Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol11.Issue6.1997:

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Wai Ming Tam, Yin Che o ng Che ng and Wing Ming Che ung A re -e ngine e ring frame wo rk fo r to tal ho me -sc ho o l partne rship

Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 1 / 6 [1 9 9 7 ] 2 7 4 –2 8 5

on t r a d it ion a l a p p r oa ch es of t ea ch in g a n d a p a s s ive r ela t ion sh ip w it h p a r en t s.

F a cin g t h e exist in g ch a llen ges t o sch ools a n d fa m ilies, t h er e is a st r on g d em a n d for n ew h om e-s ch ool p a r t n er sh ip s t o p r ov id e effect ive ed u ca t ion for ch ild r en (Ber ger, 1987; Ch en g, 1991; Dav is, 1991; Wa lla ce a n d Wa l-b er g, 1991). Yet u n for t u n a t ely, m a n y s ch ool p r a ct it ion er s a n d p a r en t s d o n ot u n d er s t a n d t h e n a t u r e a n d p ot en t ia l b en efi t s of fu ll h om e-s ch ool p a r t n er e-sh ip a n d e-s t ill h ave ver y t r a d i-t ion a l a n d b ia sed b eliefs a b ou i-t i-t h e h om e-s ch ool r ela t ion e-sh ip. T h ey ca n n ot m a xim ize a ll t h e b en efi t s fr om t h is p a r t n er sh ip t o b ot h fa m ily ed u ca t ion a n d s ch ool ed u ca t ion for ch ild r en . T h e exis t in g p r a ct ice of h om e-s ch ool r ela t ion e-sh ip ie-s oft en fr a gm en t ed a n d lim it ed w it h p oor ou t com es, p a r t icu la r ly in H on g Kon g (E d u ca t ion Com m iss ion , 1992; E d u ca t ion De p a r t m en t , 1994; P a n g, 1994).

T r a d i t i on a lly, p eop le oft en a s s u m e t h a t t h e r es p on s i b i li t y of ed u ca t i n g a n d ca r i n g for ch i ld r en i n t h e d a y t i m e en t i r ely r es t s w i t h t h e s ch ool, a n d p a r en t s r es u m e t h i s

r es p on s ib ilit y in t h e even in g. For exa m p le, in H on g Kon g it is oft en a s su m ed t h a t sch ool ed u ca t ion is t h e p r er oga t ive of t h e s ch ool, t h e p a r en t s h ave in gen er a l n o r igh t t o in t er fer e. It is on ly w h en t h e st u d en t s ca u s e p r oblem s in s ch ool t h a t t h e p a r en t s w ill b e ca lled in . In m a n y ca s es, t h e r ela t ion sh ip b et w een s ch ool a n d fa m ily is h a p h a za r d , a n d is oft en d om in a t ed by t h e s ch ool. P a r en t s on ly t a k e a p a s s ive p os it ion .

Obviou sly, th is type of a d h oc a n d fr a gm en ted con cept of r ela tion sh ip ca n n ot fit well w ith th e pr esen t ch a n gin g edu ca tion envir on m en t a n d does n ot h elp stu den ts’ wh olesom e develop-m en t in sch ool a n d fa develop-m ily.

The emerging new conception

Resp on d in g t o t h e lim it a t ion s of t r a d it ion a l h om e-sch ool r ela t ion sh ip, som e ed u ca t or s a n d s ch ola r s u r ge t h e d evelop m en t of a m or e com p r eh en sive h om e-sch ool p a r t n er sh ip. It is b elieved t h a t even t h ou gh sch ool a n d fa m ily ser ve d iffer en t fu n ct ion s, it is n eces sa r y t o h ave clos e a n d sy st em a t ic h om e-sch ool co-op er a t ion if t h ey w a n t t o fu lfi l t h es e fu n ct ion s effect ively (Ch en g, 1991; E p s t ein , 1992; E p st ein a n d Da u b er, 1991; Red d in g, 1991; Wa lla ce a n d Wa lb er g, 1991). Som e n ew id ea s a n d con ce p t s of h om e-sch ool p a r t n er sh ip h ave em er ged in r ecen t yea r s. Ta ble I su m m a r izes som e m a in ch a r a ct er ist ics of t h e t r a d it ion a l a n d t h e em er gin g n ew con ce p -t ion s of h om e-sch ool r ela -t ion s h ip.

