Engaging Families in the High School Transition: Initial Findings From a Continuous Improvement Initiative

Item

Title

Engaging Families in the High School Transition: Initial Findings From a Continuous Improvement Initiative

Abstract/Description

This case study focuses on one district’s process of continuous improvement in family engagement. The improvement effort addresses the point at which family engagement tends to decline precipitously and students are particularly vulnerable—the transition into high school. In this article we analyze the implementation of a continuous improvement approach to engaging families as students make this critical transition. In particular, we describe (a) the variation in schools’ family engagement activities and participation in cycles of inquiry, (b) the challenges identified by schools to implementing the family engagement approach and cycles of inquiry, and (c) the learning that occurred for both the participating schools and the district–university partnership team through the continuous improvement process.

Author/creator

Iver, Martha Abele Mac

Sheldon, Steven

Epstein, Joyce

Rice, Eric

Iver, Douglas Mac

Simmons, Adie

Date

2018

In publication

School Community Journal

Volume

28

Issue

1

Pages

37-66

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

URL

Open Access Journal Webpage (The School Community Journal)

Full-text PDF Shared by Author (ResearchGate)

Citation

Iver, M. A. M., Sheldon, S., Epstein, J., Rice, E., Iver, D. M., & Simmons, A. (2018). Engaging Families in the High School Transition: Initial Findings From a Continuous Improvement Initiative. School Community Journal, 28(1), 37–66.

Cited in

Continuous Improvement and "High Leverage" Educational Problems

Item sets

OB Citations - Continuous Improvement and "High Leverage" Educational Problems

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