Evaluation of a Family and Community Engagement Strategy in Three Ontario Communities

Authors

DOI:

https://doi.org/10.55016/ojs/ajer.v59i4.55696

Keywords:

Community engagement, Multi-agency Partnerships, Transitions to School, Early Years Learning, Educational Leadership

Abstract

The Learning Partnership (TLP) initiated a Family and Community Engagement Strategy (FACES) initiative in three Ontario communities to foster active and responsive relationships among community partners and enhanced family engagement in transitions to school. A case study research design, grounded in participatory action research, was used to describe the processes and activities undertaken by the three communities. Findings indicate that social capital (Block, 2009) was increased through a unified focus on the needs of children, strong local leadership, collaboration among community partners, and effective strategies embedding FACES into the culture of the community.

Le Partenariat en éducation a initié une stratégie (Family and Community Engagement Strategy – FACES) dans trois communautés en Ontario de sorte à favoriser, d’une part, des relations actives et dynamiques parmi les partenaires de la communauté et, d’autre part, l’implication de la famille dans la transition vers l’école. Suivant le plan de recherche d’une étude de cas reposant sur la participation active, nous avons décrit les démarches et les activités entreprises par les trois communautés. Les résultats indiquent que le capital social (Black, 2009) a augmenté en raison d’une orientation commune concentrée sur les besoins des enfants, un leadership local solide, la collaboration entre les partenaires communautaires et des stratégies efficaces intégrant FACES dans la culture de la communauté.

 

Published

2014-10-30

Issue

Vol. 59 No. 4 (2013): Winter

Section

ARTICLES

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