Th e tr a dition a l con ception of th e h om esch ool r ela tion sh ip a ssu m es th a t esch ool edu ca -tion is a pr ivilege bestowed on th e stu den ts a n d th eir pa r en ts a n d th a t sch ool is th e on ly pla ce th a t ch ildr en ca n r eceive edu ca tion . For exa m -ple, in Hon g Kon g edu ca tion of ch ildr en in th e fa m ily is often per ceived a s a m ea n s to su pple-m en t sch ool edu ca tion . F u r th er pple-m or e, th e tr a dition a l con ception a ssu m es th a t th e pa r -en ts h ave n o pr ofession a l k n ow ledge to tea ch

Table I

The traditio nal and ne w c o nc e ptio ns o f ho me -sc ho o l re latio nship

Traditional conception New conception

The nature of school education Sc hool educ ation is a privilege Sc hool educ ation is a servic e and

and family education for children bestowed on students and their requires c o-operation between the parents. Henc e, parents should family and the sc hool

submit to the will of the sc hool

Sc hool is the only plac e c hildren c an Educ ation in sc hool and family rec eive formal educ ation, educ ation educ ation are important and c an in family only serves supplementary c omplement eac h other. Henc e purpose sc hool and family need to c o-operate

The roles of school and parents in Parents are unfit to educ ate their Parents have better knowledge of

educating children c hildren bec ause they are not trained their c hildren’ s personality and

professionally; therefore, they should developmental needs, and c an have a only take up a passive role stronger influenc e on their c hildren –

they should take up a more ac tive role

The characteristics of home-school Sc hool and family often have low Home-sc hool c o-operation inc ludes

relationship levels of c ontac t and one-way many levels of involvement and may

c ommunic ation even involve shared dec ision making

Contac ts between sc hool and family Contac ts between sc hool and family are mostly short-term and arise are frequent, with c lear aims and bec ause spec ial events c ome up systematic planning

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t h eir ch ild r en . Hen ce, sch ool sh ou ld p lay t h e d om in a n t r ole in ed u ca t ion , a n d p a r en t s sh ou ld p lay t h e su b or d in a t e r ole a n d sh ou ld su b m it p a ssively t o sch ool’s r eq u ir em en t s a n d a r r a n gem en t s. Ba sed on t h is con cep t ion , t h e fou n d a t ion for co-op er a t ion is wea k a n d t h e r ela t ion sh ip is n ot a p a r t n er sh ip b et ween sch ool a n d h om e in ed u ca t in g ch ild r en . P a r -en t s cou ld on ly b e in volved in a lim it ed w ay in sch ool ed u ca t ion , a n d m a in ly in m a t t er s r ela t -in g t o d a ily sch ool op er a t ion . Com m u n ica t ion b et ween h om e a n d sch ool is oft en a d h oc a n d on e w ay, com in g fr om t ea ch er s t o p a r en t s, a n d a r ises b eca u se p r oblem s com e u p a n d r eq u ir e solu t ion s.

On t h e ot h er h a n d , t h e em er gin g n ew con cep t ion a ssu m es t h a t sch ool ed u ca t ion is a ser v ice, t h a t sch ool ed u ca t ion a n d h om e ed u ca t ion for ch ild r en a r e eq u a lly im p or t a n t in ch ild r en ’s d evelop m en t , a n d t h a t on ly th r ou gh co-oper a tion ca n sch ool a n d fa m ily fu lfi l th eir fu n ction s to edu ca te a n d develop ch ildr en effectively. Ma n y pa r en ts m ay la ck pr ofession a l k n ow ledge in edu ca tion , bu t beca u se th ey h ave better u n der sta n din g of th eir ch ildr en ’s per son a lity a n d

