| dc.description.abstract | The purpose of this exploratory case study was to investigate the perceptions and
experiences of teachers and parents concerning a high-involvement model of parental
engagement known as the University-Model School (UMS). The Dual-Capacity Building
Framework for Family-School Partnerships was the theoretical lens that shaped the study.
Within the framework, a microstructure of four categories exists that explains more in-depth the
supports desirable for the development and sustainability of family-school partnerships.
Participants were parents and teachers, representative of grades K-12, from a member school
belonging to the National Association of University-Model Schools. Data collected from study
participants indicated that UMS parents and teachers face similar challenges for developing and
sustaining family-school partnerships as other private and public school models. The family
structure and socioeconomic status of the stakeholders of the case study school limit the
transferability of the study findings to other settings. However, participants' perspectives and
experiences indicated that the model holds important implications for educators seeking to
enhance the development of family-school partnerships. Study participants perceived that
mentoring programs, school leadership, high levels of parental engagement, and faculty
availability were strengths of the school that contributed to a strong sense of community and
collaboration. Overall, participants believed the model afforded positive student outcomes in
academics and character development. Additionally, participants believed the model
strengthened the family unit. In this study, UMS stakeholders' common philosophy, shared
faith, similar family structure and socioeconomic background, and flexible schedule added to
their capacity to build and sustain a collaborative partnership. | |
