School and Communities Essay Example for Free

School and Communities EssayA instill leader guides a student for such a brief moment, but is one of the connections that contribute to a student being successful and allowing for the student to innovation easily in the schooling environment? agree to the recommended readings in that location is a correlation between the students home, confederacy, and the nurture that facilitates the students transitions into and throughout the work system, leading to an environment that supports student success. There atomic number 18 several major transitions starting with kindergarten and progressing to the center of attention naturalize level, and then onto high school. Each transitional time is critical and requires additional support to slide by and to achieve faculty memberally. Based on my review of various articles, the following topics are promising directions that hold in emerged as areas that will make the connection powerful and successful. Family involvement during Ki ndergarten preparation is essential for young students to achieve to their potential. The greatness of being prepared academically for school, and its implications for parents, has been the subject of extensive research and attention.One recent learn suggests that advance parent support andparent learning about Kindergarten readiness can help ensure that children are adequately prepared to start school (Starkey Klein, 2000 Perroncel, 2000). In my readings it was suggested that a network of social connections that support children and families during the Kindergarten transition are necessitate, including interactions between teachers and children, children and peers, parents and teachers, and preschool teachers and Kindergarten teachers.While there is an increased amount of evidence about the elements that support Kindergarten readiness, there is also a need to better integrate the early childhood development literature to in full understand the connections that make a differenc e and allow the student to be successful. For example, Fantuzzo et al. (2000) conducted a study to respect parent involvement for children in day care, Head lift off, and Kindergarten. Studies such as this can begin to march on understanding of how parent involvement changes from pre-school to Kindergarten.Future research can also build our understanding of the special(prenominal) types of family and community connections that provide a strong support network for children, particularly those who come from disadvantaged backgrounds, as they prepare to enter Kindergarten.STUDENT TRANSITION by dint of EDUCATION LEVELS 3 Despite the continued particular of the myth that family and community connections are primarily important at the elementary school level, researchers have begun exploring the cause of school, family, and community connections during transitions to centre of attention and high school as well. Gutman and Midgley (2000) found that during the transition from the el ementary level to the centre of attention school level, both school factors and family factors were important to support academic transaction in African American students.Another study found that, contrary to popular belief, middle and high school students do destiny their parents to be involved, especially in terms of homework help and other home-based types of support and involvement (Catsambis Garland, 1997). This study found that parent involvement does not decline, as expected, but rather shifts as students move into middle and high school. Although they continued to be involved, parents reported increasing dissatisfaction with their role in relationship to the school, especially involving school policy (Catsambis Garland).These results confirm the importance of continued exploration of needs that students have during the transition to middle school and to high school, and roles that families ferment in supporting these transitions. The impact of school outreach is an imp ortant finding. School outreach and invitations to families and community members have a significant impact on the level and quality of family and community connections. In at to the lowest degree three studies, it has been found to have a greater impact than family characteristics on previous student academic achievement (Van Voorhis, 2000 Simon, 2000 Chrispeels Rivero, 2000).Simon found that when schools reach out, and families and community members feel that the school is extending invitations at a personal level, they react with higher attendance at school-based activities and better quality of family involvement at home. The unique role that schools cinch in initiating and setting the tone for connections with families and the community cannot be denied. Researchers have also suggested that more research is requisite regards to what motivates individual school staff members to reach out to parents and community and howschool staff can be further motivated and supported in building these relationships.STUDENT TRANSITION THROUGH EDUCATION LEVELS 4 There is a growing understanding of the role that relationships between staff in schools and community organizations play in the development of successful collaborations between school and communities. Jehlet al. (2001) suggests that there are sticking points, in organisational cultures and values that can hinder school-community connections. They suggest that these sticking points must be understood and addressed in order to build effective partnerships.These disconnects can be exacerbated by the lack of personal relationships that build swan and understanding between school and community staff (Center for Mental Health in Schools, 1999a). It is clear that family, school, and community connections can benefit children from before the time they enter Kindergarten until after they graduate from high school. Our charge in the educational field of study is to come together to address the issues highlighted in t his synthesis paper and to straighten out the concept and outcomes of family and community connections with schools.In doing so we will better understand these connections and create the knowledge needed to realize the potential of family, school, and community connections for student learning and students success. STUDENT TRANSITION THROUGH EDUCATION LEVELS 5 References Catsambis, S. , Garland, J. E. (1997). Parental involvement in students education during middle school and high school (CRESPAR Report 18). Baltimore, MD Johns Hopkins University. ED423328. http//www. csos. jhu. edu/crespar/Reports/report18entire. htm Center for Mental Health in Schools. (1999a). Expanding educational reform to address barriers to learningRestructuring student support services and enhancing school community partnerships. Los Angeles, CA Center for Mental Health in Schools. http//smhp. psych. ucla. edu/pdfdocs/Report/Expand. pdf Fantuzzo, J. , Tighe, E. , Childs, S. (2000). Family involvement ques tionnaire A multivariate assessment of family participation in early childhood education. daybook of Educational Psychology, 92(2), 367-375. Gutman, L. M. , Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition.Journal of Youth andAdolescence, 29(2), 223-249. Jehl, J. , Blank, M. J. , McCloud, B. (2001). Education and community building Connecting two worlds. Washington, DC convey for Educational Leadership, Inc. http//www. communityschools. org/combuild. pdf Starkey, P. , Klein, A. (2000). Fostering parental support for childrens mathematical development An intervention with Head Start families. Early Education and Development, 11(5), 659-680. Van Voorhis, F. L. (2000). The effects of interactive (TIPS) homework on family involvement and science achievement of middle grade students. Unpublished Doctoral Dissertation, University of Florida.