among settings, the greater the potential for healthy development. This commentary addresses the focal assumption inherent in the bioecological approach, and underscores the multidimensionality of relationships between school and home environments which is the prominent, common running theme through the chapters in this volume. Using the integrative framework of the bioecological model three broad dimensions are discussed: (a) developmental considerations and personal competencies; (b) roles in home–school partnerships; and (c) contextual perspectives. The work presented in this volume highlights the fact that a viable and valuable research agenda in the area of home–school partnerships can be methodologically robust and successfully address the complexities inherent in this line of inquiry. In addition to the current contextual considerations, in this era of rapidly evolving demands for technological awareness and use, integrating new contextual dimensions, such as the use of technology and media, seems as a vital next step in the investigation of factors affecting family–school partnerships.
A commentary on the chapters contained in volume III: contexts of family–school partnerships: research, practice, and policy
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Notes
- 1.
Microsystem: proximal influences from immediate settings such as home and school; mesosystem: interactions between two or more microsystems; exosystem: settings that may not contain the individual, but which influence the individual’s microsystems; and macrosystem: broader societal, cultural, and ideological influences.
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Patrikakou, E.N. (2016). Contexts of Family–School Partnerships: A Synthesis. In: Sheridan, S., Moorman Kim, E. (eds) Family-School Partnerships in Context. Research on Family-School Partnerships, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-319-19228-4_6
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