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

家庭和学校学生在不同系统中体验一致一致的信息和支持的程度，对重要的学术和社会情感结果做出了贡献。在系统之间缺乏连续性的情况下，单独解决问题的努力降低了我们以充分发展儿童的社会和行为能力的方式进行干预的能力，特别是对那些面临最大风险的儿童。家庭和学校系统之间的合作伙伴关系与整个形成阶段的积极增长、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通常与学校联系不紧密，家庭和学校工作人员经常相互孤立地工作，只有罕见的、短暂的和非建设性的互动。此外，尽管目前的大量研究已经确定了影响家庭-学校伙伴关系的因素，但关于这些发现如何转化为有意义的项目的了解要少得多。研究与实践之间的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，一些研究人员从事广泛的理论工作，一些研究人员与不同的家庭一起工作，一些人使用具体的有针对性的干预措施，另一些人根据发展水平进行工作。这次开创性的会议由内布拉斯加州大学林肯分校教育和人文科学学院的内布拉斯加州儿童、青年、家庭和学校研究中心(CYFS)主办，将把研究人员聚集在一起，促进研究人员之间的联系，以建立新的、协调的方法理解，以概念化和研究家庭-学校合作伙伴关系的过程和结果。具体地说，会议将汇集重叠研究社区的领先社会和行为科学家，他们代表着家庭-学校合作伙伴关系、基于咨询的服务提供、儿童和青少年发展和认知以及研究方法方面的专业知识。四个相互关联的主题将为会议提供结构和内容：(A)促进不同文化和地理差异学生取得成就的方法，以及让家长和学校参与缩小高危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/家庭和学校参与内容领域的方法(例如，数学、科学和社会情感学习)；以及(D)方法方法。会议的意义在于形成一个研究家庭与学校伙伴关系的跨学科联盟。该联盟的主要目标是制定一项全国性的研究议程，以加强对家庭-学校参与和伙伴关系相关变量和结果的科学理解，并提出复杂的方法来经验性地测试干预计划，以促进家庭-学校伙伴关系。研讨会将增进参与研究人员之间的相互了解，并促进研究合作。它将促进确定关键研究需求和方法，以解决研究差距和新方向。最终的共识报告将是一份多方面的研究议程，其中包含代表多个视角、战略方法和方法合理性的样本研究问题。此外，讲习班的一项主要成果是编写了一系列书籍，侧重于讲习班的每个主题领域。该系列将通过阐述最先进的技术、在家庭-学校伙伴关系领域进行严格的方法研究以及确定研究需要和方向的优先顺序来补充现有出版物。

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.