According to Allen(2010), schools, family is the means to sustain students learning, attitude andachievement and the other subjects. Starting with a convivial environment,teachers and administrator can engage families in activities that supportstudent’s literacy skills, including parents with various racial ethics. In addition, Comer,Joyner and Ben- avie (2010), Education and action that promotes the healthwell-being, in academic achievement.
School guides the students to organizeprograms that ensure greater equity and access programs and services. Theirwork with many schools using the school development program to offer a clear structurefor school improvement. As pointed by Epsteinand Seldom (2008), Family and community Involvement in education. They point tothe need to use the terms of school, family and community partnership torecognize the shared responsibility of educator, parents and other student’sdevelopment. These three authors agree that family, school and community affectthe development of students because family, school and community conductprograms that help the student’s development for a good member of ourcommunity. Based on the statement of three author family school and communityhelp the student to enhance their confidence to socialize the school andcommunity. In short, according toAllen, school and family is one of the factor for the student’s improvement andachieving their own knowledge or skills. In addition Comer, Joyner and Ben-Avie School and community are good partnership to develop or improve thestudents learning.
School and community help the students enhance theirConfident too easy to socialize the others. Also Epstein and Sheldon state thatschool, family and community help us the student’s development for being a goodcommunist in our society. Students are involved to know the responsibility ofmember in society. Therefore, the threeauthors agreed to Alianza (2018), that family school and community has a bigimpact to the students learning in enhancing their own knowledge and toparticipate or engage to the project of community. According to Elsevier, (2008), asschool budge forward with the inclusive school reform, parents’ function haveshifted and been redefined. Parents and teacher communication is critical tostudents success.
Consistently, a more useful threadof the literature on school success emphasizes the association between familiesand schools. Each child brings to school knowledge, values, skills, anddispositions that are acquired outside of school, primarily through her or hisfamily interactions. (Dei & Calliste, 2000; Ghosh & Abdi, 2013; St.Denis, 2007) In this regard, the otherschool-community sociologists provided a model for examining the types ofrelationships that existed between a school and a community. Joyce Epstein,director of the Center on School, Family, and Community Partnerships at JohnsHopkins University, identified and developed six national standards forFamily-School Partnerships. Nevertheless, those six standards—Welcoming All Families into the SchoolCommunity, Communicating Effectively, Supporting Student Success, Speaking Upfor Every Child, Sharing Power, and Collaborating with Community—provided ascale to measure the degree to which schools and their communities worktogether. (Epstein et al., 2009).
In which agreed to Bustonera (2018), that family, schooland community has a very much relationship or a great impact for the stuent. Itwill help to the students to be more rationalized and well – oriented individualin his/her environment. According to Svi Shapiro (as pointed byGalvin, 2009), in adopting a partnership approach to education we are indeed recognizingthe latent potential of parents and community members to become effective andpowerful factors in all children’s learning. In addition he also stresses outthat ‘education is after all that sphere where reason, reflection, imagination,and the capacity to act with care and creativity are stirred and nurtured. Furthermore, according to Epstein (as cited by Graue, 2008) statesthat large-scale investigation into parent, teacher, and student views of andactions related to education have provided the materials for the development ofa child she now calls school and family partnerships.
The term partnerships areused to emphasize that schools, families, and communities shareresponsibilities for children through overlappingspheres of influence. These spheres can be separate, in which casethe schools related to students share little in the way of resources, goals, orresponsibility; or they can partly cover, creating space for partnershipactivities. Moreover she added, “School and family partnerships do not”produce” successful students. Rather, the partnership activitiesthat include teachers, parents, and students engage, guide, energize, andmotivate students so that they producetheir own success.” In addition, the best learning and developmentcan take place when families, schools and communities bear each other and worktogether for the advantage of each child. The Framework for School, Family and Community Partnerships draws attention to not only the important rolesof parents and teachers, but also the critical nature of supportiverelationships between schools, families and communities.