d evelopm en t a l n eed s, t h ey ca n h ave a st r on ger in fl u en ce on t h eir ch ild r en . T h er e is a sou n d b a sis for t h eir t a k in g a m or e a ct ive r ole a n d for m in g a p a r t n er sh ip w it h t h e sch ool t o ed u ca t e ch ild r en . F r om t h e n ew p er sp ect ive, h om e-sch ool pa r t n er sh ips ca n be a con t in u ou s p r ocess of co-op er a t ion , in volv in g b ot h t ea ch er s a n d p a r en t s w it h clea r a im s a n d sy st em a t ic effor t s t o ed u ca t e ch ild r en n ot on ly in sch ool bu t a lso in t h e fa m ily. T h e p a r t n er -sh ip is com p r eh en sive, t wo-w ay, eq u a l,

em p ower in g a n d la r gely for d evelop m en t a l p u r p oses. Bu t u n for t u n a t ely, h om e-sch ool p r a ct ice is m ost ly d om in a t ed by t h e t r a d it ion a l con cep t s, p a r t icu la r ly in Asia n a r ea s lik e Hon g Kon g. T h e b a sis for co-op er a t ion is wea k , a n d is n ot h elp fu l t o ch ild r en ’s ed u ca t ion . Ma n y a ca d em ics a n d p r a ct it ion er s b e gin t o r ea lize it s lim it a t ion a n d a dvoca t e n ew con cep t s of h om e-sch ool p a r t n er sh ip (Ber ger, 1987; Ch en g, 1991; Dav ies, 1991; P a n g, 1994; Wa lla ce a n d Wa lb er g, 1991).

A framework of total home-school

partnership

Ba sed on t h e con ce p t ion of Ch en g (1996) a n d Ch en g a n d Ta m (1994), t h is p a p er a im s a t r econ ce p t u a lizin g h om e-s ch ool p a r t n er sh ip s in t o a t ot a l fr a m ewor k t h a t ca n b e u sed t o r en gin eer t h e exist in g p r a ct ice. In t h is fr a m e-wor k , t h er e a r e t wo m ea n in gs t o t h e t ot a l h om e-sch ool p a r t n er sh ip. F ir st , p a r t n er sh ip m ea n s t h a t fa m ilies a r e in volved in d iffer en t a sp ect s of sch ool ed u ca t ion a n d su p p or t t h e sch ool t h r ou gh va r iou s m ea n s (Ch en g, 1991). On t h e ot h er h a n d , it a lso m ea n s t h a t t h e sch ool em p ow er s t h e p a r en t s t o st r en gt h en d iffer en t a sp ect s of ed u ca t in g ch ild r en in t h e fa m ily a n d h elp s t h em t o p a r t icip a t e in sch ool ed u ca t ion . T h e r ela t ion s h ip b et w een h om e a n d s ch ool is m u t u a lly su p p or t ed a n d co-op er a t ive a t t h r ee levels (t h e in d iv id u a l, gr ou p, a n d w h ole sch ool levels ) a n d in t h r ee d om a in s (i.e. t h e a ffect ive, b eh av iou r a l, a n d cogn it ive d om a in s). Sin ce t h e co-op er a t ion b et w een h om e a n d sch ool is ver y com p r eh en -sive, cover in g m u lt i-levels a n d m u lt i-d om a in s of sch ool ed u ca t ion a n d fa m ily ed u ca t ion for ch ild r en , t h is co-op er a t ive r ela t ion sh ip is t h er efor e ca lled a “t ot a l h om esch ool p a r t n er -sh ip ”. T h e fr a m ewor k of t ot a l h om e-sch ool p a r t n er sh ip is illu st r a t ed in F igu r e 1 a n d ca n b e exp la in ed a s follow s:

Students’ school education

In gen er a l, t h e p u r p ose of sch ool ed u ca t ion is t o fa cilit a t e st u d en t s in d iffer en t a sp ect s of t h eir d evelop m en t . For exa m p le, t h e Ch in ese ed u ca t ion t r a d it ion em p h a sizes t h e st u d en t s’ b a la n ced d evelop m en t in t h e m or a l,

in t ellect u a l, p h y sica l, socia l, a n d a est h et ic d om a in s. Con cep t u a lly, a h olist ic sch ool ed u -ca t ion m ay con sist of a ct iv it ies a n d p r ocesses for st u d en t s’ d evelop m en t s in t h r ee b a sic d om a in s: b eh av iou r a l, a ffect ive, a n d cogn i-t ive; a n d a i-t i-t h r ee levels: in d iv id u a l, gr ou p, a n d sch ool (Ch en g, 1996; Ch en g a n d Ta m , 1994).

