Designing and Implementing School, Family, and Community Collaboration Programs in Quebec, Canada

Designing and Implementing School, Family, and Community Collaboration Programs in Quebec, Canada

Designing and Implementing School, Family, and Community Collaboration Programs in Quebec, Canada

Designing and Implementing School, Family, and Community Collaboration Programs in Quebec, Canadas

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Référence bibliographique [3203]

Deslandes, Rollande. 2006. «Designing and Implementing School, Family, and Community Collaboration Programs in Quebec, Canada ». School Community Journal, vol. 16, no 1, p. 81-105.

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Fiche synthèse

1. Objectifs


Intentions :
«The objectives of the project (2001-2004), which focused on intervention and research, were to (1) design, implement, and evaluate a program of collaboration between the school and families in the community relative to the educational reform project, and (2) pinpoint models of school-family-community collaboration that might be transferred to various environments. [...] The following article high-lights elements addressing the development and the implementation processes. [...] Our aim here is to pinpoint factors that helped or hindered the development and the implementation of school, family, and community collaboration programs.» (p. 82)

2. Méthode


Échantillon/Matériau :
Two primary schools and two secondary schools in Quebec.

Instruments :
Guides d’entretiens

Type de traitement des données :
Analyse de contenu

3. Résumé


«The findings in this article will be presented in relation to developing and implementing processes of school, family, and community partnership programs in two primary and two secondary schools in Quebec from 2001 to 2005. The action research project was based on Epstein’s (2001) comprehensive framework of six types of involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating with community. In keeping with Epstein’s recommendations, an Action Team was formed in each school, and the starting points were identified. Action plans were developed and activities were assessed. Data reported here concern only those factors that assisted or challenged the development and the implementation of the school, family, and community collaboration programs.» (p. 81)