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|Title:||Reimagining Collaboration in Family-School Partnerships|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Nguyen, J., Levinson, A., & Barron, B. (2022). Reimagining collaboration in family-school partnerships. In Weinberger, A. Chen, W., Hernández-Leo, D., & Chen, B. (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 451-454). International Society of the Learning Sciences.|
|Abstract:||Drawing on an equitable collaboration framework (Ishimaru, 2019), this study examines how teachers and families collaborated virtually to support children’s’ learning during the Covid-19 pandemic. The study was part of a research practice partnership with 31 teachers and their students across 14 schools in a large urban school district in California. Case study analyses of teacher and caregiver interviews reveal four dimensions of effective family-school partnerships: 1) having the “classroom in the living room,” 2) open strengths-based communication, 3) social and emotional support, and 4) active partnership. Furthermore, family-school partnerships led to positive outcomes including greater windows into children's learning and empathy between families and teachers. This work has significant implications for how families and schools can move forward to leverage these practices to have more equitable, collaborative, and authentic family-school partnerships in distance learning and beyond.|
|Appears in Collections:||ISLS Annual Meeting 2022|
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