At th e in dividu a l level, sch ool edu ca tion a im s a t bu ildin g in dividu a l ch a r a cter, developin g in tellectu a l power, etc. At th e gr ou p level, stu den ts a r e h elped to lea r n to

Figure 1

The c o nc e ptual frame wo rk o f to tal ho me -sc ho o l partne rship

Behavioural

Affe c tive

Co gnitive

Individual

Gro up

Sc ho o l

Teachers/ administrator Students Parents

Sc ho o l e duc atio n Family e duc atio n

Educ ation authority/ sc hool sponsoring body/ c ommunity/ other sc hools Pare nts

partic ipate Pare nts partic ipate

Ho me -sc ho o l c o -o pe ratio n

Sc ho o l assists Behavioural

Affe c tive

Co gnitive

Individual

Gro up

Sc ho o l

Behavioural

Affe c tive

Co gnitive

Individual

Gro up

Sc ho o l

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develop th e va lu es, a ttitu des a n d n or m s of co-oper a tion w ith gr ou p peer s; a n d a t th e sch ool level, sch ool-w ide a ctivities a r e pla n n ed a n d sch ool eth os is developed to h elp stu den ts a s a wh ole to develop in a ffective, cogn itive, a n d beh aviou r a l dom a in s. Ta ble II gives som e exa m ples of a ctivities a n d ch a r a cter istics of sch ool edu ca tion a t differ en t levels. Ma n y r esea r ch fi n din gs h ave poin ted ou t th a t edu ca -tion pr ocess a n d clim a te a t h igh er levels su ch a s sch ool cu ltu r e a n d cla ssr oom clim a te w ill h ave a str on g im pa ct on th e lower levels (Ch en g, 1993, 1994a ; F r a ser a n d Wa lber g, 1991; Wa xm a n a n d E llet, 1992). Of cou r se, th e in fl u -en ce in th e r ever se dir ection m ay a lso occu r. Hen ce, on e ca n con clu de th a t edu ca tion pr ocesses a t th e differ en t levels w ill in fl u en ce a n d r ein for ce ea ch oth er, a n d it is essen tia l th a t r esea r ch er s a n d sch ool pr a ctition er s sh ou ld n ot focu s on ly on edu ca tion a t th e in di-vidu a l level bu t sh ou ld a lso em ph a size pr ocesses a t th e gr ou p level a n d th e sch ool level. Th e edu ca tion pr ovided in m u lti-dom a in s a n d m u lti-levels sh ou ld be m or e h olistic for ch ildr en ’s a ll-r ou n d developm en t (Ch en g, 1996).

Ap a r t fr om t h e a b ove con sid er a t ion of d if-fer en t levels of sch ool ed u ca t ion , t h e wor k of t h e p r in cip a l, a d m in is t r a t or s a n d t ea ch er s w h ich in fl u en ces st u d en t s ca n a lso b e con sid -er ed a t t h e in d iv id u a l, gr ou p, a n d s ch ool levels (s ee F igu r e 1). Ta k e t h e t ea ch er s for exa m p le; t h eir p er for m a n ce a t t h e in d iv id u a l level m ay in clu d e: t ea ch in g s k ills, cla s s r oom m a n a gem en t , r ela t ion s w it h s t u d en t s, coop er a t ion , p a r t icip a t ion , in volvem en t , r ela -t ion s w i-t h p eer s, cr i-t ica l r efl ec-t ion , e-t h ica l ju d gem en t of t ea ch in g, a d m in is t r a t ive wor k , b eliefs in ed u ca t ion a n d m a n a gem en t , in t e-gr a t ion of t h eor y a n d p r a ct ice, p a r t icip a t ion in t h e d evelop m en t of sch ool cu lt u r e, et c. (Ch en g a n d Ta m , 1994). T h e ed u ca t ion effect sh ou ld n ot b e con fi n ed t o t h e p er for m a n ce of in d iv id u a l t ea ch er s on in d iv id u a l st u d en t s. In fa ct , t h er e s h ou ld b e a gr ou p effect a s well a s

