000			01795nab a2200253 4500
999			_c11040 _d11040
003			OSt
005			20201216113344.0
007			cr aa aaaaa
008			201216b ||||| |||| 00| 0 eng d
100			_aAlameda-Lawson, Tania _934482
245			_aEcologies of Collective Parent Engagement in Urban Education
300			_aVol 54, Issue 8, 2019 (1085-1120 p. )
520			_aFor the past several decades, the construct of parent involvement (PI) has framed much of the literature on school–family–community partnerships. In this study, the authors used a qualitative form of meta-analysis called thematic synthesis to explore a programmatic alternative to conventional PI known as collective parent engagement (CPE). The CPE approach examined in this study was implemented in three low-income, urban school communities. The primary goal was to help low-income parents develop programs and services that could support the strengths, needs, and challenges of children and families at school and in the community. The findings indicated that, when implemented as an isolated or “stand-alone” service strategy, CPE generally does not influence school outcomes. But when tied to a broader system of reform efforts, CPE can help transform the social-institutional landscape of low-income, urban school communities.
650			_aparent involvement, _934152
650			_acollective parent engagement, _934301
650			_aschool–family–community partnerships, _934483
650			_a social-ecological theory, _934484
650			_aparental capital, _932320
650			_aparent empowerment _934152
700			_aLawson, Michael A. _933216
773	0		_010959 _915474 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085916636654
942			_2ddc _cART