Theories That Frame Research on Family–School Partnerships

• In Event: 49.062 - Family–School Partnerships: Critical Perspectives

Abstract

This study investigated the theories used to frame research on family-school partnerships over a five-year period. Although many researchers have described their theoretical approaches, a number of different theories have been used, and little has been written about which are used and how they are applied. Coders analyzed 214 journal articles published from 2007 to 2011 on family-school partnerships to determine which theoretical or conceptual frameworks were used. Of the articles that were empirical (n=160), 28% did not specify a framework, and 12.5% used multiple frameworks. The five most prevalent frameworks were grouped into three major categories: 39% used an ecological theory (Epstein’s or Bronfenbrenner’s), 10% applied a sociocultural approach (Vygotsky’s or Moll’s) and 10% used Bourdieu’s social capital approach.

Authors

• Lois A. Yamauchi, University of Hawaii - Manoa

• Kevin Traynor, University of Hawaii at Manoa

• Eva Ponte, University of Hawaii - Manoa

• Katherine T. Ratliffe, University of Hawaii