wh ole sch ool effect of t ea ch er s a n d a d m in is-t r a is-t or s on in d iv id u a l sis-t u d en is-t s, cla ss es or gr ou p s of st u d en t s a s w ell a s t h e en t ir e st u -d en t b o-dy in t h e sch ool. Also, t h e b eh av iou r s, feelin gs, a n d b eliefs of t ea ch er s a n d a d m in is-t r a is-t or s sh ou ld con sis-t iis-t u is-t e p a r is-t of is-t h e h olisis-t ic ed u ca t ion p r ocess for s t u d en t s in sch ool. In su m , t h e a ffect ive, cogn it ive, a n d b eh av iou r a l p er for m a n ce of t ea ch er s a n d a d m in ist r a t or s a t t h e in d iv id u a l, gr ou p a n d sch ool levels h a s a st r on g im p a ct on st u d en t s, a n d t h is is p er -h a p s w -h y so m a n y ed u ca t or s a r e p r om ot in g t h e w h ole sch ool a p p r oa ch t o st u d en t gu id -a n ce, cu r r icu lu m p l-a n n in g -a n d ot h er sch ool wor k (E d u ca t ion Com m ission , 1990; Wa t k in s a n d Wa gn er, 1987).

Family education for children

T h e a ct iv it ies for ed u ca t in g ch ild r en in fa m ily ca n a lso b e con sid er ed a t m u lt i-levels (see F igu r e 1). At t h e in d iv id u a l level, t h er e a r e in d iv id u a l fa m ily u n it s; a t t h e gr ou p level, t h er e a r e fa m ily gr ou p s; a n d a t t h e sch ool level, t h er e a r e fa m ilies of t h e en t ir e st u d en t b ody. F a m ily ed u ca t ion a t t h e in d iv id -u a l level m ay in cl-u d e a ct iv it ies s-u ch a s p a r en t s su p er v isin g t h eir ch ild r en ’s h om e-wor k a ssign m en t s, sp en d in g t im e w it h t h em , list en in g t o w h a t t h ey t h in k a n d feel, d evelop -in g a close r ela t ion sh ip, a n a ly s-in g p r oblem s w it h t h em , d iscu ss in g fa m ily m a t t er s w it h t h em , a n d sh a r in g va lu es a n d b eliefs w it h t h em . N ow a d ay s, p a r t icu la r ly in u r b a n a r ea s, b eca u se m a n y p a r en t s h ave t o sp en d lon g h ou r s a t wor k , or for ot h er r ea son s, p a r en t s a r e u n a ble t o s p en d m u ch t im e on h elp in g ch ild r en t o lea r n a t h om e. Mor eover, m a n y p a r en t s, fa t h er s in p a r t icu la r, st ill b elieve t h a t t h eir m a in r esp on sib ilit y is t o m a k e m on ey t o feed t h e fa m ily a n d t o p ay for t h eir ch ild r en ’s ed u ca t ion , a n d t h ey t en d t o n e glect a ct ive in volvem en t in edu ca t in g t h eir ch ildr en in t h e fa m ily.

F a m ily ed u ca t ion a t t h e gr ou p level m ay r efer t o t h ose a ct iv it ies or ga n ized by p a r en t s

Table II

The do mains and le ve ls o f ho listic sc ho o l e duc atio n

Domains of

education Individual (examples) Group/ class (examples) School (examples)

Behavioural Learning tec hniques, using Showing c lassroom order, Sc hool gathering, athletic meeting, equipment, physic al exerc ise, extra-c lass ac tivities, inter- sc hool c eremony, etc .

showing self-disc ipline, etc . c lass c ompetition, etc .