(Bouffard & Weiss,2008). These three authorssupported the statement of Garcia (2018) that family is the foundation oflearning and it is the responsibility of the school to add the fundamentalknowledge that the students already gain from their home. If problem arises andthe school can’t address this problem it is their duty to ask for theassistance from the member of the community, thus school plays an importantrole in students’ development because it serves as the bridge of home andcommunity. Therefore, family, school and community areinterrelated with each other and play a particular role in the child’sdevelopment; in which family is the foundation; the school is the one whoprovide additional knowledge and the one who mold to the students to be a bettercitizen of the society. This connection is observed very obviously in this 21stcentury learning environment.
According to ERO (2008),Parents, School support the learning at home. Parent and school is the centralof students to expand, and too successful in achieving their goals. Home is thelink of child to develop their confidence to entertain and to become involved intheir learning. Additionally Bogenshneiderand Johnson (2015), Parent are the first foremost influence on their children’sdevelopment and to have higher aspiration and more positive attitude towardschool and community. Parents can be involved by helping their child learn athome. Furthermore to ISA (2016), Family engagementas a critical factor affecting the success of individual students and theschool environment, community and involvement of student success. To sum it up, this three author said thatfamily, school and community affect the students success their goals. Family, schooland community help he student to develop their confidence to socialize theother.
Family has a big influence for the developments of students for morepositive attitude that used the school and community because parents is thefirst teacher of students.Therefore the threeauthors supported Quinto ( 2018 ), Family, school and community has big impactto the students because if the child learned first at home, students are easyto socialize in the school and community and well give a big possibility to bean effective learners and members of society. Bryk,A.S. et al., (2010) their engagement is the important organizational componentsfor improving student learning.
The important point is, the comprehensive setof conditions all are important-working-together in a good school includingschool leadership, teacher quantity, student centered, parental and communityinvolvement. UnitedStates Department of Education, (2013) They released a research-based frameworkto guide schools to engage families and communities in children’s education. Itexplains why it is important to effectively engage parents in their children’seducation and why parents should engage with schools and communities.
Deslandes,R., Ed. (2009) Across countries, schools have set ambitious goals for studentlearning and face major educational problems that require educators, parentsand community groups to work better together.
Across countries, there areimportant similarities and interesting contrasts in family and communityinvolvement. Therefore,these authors agreed to Revellame (2018), states that family, school andcommunity has a good relationship in terms of every student’s development, thiswill helps the students to have a good education that will make them moreflexible in every things that are important in life. If these three majorfactors work together, it will cause a great impact to the students who arereally willing to be well-educated. Empowering parent to exerciseleadership within school has shown constructive result. Community membersdescribed a shared sense of ownership for the work and their ability to usepartnership to meet community needs. This evolution result of this partnershipindicated an increase in family commitment in schools and in families servingas active decision makers with staff in support of schools development(Raimond, 2009) Having parent connect in educationpractices with their children at home has been an approach widely linked toincreasing students outcome. The study also show that ninth grade earned bettergrades if their parents were more engross at home; however, for students inhigher grades, it showed a negative association with students grades pointaverage ( GPA) ( Shumow & Schmidt, 2014) The last conclusion wereparticularly true for elder students, so that parents with higher level ofengagement at home have older students who miss least days of school. Thisstudy, however, found no statistically significant association betweenengagement at home and discipline referrals ( Hayes, 2012) Therefore, the purpose of education wasto teach read and write so they could participate in society by obeying laws ofGod and the state (Spring , 2008) The school performs effort that grew fromaccountability movement created a sense of urgency later ” culminating atthe national level by the implementation of No Child Left Behind Act in2001″ ( Masumoto, 2009, p.
2). To conclude the three authors agreed toReyes (2018), that the family, school and community are the fundamentalelements in the child’s development. According to Epstein (2009), when school, families andcommunities collaborate and share responsibility for the students’ education,they have positive effects on student’s achievement and other indicators ofsuccess in school.
Based on the 30 years of research, the third edition presentsthe framework that the school, district and state leaders need to develop moreeffective programs of the family and community involvement.In the same way Spring(2008), states that professionalization of education stemmed partly from adesire to create a society of equal competition in which social position wouldbe determined through efficient, “scientifically” managed social selection. Theschools would do the selecting and they would use the student’s interest,desires and talents to determine their career and thus social position. AlsoWeiss,Bouffard,Bridglall and Gordon (2009) , added that family engagement has becomeone of the most powerful but neglected supports for children’s learningdevelopment. School improvement approaches have slowly begun to emphasize theshared responsibility that families, schools and communities have for ourchildren’s education and for school reform. The three authors agreedTena (2018), states that family, school, and community has a big relationshipwith the learners to be a responsible community members that actively and standfast in our society. With these three factors of the development of thestudents, learners can easily interact with others.
