Continuity Across Family and School Systems to Promote the Learning and Development of Children and Adolescents

家庭和学校系统的连续性促进儿童和青少年的学习和发展

• 批准号: 0921266
• 负责人: Susan Sheridan
• 金额: $ 1.5万
• 依托单位: University of Nebraska-Lincoln
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-10-01 至 2010-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0921266&HistoricalAwards=false
• 关键词: Continuity; Across; Family; Systems; Promote

Families and schools -- uniquely and together -- represent the most critical, important systems in the learning and development of children and adolescents. The degree to which students experience congruent and consistent messages and support across systems contributes to important academic and social-emotional outcomes. Efforts to address problems separately, in the absence of continuity between systems, reduce our capacity to intervene in ways that fully develop children's social and behavioral competence, especially for those at greatest risk. Collaborative partnerships between home and school systems are related to positive growth, development, and learning throughout the formative years. Unfortunately, families of students at risk of developing serious problems often are poorly connected with schools, and families and school personnel often work in isolation from one another, with only infrequent, brief, and nonconstructive interactions. Furthermore, although a fair amount of current research has identified what influences family-school partnerships, much less is known about the translation of these findings into meaningful programs. This gap between research and practice is due in part to the lack of systematic interaction among researchers in distinct research laboratories, with some researchers doing extensive theoretical work, some doing work with diverse families, some using specific targeted interventions, and others approaching their work by developmental level. This seminal conference, hosted by the Nebraska Center for Research on Children, Youth, Families and Schools (CYFS) in the College of Education and Human Sciences at the University of Nebraska-Lincoln, will bring together and foster linkages among researchers to create new, coordinated understandings of methods to conceptualize and study processes and outcomes of family-school partnerships. Specifically, the meeting will bring together leading social and behavioral scientists in overlapping research communities representing expertise in family-school partnerships, consultation-based service delivery, child and adolescent development and cognition, and research methodology. Four interrelated thematic strands will provide structure and content to the meeting: (a) methods to foster achievement with culturally and geographically diverse students and approaches to engage parents and schools in methods to close the achievement gap for students at risk; (b) strengthening the home learning environment (i.e., the "curriculum of the home"); (c) methods to engage parents/families and schools across content areas (e.g., math, science, and social-emotional learning); and (d) methodological approaches.The significance of the conference is grounded in the formation of an interdisciplinary coalition for research on family-school partnerships. The main objective of this coalition is to develop a national research agenda to enhance the scientific understanding of variables and outcomes associated with family-school engagement and partnerships, and advance sophisticated methods to empirically test intervention programs to facilitate family-school partnerships. The workshop will enhance mutual understanding among participating researchers and stimulate research collaborations. It will foster the identification of critical research needs and methods to address research gaps and new directions. A final consensus report will be a multi-faceted research agenda with sample research questions representing multiple perspectives, a strategic approach, and methodological soundness. In addition, a major outcome of the workshop will be a series of edited books, focusing on each of the workshop's thematic areas. The series will complement existing publications through its articulation of state of the art, methodologically rigorous research in the area of family-school partnerships and prioritized research needs and directions.

家庭和学校-无论是单独的还是共同的-是儿童和青少年学习和发展方面最关键、最重要的系统。学生在不同系统中体验一致和一致的信息和支持的程度有助于重要的学术和社会情感成果。在系统之间缺乏连续性的情况下，单独解决问题的努力削弱了我们以充分发展儿童社会和行为能力的方式进行干预的能力，特别是对那些风险最大的儿童。家庭和学校系统之间的合作伙伴关系与整个形成时期的积极成长，发展和学习有关。不幸的是，有可能出现严重问题的学生的家庭与学校的联系往往很差，家庭和学校工作人员往往彼此孤立，只有很少的、短暂的和非建设性的互动。此外，虽然目前有相当数量的研究已经确定了影响家庭和学校合作关系的因素，但对如何将这些研究结果转化为有意义的计划知之甚少。研究与实践之间的这种差距部分是由于不同研究实验室的研究人员之间缺乏系统的互动，一些研究人员进行广泛的理论工作，一些研究人员与不同的家庭一起工作，一些人使用特定的有针对性的干预措施，其他人则通过发展水平来接近他们的工作。这个开创性的会议，由内布拉斯加州中心主办的儿童，青年，家庭和学校（CYFS）在教育和人文科学学院在内布拉斯加州林肯大学，将汇集和促进研究人员之间的联系，以创造新的，协调的理解方法概念化和研究过程和家庭学校伙伴关系的结果。具体来说，会议将汇集领先的社会和行为科学家在重叠的研究社区代表专业知识的家庭学校的伙伴关系，基于咨询的服务提供，儿童和青少年的发展和认知，以及研究方法。四个相互关联的主题部分将为会议提供结构和内容：（a）促进文化和地理上不同的学生取得成绩的方法，以及让家长和学校参与缩小风险学生成绩差距的方法;（B）加强家庭学习环境（即，“家庭课程”）;（c）让家长/家庭和学校参与各个内容领域的方法（例如，（d）方法论：这次会议的意义在于成立了一个跨学科联盟，研究家庭与学校的伙伴关系。 该联盟的主要目标是制定一个国家研究议程，以加强对与家庭-学校参与和伙伴关系相关的变量和结果的科学理解，并推进先进的方法来实证测试干预方案，以促进家庭-学校伙伴关系。研讨会将加强参与研究人员之间的相互了解，并促进研究合作。它将促进确定关键的研究需求和方法，以弥补研究差距和新的方向。最终的共识报告将是一个多方面的研究议程，其中包括代表多个观点的样本研究问题，战略方法和方法论的合理性。此外，讲习班的一项主要成果将是编辑一系列书籍，侧重于讲习班的每一个专题领域。该系列将通过阐述最新技术、在家庭-学校伙伴关系领域进行严格的方法研究以及优先研究需求和方向，补充现有的出版物。