Affective Developing c onfidenc e, Classroom soc ial c limate, Sc hool ethos, sc hool belongingness,

showing sympathy, motivation affiliation, group norms, etc . to learning, satisfac tion with team c o-operation, etc .

sc hool life, etc .

Cognitive Reflec tive thinking, Sharing a set of beliefs about Sharing educ ational ideals, c ultural

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in t h e s a m e d ist r ict , or p a r en t s of st u d en t s of t h e s a m e cla s s or in t h e s a m e gr a d e. Som e exa m p les of t h es e a ct iv it ies a m on g p a r en t s m ay in clu d e for m in g s u p p or t n et wor k s, or ga n izin g s t u dy gr ou p s, s em in a r s a n d wor k -s h op -s, -s h a r in g ch ild ca r e exp er ien ce a n d in s igh t s a n d lea r n in g n ew con ce p t s a n d t ech -n iq u es of fa m ily ed u ca t io-n , et c. All t h es e a ct iv it ies a r e h elp fu l in s u p p or t in g ed u ca t ion of ch ild r en in t h e fa m ily in st r u m en t a lly a n d a ffect ively.

F a m ily a ctivities a t th e gr ou p level m ay be expa n ded to th e sch ool level, so th a t a ll pa r en ts in th e sch ool ca n pa r ticipa te. Th ese m ay be a ctivities wh ich in volve pa r en ts of th e wh ole sch ool su ch a s pr ize givin g cer em on ies, spor ts days, fu n d r a isin g even ts, pa r en ts’ days, etc. Wh en pa r en ts of th e en tir e sch ool pa r ticipa te in th ese even ts, th eir ch ildr en w ill feel th e con cer n a n d love of a du lts oth er th a n th eir pa r en ts, a n d th e sch ool fa cu lty w ill a lso be en cou r a ged by th is sh ow of su ppor t. Oth er th a n sch ool-or ga n ized even ts, th er e m ay be even ts or ga n ized by th e pa r en t or ga n iza tion s. Th ese fa m ily a ctivities ca n in clu de pu blish in g fa m ily n ew sletter s, co-or din a tin g fa m ilies in differ en t distr icts wh o belon g to th e sa m e sch ool, or ga n izin g socia l ga th er in gs, r u n n in g sem in a r s a n d wor k sh op for a ll pa r en ts of th e sa m e sch ool, etc. All th ese a ctivities ca n con tr ibu te to th e developm en t of fa m ily edu ca tion for ch ildr en dir ectly or in dir ectly. Th r ou gh th ese a ctivities, th e fa m ilies of th e sch ool a s a wh ole ca n develop a clim a te of aw a r en ess a n d pr om in en ce in fa m ily edu ca tion . F a m ily a ctivities con du cted a t m u lti-levels w ill h elp pa r en ts to becom e a str on g syn er getic for ce a n d a la r ge r esou r ce pool for th em selves a n d th e sch ool in edu ca tin g th eir ch ildr en .

In t h e cou r s e of h om e-s ch ool p a r t n er sh ip, t h e s u p p or t of t h e com m u n it y (in clu d in g t h e ed u ca t ion a u t h or it y, s p on s or in g b ody of t h e s ch ool, a n d loca l or ga n iza t ion s) is ver y im p or t a n t (Dav ies, 1991). F ir st , w it h ou t a p p r op r ia t e p olicy a n d fi n a n cia l s u p p or t fr om t h e ed u ca t ion a u t h or it y a n d t h e sch ool sp on -s or in g b ody, it w ill b e d ifficu lt t o im p lem en t h om e-s ch ool a ct iv it ies, a n d t h eir effect w ill n ot la s t . Secon d , a t t h e ea r ly st a ge of im p lem en t a t ion , t h e con ce p t of t ot a l h om e-s ch ool p a r t n er e-sh ip m ay n ot b e w ell a cce p t ed by p a r en t s a n d s ch ools. T h e ed u ca t ion a u t h or it y, m a ss m ed ia , a n d loca l com m u n it y gr ou ps w ill n eed to h elp pu blicize a n d pr om ote t h e con ce p t t o t h e p u blic. T h ir d , sch ools h ave lim it ed r esou r ces. If t h e loca l or ga n iza t ion s (su ch a s you t h cen t r e, com m u n it y cen t r e, et c.) ca n h elp or ga n ize s om e a ct iv it ies (s u ch a s s em in a r s a n d wor k s h op s for p a r en t s), t h er e w ill b e b et t er ch a n ce for s u cces s. F in a lly, w h en t h e sch ools s t a r t t o p u t h om

