Rochelle P.

De Leon
March 4, 2023

Reaction Paper for the Report:

Chapter 2: Using the Framework in Practice

BIBLIOGRAPHIC INFORMATION

Epstein, Joyce L.; Sanders, Mavis G.; Simon, Beth S.;Salinas, Karen Clark; Jansorn, Natalie
Rodriguez; Van Voorhis, Frances L.. School, Family, and Community Partnerships: Your
Handbook for Action. Second Edition.
https://resources.corwin.com/partnershipshandbook/student-resources/powerful-tools

MAJOR POINTS

A framework helps us to determine, based on what we're trying to learn, the right

approach and methods to apply in a given situation. It also helps to structure and plan our

research activities, according to the breadth and scope of what we're trying to learn. This

chapter describes how the framework of six types of involvement is implemented in practice

to improve schools’ partnership climate and to increase student success. Twelve activities

from preschools and elementary, middle, and high schools illustrate how schools in diverse

communities are using the research-based processes described in the module to strengthen

goal-linked practices of family and community engagement. Supplementary charts report

other engagement activities and the challenges they aimed to solve. The stories from the field

also feature state and district leadership activities that promote partnerships.

A good plan specifies how leaders will assist districts and schools to enact the state

policy and meet special conditions in each location. Increasing the awareness and

participation of businesses in setting local priorities and supporting solutions that address the

identified needs of children, youth, and families.

 Chapter 2: Using the Framework in
Practice

State level talk about “harvest relationships” by helping the partnership practitioners

get to know one another. Many partnership teams return each year to the state’s partnership

conferences to learn and share strategies with the other teams. Teaching and learning

frameworks are research-informed models for course design that help instructors align

learning goals with classroom activities, create motivating and inclusive environments, and

integrate assessment into learning. Frameworks define the subject-specific content and

thinking skills needed by students to deal with the complex issues they encounter in and out

of the classroom. This chapters’ frameworks are devised through a development process that

ensures they meet current educational requirements in practice.