Therefore, student’s development can formally good withthe help of these three factors and also to become a responsible and activelyleaders of our society. But we need to study first to have a better learningthat we can use in the future.According to Epstein , when school ,families and communities are collaborateand share the responsibility for the student education it can have a positiveeffects for the students achievement , they pursue their wants and they cansocialize with others. Epstein agrees that family, school and community has abig responsibility to the learning of the student to become a good andresponsible member of our society because family, school and community havegood effects to the student’s achievement. In addition to spring ,professionalization of education esteemed partly from a desire to create asocial equal competition in which social position can determined efficient.Spring agree that school, family and community are interconnected becauseschool help the students to create a society without competition but also equalcompetition.
Also Weiss,Bridglall and Gordon, family engagement has one of themost powerful weapon in the learners. With the help of family engagement itsupports the learning development of the students. According to Chinmayananda (2008),that today’s world is to be the future world and today’s people can contributeto mold the world, its ways and its life for the future.
Maybe todays peoplemay not survive but the children today will survive. If the present childrenare molded their attitudes, their values, their ideas and their ideals, we canexpect a better and more organized world for tomorrow and achieve the designfor the world that we hope for at this moment. At very young ages like 6-12 or12-18 will train our children. Once we have gone beyond the younger ages, it isnot so easy to change 0ur pattern of thought, our angle of vision, our attitudeto things and beings. So in early childhood is the time for training and motherare mainly responsible. In the same manner, O’keefe (2011) states that the answer to real education/schooltransformation is strong, authentic community connections and actions. Whenfamilies, community groups, business and schools band together to supportlearning, young people achieve more inschool, stay in school longer, and enjoy the experience more. Which means,connect every aspect in a real experience, collaboration between parents andstudents, well-understandable curriculum, learning environment suited to everychildren and programs that will address community problems are some importantfactors.
If we acknowledge our unique contribution, we can move forward quicklyin a positive environment where we can all be teachers and learners. In this regard, Johan (2014) states that whilebeing youths we are the center of absolute strength. Youthfulness is inpractice a phase of thorough and the whole change—a perfect transition in termsof physique and mentality, society and environment, regionalist anduniversality. The period of youthhappens to be one of spirit and core, ripened common sense and rationaleaccompanied by practicality and pragmatist tendencies. “People without education are like weapons without bullets.” Education as the path leader of the youth: Itis with the help of education that the youth can choose and seek their interests.
Today’s Youth, Tomorrow’s leaders: Todaythe youth learn but tomorrow they will either lead or teach. Impartation ofeducation is a “give-and-take” process and deal. In all the three authorsare really focus on how student can be effective leader to the society and theycan focus on how to mold better world and to be better leader. Need to bestrong and change our attitudes, values because these are important to be agood student and leader someday.
However we need to study to become effective studentsaccording to Swami Chinmayananda the students will mold their own world for thefuture and mold their attitudes, values, and ideas better and more organizedworld for tomorrow. Also Brendan O’Keefe states that when families, communitygroups, business and schools band together to support learning, young peopleachieve more in school, stay in school longer, and enjoy the experience more.And Tariq Jahan also said that Youthfulness is in practice a phase of thoroughand the whole change—a perfect transition in terms of physique and mentality,society and environment, regionalist and universality. Base on my observationthe three authors agree that the students are the future leader of the societyand for God. According to Zuñiga (2018), states that family, school andcommunity need to work as one for the better future.
Better future of thestudents who will be the leader of our society and for God. As we conclude, theinterconnection among family, school and community are essential for the developmentof a child; to make it all possible it is the primary duty of the school tofosters the spirit of cooperativism and unity among parents and other communitymembers. Motivating the parents and community members to join force will resulta well-organized system of education and productive individual for communityand country.