e-sch ool p a r t n er sh ip s in t o a ct ion , d ifficu lt ies m ay b e exp ect ed . T h e com m u n it y ca n t h en t a k e u p a su p p or t ive r ole, t o en cou r a ge a n d m ot iva t e t ea ch er s a n d p a r en t s t o k ee p on t r y in g. Un d er ext r a or d in a r y cir cu m st a n ces, t h e com m u n it y m ay a ls o in t er ven e a n d h elp over com e t h e p r oblem s.

To con clu d e, t h e a b ove p r ov id es a com p r e-h en sive fr a m ewor k in clu d in g m u lt i-levels a n d m u lt id om a in s t o con cep t u a lize sch ool ed u ca t ion , fa m ily ed u ca t ion a n d t h eir b et ween -r ela t ion sh ip. It is clea -r t h a t w it h t h e su p p o-r t of t h e com m u n it y a n d t h e ed u ca t ion a u t h or it y, sch ool ed u ca t ion a n d fa m ily ed u ca t ion sh ou ld b ot h b e m a n a ged in a n in t e gr a t ive a n d h olist ic a p p r oa ch in clu d in g m u lt i-levels a n d m u lt i-d om a in s for ed u ca t in g ch ild r en . T h ey sh ou ld n ot b e in d ep en d en t of ea ch ot h er, bu t sh ou ld b e colla b or a t ive effor t s a im in g a t m a xim izin g a ll t h e ed u ca t ion a l effect s for ch ild r en in b ot h sch ool a n d fa m ily.

The strengths of total home-school

partnership

Accor din g to th e a bove con ception of tota l h om e-sch ool pa r tn er sh ip, edu ca tion of ch ildr en in sch ool a n d fa m ily in clu des a ctivities a t m u lti-levels, a im in g a t ch ildr en ’s a ll-r ou n d developm en t in differ en t dom a in s. Also, th ese a ctivities sh ou ld be m a n a ged a n d co-or din a ted in a coh er en t w ay. Hen ce, on th e on e h a n d, h om e-sch ool pa r tn er sh ips r epr esen t pa r en ts’ a ctive su ppor t a n d in volvem en t in th e sch ool edu ca tion pr ocess, in clu din g close com m u n ica tion w ith th e sch ool, a ssistin g th e sch ool in its specia l even ts, pa r ticipa tin g in sch ool decision m a k in g, or even becom in g a m em ber of th e sch ool boa r d. On th e oth er h a n d, pa r tn er sh ip m ay a lso m ea n th e sch ool h elpin g th e pa r en ts or ga n ize th em selves, esta blish in g pa r en t or ga n iza tion s a n d su ppor t u n its, a ssistin g th em in pr om otin g fa m ily edu ca tion a n d socia l even ts (see F igu r e 1). Th er efor e, th e r ole of pa r en ts in sch ool edu ca tion is to pa r ticipa te a n d su ppor t, a n d th e r ole of th e sch ool is to a ssist th e pa r en t or ga n iza tion a n d to pr om ote fa m ily edu ca tion for ch ildr en . Wh en th e two pa r ties for m su ch a pa r tn er sh ip, th e stu den ts w ill r eceive th e gr ea test ben efi t, a n d pa r en ts a n d tea ch er s w ill a lso ga in va lu a ble exper ien ce a n d lea r n in g oppor tu n ity.

