DEPARTMENT OF educational psychology - College of Education

University of north texas

DFST 3423.020 Families, Schools, and Community - Fall 2010

Instructor: Arminta Jacobson, Ph.D., C.F.L.E. CFCS

E-mail:

Phone:940-565-2432

Office Hours:Matthews Hall 304A

Monday & Wednesday, 10-11 am; Tuesday & Thursday, 2-3 pm

Other Times By Appointment

COURSE DESCRIPTION:

Analyzing family, school and community resources and needs as related to the family life cycle; child welfare and education, ecological approach; and exploration of careers related to children and families. Strategies to improve communication and collaboration are emphasized with a focus on family types, cultures, economic conditions, school systems, community services, political forces, advocacy groups, and other factors that impact young children and their families. Fifteen hours a semester in field work arranged. 3 semester credit hours. Estimated average 10-12 clock hours per week on-line reading/study, mail/announcements, discussion, assignments, exams, and field work.

REQUIRED TEXT AND REFERENCES:

Grant, K. B., & Ray, J. A. (2010). Home, school, and Community Collaboration: Culturally responsive family involvement. Thousand Oaks California: Sage.

Boethel, M. (2003). Diversity: School, family, & community connections. Austin, TX: Southwest Educational Development Laboratory. [On-line version at

Parent Teacher Education Connection at

COURSE OBJECTIVES: The student will be able to:

1. Apply major theories and frameworks to research and practice in the field.

2. Analyze the effects of community support on child and family development.

3. Discuss the impact of culture and language on children and apply knowledge to interactions with diverse populations of children and families.

  1. Identify and evaluate community resources available for children and families, including those with special needs.
  2. Develop strategies for collaboration between community agencies and schools.
  3. Identify and analyze historical and societal trends affecting children and families.
  4. Develop and practice strategies for child and family advocacy.
  5. Develop family-centered practices for schools and community organizations.
  6. Discuss and evaluate factors that facilitate and inhibit partnerships and cross-agency collaboration
  7. Reflect and write about skills in collaborating and networking with parents and professionals in the field.
  8. Apply principles of ethical decision making to case studies involving school, family, and community relationships.

COURSE ASSIGNMENTS:

Field Work (10%)

Students will complete 15 hours of field work to learn in depth about a community agency or organization and how it partners with other groups, families and/or schools. A reflective journal is required which includes linking learning in the course to experiences and knowledge of an agency/organization, evidences of collaboration, and new understandings and perspectives of children and families served. Afinal report will include a summary of learning from participation and observation in field work and evaluation of how well the program developed networking, cooperation, partnerships, coalitions, and collaborations to serve families and/or suggestions for ways to improve or expand.

Electronic Community Resource Directory (10%)

Students will compile an electronic community resource with in depth information about 20 public and private agencies, programs, organizations, or community collaborations that offer services to children and families. Students will create a strategy for one of these organizations to collaborate with a school as well as recommend referrals for a family in a case study with a discussion of ethical considerations in the referrals.

One Year Action Plan: Collaborative Learning Group Project (15%)

In Collaborative Learning Groupsstudents will simulate the development of a One-Year Action Plan for Partnerships for a hypothetical school through collaboration and partnership in planning. Students assume roles as teachers, administrators, parent leaders, and community members and provide leadership for part of the project.

Public Policy Letter Assignment (10%)

Each student will conduct research to identify and understand current school-family involvement or community agency policy issues and possible legislation. Following guidelines, students will

identify a public representative and write a letter in support of a specific issue for legislation or policy change.

Ethics Case Study (5%)

Students will analyze ethical issues, principles, values, cultural beliefs, and relationships in a case study. They will work with their collaborative learning group to follow a decision making strategy and recommend a solutionto an ethical dilemma related to school, family, and community partnerships.

Participation in Collaborative Learning Group Discussions (10%)

Students participate in weekly Group Guided Dialogue. Dialogue questions require students to apply, analyze, evaluate, and create knowledge from course reading and case studies and pose and respond to new questions from group members.

Attitude Toward Parent Involvement Pre- and Post Assessment

Students complete the assessment at the beginning and end of the semester. The assessment includes 15 statements to which they indicate how important selected parent involvement activities are for a teacher and 15 statements to which they give their professional opinion about how important selected parent involvement activities are for parents.

Epstein, J.O., Connors, L.J., & Salinas, K.C. (1993). Center on Families, Communities, Schools and Children’s Learning, Baltimore, Maryland.

Quizzes (10%)

Seven quizzes will examine student’s knowledge, comprehensive, and ability to apply material related to Theories and Frameworks, Family Culturally Friendly Schools and Agencies, Communicating with Families, Support Success through Family Involvement, Advocacy, Parent Leadership, Community Collaboration.

Midterm and Final Examinations(30%)

Exams comprehensively examine student knowledge, comprehensive, and ability to apply and analyze information.

DFST 3423 Calendar and Outline of Topics

WEEK / TOPIC/READING
1 / Getting Started: Course Introduction
Family Involvement Overview
2 / Theories and Models for Family Involvement
3 / Family Support
4 / Collaboration with Community
5 / Parenting
Family Friendly Climate
6 / Speaking up: How Schools Work; Policy; Empowering Families
7 / Teacher Role in Family Involvement
Supporting Success of Children and Youth
8 / Serving as a Resource and Advocate for Children
Serving as a Resource and Advocate for Children
9 / Structurally Diverse Families
10 / Culturally Diverse Families
11 / Families in Transition
12 / Helping Families Overcoming Obstacles
13 / Helping Families in Abusive Situations
14 / Facilitating Communication with Families
15 / Working with Families of Children with Special Needs

1