ADVANCING RESEARCH, IMPROVING EDUCATION                               

The National Center for Family and Community Connections with Schools

Supporting School, Family, and Community Connections to Increase School Success

About the Center

Connection Collection

Annotation from the Connection Collection

You are viewing a record from the Connection Collection, a searchable annotated bibliography database. It links you with research-based information that you can use to connect schools, families, and communities.

Title:Perspectives and practices in family-school partnerships: A national survey of school psychologists
Author:Pelco, L. E., Ries, R. R., Jacobson, L., & Melka, S.
Resource Type:Journal Article
School Psychology Review, 29(2)

pp. 235-250.
Literature type:Research and Evaluation

The purpose of this research is to examine the perspectives and practice of school psychologists toward family-school partnership activities. It found that school psychologists were "very supportive of the general concept of family-school partnerships and believed they (school psychologists) should be actively involved" in them as a part of their work. They report involvement in a range of school-family partnership activities in which the school psychologist's role was as a direct source to families. A survey of a random sample of 1000 members listed in the 1996 National Association of School Psychologists membership roster was conducted for this study. One hundred two surveys returned from non-practitioners were excluded from further consideration. Four hundred seventeen usable surveys were returned, which represents a 42% response rate. This study suggests that psychologists are potential facilitators of family, community and school connections. Multiple and logistic regressions were used to analyze four demographic variables: gender, degree, years of experience, and job assignment level. The researchers state they used a relatively narrow definition of parent-school partnerships in this study, and the composite participation score reflects quantity rather than the quality or intensity of these activities. They acknowledged that research using other definitions might produce different results.

Suggested Citation Style:

Free Webinar Series
The U.S. Department of Education and its partners invite you to view the archive for the webinar, Bringing it All Together: Family and Community Engagement Policies in Action, which took place on November 16, 2011.

This is the ninth and final webinar in the series, Achieving Excellence and Innovation in Family, School, and Community Engagement.