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According to Allen
(2010), schools, family is the means to sustain students learning, attitude and
achievement and the other subjects. Starting with a convivial environment,
teachers and administrator can engage families in activities that support
student’s literacy skills, including parents with various racial ethics.


In addition, Comer,
Joyner and Ben- avie (2010), Education and action that promotes the health
well-being, in academic achievement. School guides the students to organize
programs that ensure greater equity and access programs and services. Their
work with many schools using the school development program to offer a clear structure
for school improvement.

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As pointed by Epstein
and Seldom (2008), Family and community Involvement in education. They point to
the need to use the terms of school, family and community partnership to
recognize the shared responsibility of educator, parents and other student’s
development. These three authors agree that family, school and community affect
the development of students because family, school and community conduct
programs that help the student’s development for a good member of our
community. Based on the statement of three author family school and community
help the student to enhance their confidence to socialize the school and


In short, according to
Allen, school and family is one of the factor for the student’s improvement and
achieving their own knowledge or skills. In addition Comer, Joyner and Ben-
Avie School and community are good partnership to develop or improve the
students learning. School and community help the students enhance their
Confident too easy to socialize the others. Also Epstein and Sheldon state that
school, family and community help us the student’s development for being a good
communist in our society. Students are involved to know the responsibility of
member in society.


Therefore, the three
authors agreed to Alianza (2018), that family school and community has a big
impact to the students learning in enhancing their own knowledge and to
participate or engage to the project of community.


            According to Elsevier, (2008), as
school budge forward with the inclusive school reform, parents’ function have
shifted and been redefined. Parents and teacher communication is critical to
students success.

            Consistently, a more useful thread
of the literature on school success emphasizes the association between families
and schools. Each child brings to school knowledge, values, skills, and
dispositions that are acquired outside of school, primarily through her or his
family interactions. (Dei & Calliste, 2000; Ghosh & Abdi, 2013; St.
Denis, 2007)

            In this regard, the other
school-community sociologists provided a model for examining the types of
relationships that existed between a school and a community. Joyce Epstein,
director of the Center on School, Family, and Community Partnerships at Johns
Hopkins University, identified and developed six national standards for
Family-School Partnerships. Nevertheless, those six standards—Welcoming All Families into the School
Community, Communicating Effectively, Supporting Student Success, Speaking Up
for Every Child, Sharing Power, and Collaborating with Community—provided a
scale to measure the degree to which schools and their communities work
 (Epstein et al., 2009).

            In which agreed to Bustonera (2018), that family, school
and community has a very much relationship or a great impact for the stuent. It
will help to the students to be more rationalized and well – oriented individual
in his/her environment.

According to Svi Shapiro (as pointed by
Galvin, 2009), in adopting a partnership approach to education we are indeed recognizing
the latent potential of parents and community members to become effective and
powerful factors in all children’s learning. In addition he also stresses out
that ‘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) states
that large-scale investigation into parent, teacher, and student views of and
actions related to education have provided the materials for the development of
a child she now calls school and family partnerships. The term partnerships are
used to emphasize that schools, families, and communities share
responsibilities for children through overlapping
spheres of influence. These spheres can be separate, in which case
the schools related to students share little in the way of resources, goals, or
responsibility; or they can partly cover, creating space for partnership
activities. Moreover she added, “School and family partnerships do not
“produce” successful students. Rather, the partnership activities
that include teachers, parents, and students engage, guide, energize, and
motivate students so that they produce
their own success.”


In addition, the best learning and development
can take place when families, schools and communities bear each other and work
together for the advantage of each child. The Framework for School, Family and Community Partnerships draws attention to not only the important roles
of parents and teachers, but also the critical nature of supportive
relationships between schools, families and communities. (Bouffard & Weiss,

            These three authors
supported the statement of Garcia (2018) that family is the foundation of
learning and it is the responsibility of the school to add the fundamental
knowledge that the students already gain from their home. If problem arises and
the school can’t address this problem it is their duty to ask for the
assistance from the member of the community, thus school plays an important
role in students’ development because it serves as the bridge of home and


Therefore, family, school and community are
interrelated with each other and play a particular role in the child’s
development; in which family is the foundation; the school is the one who
provide additional knowledge and the one who mold to the students to be a better
citizen of the society. This connection is observed very obviously in this 21st
century learning environment.


