Educators know the importance of engaging families in children’s academic, social and emotional development at school; however, meaningfully linking families to school life is oftentimes complex and difficult to achieve. Thus, for the past two years, a cross-organizational team of Family and Community Engagement (FACE) advocates in South Carolina have issued a call for papers (CFP) requesting scholars, administrators, and practitioners to submit articles regarding innovative and evidence-based strategies that support school, family, and community partnerships. The intent of compiling these articles is to highlight relevant research and promising practices that help to inform teacher preparation programs, districts, and schools about how best to meaningfully, continuously, and effectively engage families in their children’s learning and development. 

2024 ARTICLE ABSTRACTS

Family-Centered Practices for Strengthening Family-Professional Partnerships: Early Intervention Support for Young Children with Autism
Friggita Johnson, School of Education, Claflin University

Abstract: The United States has a high prevalence of developmental disabilities, with autism spectrum disorder (ASD) being one of the most common. Early diagnosis, timely intervention, and support from families and early childhood professionals are crucial for meeting the individual needs of children with ASD. However, due to the unique and complex nature of ASD, families may feel inadequately prepared. As the primary advocates and experts for their children, parents and families play a critical role in the education and well-being of children with disabilities. They often need sufficient knowledge and skills regarding early intervention and other support services to achieve better outcomes for their children. Building a mutual and reciprocal family-professional relationship is essential for supporting families and enhancing the expertise of professionals. This article explores family-centered practices and approaches to actively involve families as genuine partners in the educational journey of children with ASD. It focuses on building trust, communication, and collaboration between families and professionals while considering the unique needs and challenges of children with ASD and their families. It also examines the role of early intervention services and plans, technology, and other support resources in fostering meaningful partnerships and empowering families to advocate for their children’s development.

Puentes: Bridging Educators and Families to Support Young Multilingual Learners with Disabilities
Lydia Carnesale, Office of Elementary and Secondary Education, U.S. Department of Education

Abstract: While the state of South Carolina has made an intentional effort to recognize the capabilities of multilinguals in academic settings, a new challenge has arisen. The unique intersection of multilingualism and disabilities has surfaced and caused a new wave of inquiry. This article highlights an overview of this intersection and provides strategies that communities and educators can utilize to support both home and second language development.

The Role of School Leaders in Fostering Collaborative and Equitable Family Partnerships
Parker Morse Andreoli and Edwin Nii Bonney, Department of Educational and Organizational Leadership Development, Clemson University

Abstract: There is overwhelming evidence that schools alone cannot educate children and that it takes the effort of many stakeholders including educators, families, and the broader community (Bonney et al., 2021).  According to Curry (2018) how families engage in schools is likely to predict student achievement, underscoring its significance in influencing educational outcomes (Curry, 2018) but it depends on school leadership. School leaders then are essential in creating a school environment that welcomes, empowers, and fosters collaborative and equitable partnerships between schools and families. In this article, we expand on the term “parent engagement” to “family engagement” and examine what is needed from school leaders to ensure that families are equipped with the tools to engage in their children’s educational experiences in ways that value their contributions as partners to the school community. Over the past decade, family engagement has become a much more integral part of school reform efforts, with greater responsibility being taken on by state governments to prioritize family-school partnerships (Mapp & Kuttner, 2013). Additionally, a greater call has also been issued to understand and emphasize the role of school principals (Grissom et al., 2021) and their leadership teams in developing and sustaining stronger family-school partnerships for more equitable student outcomes. We provide a broad overview of the research that highlights the significance of school leaders as agents of fostering meaningful and collaborative relationships between families and schools. We begin by addressing why these types of relationships are important and directly linked to successful student outcomes. We then describe the changing nature of school leadership as it pertains to developing positive school-family relationships by creating school cultures that value and empower students and their families during a time of growing parent mistrust of schools.

Seeing All Families Through Book Windows: Using Children’s Literature to Help Early Childhood Teacher Candidates Understand Diverse Families
Kit Saizde LaMora, School of Education, Francis Marion University

Abstract: Engaging families is an essential skill for early childhood educators. Doing so with families that have backgrounds and structures that differ from their own can be challenging. Early childhood teacher candidates benefit from opportunities to explore diverse family backgrounds and structures within the context of their teacher preparation programs. Children’s picture books have been used in teacher preparation programs to help students understand child development (see Cooper Hansen, et al. 2005). Riojas Cortez and Cataldo (2015) used Latino children’s stories to demonstrate how to help practicing teachers understand the social issues many Latino families face. In this paper I illustrate how to select and use children’s literature that depicts culturally and linguistically diverse families to help early childhood teacher candidates understand family and community diversity. I argue that embedding targeted use of such children’s literature in course assignments and in-class activities can support future early childhood teachers’ enactment of high-quality family and community engagement strategies that align with the SC Family Engagement K-12 Framework.

2023 ARTICLE ABSTRACTS

Enlaces: Moving the Needles Towards Quality Engaged Education
Lydia Carnesale, South Carolina Department of Education

Abstract: This article details how English Language Learners navigate linguistic and cultural boarders and how educational spaces can serve to prepare educators to work with young multilingual students. The author provides examples from South Carolina wherein communities, home language, educators, and teaching strategies support emergent bilinguals from their lived experience and frame them as capable producers of knowledge.

A National and State View of Preparing Educators for Family and Community Engagement
Margaret Caspe, National Association for Family, School, and Community Engagement 
Michele Myers , Wake Forest University 
Reyna Hernandez , National Association for Family, School, and Community Engagement 
Anthony Pittman, Claflin University

Abstract: Family and community engagement, a shared responsibility among families, schools, and communities to support student growth and resilience, is related to a variety of positive outcomes for students, teachers, families, schools, and entire communities (Mapp et al., 2022). For this reason, educators play a critical role in reaching out to families and communities around children’s learning and progress, partnering and collaborating with them, and designing learning experiences that bridge home and school practices. However, research shows that educators have very few opportunities early on and throughout their careers to learn and practice these important skills (Shartrand et al., 1997; Epstein & Sanders, 2006). The goal of this paper is to review the broader research on the importance of preparing educators for family and community engagement and highlight efforts of South Carolina to more deeply understand the ways educator preparation programs equip pre-service teacher candidates with the competencies to effectively work with families.