An examination of family-school partnership initiatives in rural prekindergarten programs

Brent A. McBride, Ji Hi Bae, Mary Sue Wright

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this exploratory study was to examine the various ways in which families become involved in state-funded rural prekindergarten programs for children identified as being at-risk for later school failure. Participants were 21 teachers/classrooms in prekindergarten programs located in nine rural Illinois communities. Data were collected over an 18-week period on the various parental involvement and family-school partnership strategies implemented by school personnel, and the patterns of parental participation that occurred in response to the different types of initiatives. Findings indicate that wide variations existed in the parent involvement and family-school partnership initiatives implemented across the nine programs. Results are discussed in terms of future research and program development efforts aimed at helping rural early childhood programs establish effective family-school partnerships.

Original languageEnglish (US)
Pages (from-to)107-128
Number of pages22
JournalEarly Education and Development
Volume13
Issue number1
DOIs
StatePublished - Jan 2002
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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