According to ERO (2008),
Parents, School support the learning at home. Parent and school is the central
of students to expand, and too successful in achieving their goals. Home is the
link of child to develop their confidence to entertain and to become involved in
their learning.


Additionally Bogenshneider
and Johnson (2015), Parent are the first foremost influence on their children’s
development and to have higher aspiration and more positive attitude toward
school and community. Parents can be involved by helping their child learn at


 Furthermore to ISA (2016), Family engagement
as a critical factor affecting the success of individual students and the
school environment, community and involvement of student success.


 To sum it up, this three author said that
family, school and community affect the students success their goals. Family, school
and community help he student to develop their confidence to socialize the
other. Family has a big influence for the developments of students for more
positive attitude that used the school and community because parents is the
first teacher of students.

Therefore the three
authors supported Quinto ( 2018 ), Family, school and community has big impact
to the students because if the child learned first at home, students are easy
to socialize in the school and community and well give a big possibility to be
an effective learners and members of society.


A.S. et al., (2010) their engagement is the important organizational components
for improving student learning. The important point is, the comprehensive set
of conditions all are important-working-together in a good school including
school leadership, teacher quantity, student centered, parental and community


States Department of Education, (2013) They released a research-based framework
to guide schools to engage families and communities in children’s education. It
explains why it is important to effectively engage parents in their children’s
education and why parents should engage with schools and communities.


R., Ed. (2009) Across countries, schools have set ambitious goals for student
learning and face major educational problems that require educators, parents
and community groups to work better together. Across countries, there are
important similarities and interesting contrasts in family and community

these authors agreed to Revellame (2018), states that family, school and
community has a good relationship in terms of every student’s development, this
will helps the students to have a good education that will make them more
flexible in every things that are important in life. If these three major
factors work together, it will cause a great impact to the students who are
really willing to be well-educated.


            Empowering parent to exercise
leadership within school has shown constructive result. Community members
described a shared sense of ownership for the work and their ability to use
partnership to meet community needs. This evolution result of this partnership
indicated an increase in family commitment in schools and in families serving
as active decision makers with staff in support of schools development
(Raimond, 2009)

            Having parent connect in education
practices with their children at home has been an approach widely linked to
increasing students outcome. The study also show that ninth grade earned better
grades if their parents were more engross at home; however, for students in
higher grades, it showed a negative association with students grades point
average ( GPA) ( Shumow & Schmidt, 2014)

            The last conclusion were
particularly true for elder students, so that parents with higher level of
engagement at home have older students who miss least days of school. This
study, however, found no statistically significant association between
engagement at home and discipline referrals ( Hayes, 2012)

            Therefore, the purpose of education was
to teach read and write so they could participate in society by obeying laws of
God and the state (Spring , 2008) The school performs effort that grew from
accountability movement created a sense of urgency later ” culminating at
the national level by the implementation of No Child Left Behind Act in
2001″ ( Masumoto, 2009, p.2). To conclude the three authors agreed to
Reyes (2018), that the family, school and community are the fundamental
elements in the child’s development.

            According to Epstein (2009), when school, families and
communities collaborate and share responsibility for the students’ education,
they have positive effects on student’s achievement and other indicators of
success in school. Based on the 30 years of research, the third edition presents
the framework that the school, district and state leaders need to develop more
effective programs of the family and community involvement.

In the same way Spring
(2008), states that professionalization of education stemmed partly from a
desire to create a society of equal competition in which social position would
be determined through efficient, “scientifically” managed social selection. The
schools would do the selecting and they would use the student’s interest,
desires and talents to determine their career and thus social position.


Weiss,Bouffard,Bridglall and Gordon (2009) , added that family engagement has become
one of the most powerful but neglected supports for children’s learning
development. School improvement approaches have slowly begun to emphasize the
shared responsibility that families, schools and communities have for our
children’s education and for school reform.


The three authors agreed
Tena (2018), states that family, school, and community has a big relationship
with the learners to be a responsible community members that actively and stand
fast in our society. With these three factors of the development of the
students, learners can easily interact with others.


Therefore,  student’s development can formally good with
the help of these three factors and also to become a responsible and actively
leaders of our society. But we need to study first to have a better learning
that we can use in the future.
According to Epstein , when school ,families and communities are collaborate
and share the responsibility for the student education it can have a positive
effects for the students achievement , they pursue their wants and they can
socialize with others. Epstein agrees that family, school and community has a
big responsibility to the learning of the student to become a good and
responsible member of our society because family, school and community have
good effects to the student’s achievement. In addition to spring ,
professionalization of education esteemed partly from a desire to create a
social equal competition in which social position can determined efficient.
Spring agree that school, family and community are interconnected because
school help the students to create a society without competition but also equal
competition. Also Weiss,Bridglall and Gordon, family engagement has one of the
most powerful weapon in the learners. With the help of family engagement it
supports 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 contribute
to mold the world, its ways and its life for the future. Maybe todays people
may not survive but the children today will survive. If the present children
are molded their attitudes, their values, their ideas and their ideals, we can
expect a better and more organized world for tomorrow and achieve the design
for the world that we hope for at this moment. At very young ages like 6-12 or
12-18 will train our children. Once we have gone beyond the younger ages, it is
not so easy to change 0ur pattern of thought, our angle of vision, our attitude
to things and beings. So in early childhood is the time for training and mother
are mainly responsible.


In the same manner, O’keefe (2011) states that the answer to real education/school
transformation is strong, authentic community connections and actions. When
families, community groups, business and schools band together to support
learning,  young people achieve more in
school, stay in school longer, and enjoy the experience more. Which means,
connect every aspect in a real experience, collaboration between parents and
students, well-understandable curriculum, learning environment suited to every
children and programs that will address community problems are some important
factors. If we acknowledge our unique contribution, we can move forward quickly
in a positive environment where we can all be teachers and learners.


In this regard, Johan (2014) states that while
being youths we are the center of absolute strength. Youthfulness is in
practice a phase of thorough and the whole change—a perfect transition in terms
of physique and mentality, society and environment, regionalist and
universality.  The period of youth
happens to be one of spirit and core, ripened common sense and rationale
accompanied by practicality and pragmatist tendencies. “People without education are like weapons without bullets.” Education as the path leader of the youth: It
is with the help of education that the youth can choose and seek their interests.
Today’s Youth, Tomorrow’s leaders: Today
the youth learn but tomorrow they will either lead or teach. Impartation of
education is a “give-and-take” process and deal.


In all the three authors
are really focus on how student can be effective leader to the society and they
can focus on how to mold better world and to be better leader. Need to be
strong and change our attitudes, values because these are important to be a
good student and leader someday. However we need to study to become effective students
according to Swami Chinmayananda the students will mold their own world for the
future and mold their attitudes, values, and ideas better and more organized
world for tomorrow. Also Brendan O’Keefe states that when families, community
groups, business and schools band together to support learning, young people
achieve 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 thorough
and the whole change—a perfect transition in terms of physique and mentality,
society and environment, regionalist and universality. Base on my observation
the three authors agree that the students are the future leader of the society
and for God. According to Zuñiga (2018), states that family, school and
community need to work as one for the better future. Better future of the
students who will be the leader of our society and for God.


As we conclude, the
interconnection among family, school and community are essential for the development
of a child; to make it all possible it is the primary duty of the school to
fosters the spirit of cooperativism and unity among parents and other community
members. Motivating the parents and community members to join force will result
a well-organized system of education and productive individual for community
and country.




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