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in d iv id u a l fa m ilies. T h e con cer n is m a in ly cen t r ed on t r ea t in g in d iv id u a l sy m p t om s, ch a n gin g in d iv id u a l st u d en t b eh av iou r or d is cip lin in g in d iv id u a l m is b eh av iou r, a n d n e glect s t h e t y p e of p ow er fu l p a r t n er sh ip in w h ich t ea ch er s a n d p a r en t s ca n co-op er a t e a t d iffer en t levels in d iffer en t d om a in s for d evel-op m en t a l p u r p oses.

Th e t r a dit ion a l a ppr oa ch t o h om e-sch ool co-oper a t ion ca n be fu r t h er illu st r a t ed a s sh ow n in F igu r e 2. Wh en com pa r in g F igu r e 1 w it h F igu r e 2, on e ca n ea sily see t h a t t h er e is a gr ea t dea l of differ en ce bet ween t h e

fr a gm en t ed r ela t ion sh ip a n d t h e t ot a l pa r t n er -sh ip. Th e t r a dit ion a l con ce pt is m a in ly a d h oc a n d pr ocedu r a l, la ck s lon g-t er m pla n a n d clea r a im s, a n d does n ot h ave a com pr eh en sive syst em of im plem en t a t ion . Ba sed on t h is a ppr oa ch , t h e a ct ivit ies wou ld t en d t o be fr a gm en t ed, a n d gm a in ly belon g t o on ew ay cogm -m u n ica t ion r ela t in g t o oper a t ion a l -m a t t er s. Th ese m ay in clu de a n n ou n cem en t for pa r en t s, sign in g of r epor t ca r ds, t ele ph on e com m u n i-ca t ion , a d h oc pa r en t -t ea ch er in t er view, et c. Also, t h e pla n n in g a n d im plem en t a t ion of t h e a ct ivit ies a r e m ost ly in it ia t ed by t h e sch ool, w it h lit t le or n o pa r t icipa t ion fr om pa r en t s, lit t le in t er est in k n ow in g wh a t t h e pa r en t s r ea lly n eed, a n d t en ds t o n e glect t h e gr ou p a n d sch ool levels, a n d som et im es t h e cogn it ive a n d a ffect ive dom a in s. T h e t r a dit ion a l a ppr oa ch r equ ir es t ea ch er s on ly t o follow t h e policies a n d in st r u ct ion s of t h e sch ool, a n d t o a n swer sim ple fa ct u a l qu est ion s r ela t in g t o oper a t ion a l m a t t er s, a s lon g a s t h e t ea ch er s u n der -st a n d wh a t t h e sch ool expect s. It is oft en a ssu m ed t h a t t h er e is n o n eed for ext en sive t r a in in g for t ea ch er s. T h er efor e t h e effect ive-n ess of t h is t ype of h om e-sch ool co-oper a t ioive-n is oft en pr oblem a t ic.

Bu t t h e t ot a l h om e-sch ool p a r t n er sh ip a im s a t su p p or t in g a h olist ic ed u ca t ion for st u d en t s, t h r ou gh fa cilit a t in g a fu ll sp ect r u m of colla b -or a t ion eff-or t s fr om t h e p a r en t s a n d t ea ch er s a t t h e in d iv id u a l, gr ou p a n d sch ool levels. It r eq u ir es t h em a t t h es e t h r ee levels t o ed u ca t e ch ild r en by wor k in g in t h e a ffect ive, b eh av -iou r a l a n d cogn it ive d om a in s. To fa cilit a t e su ccessfu l im p lem en t a t ion of t ot a l h om e-sch ool p a r t n er sh ip, clea r a im s a n d ob ject ives, a p p r op r ia t e gu id elin es a n d p r oced u r es, sy st em a st ic p la n n in g, im p lem en st a st ion a n d eva lu -a t ion -a r e exp ect ed . Sin ce f-a m ily -a n d sch ool a r e p a r t n er s, t h ey sh a r e r esp on sib ilit ies in sch ool fu n ct ion s a n d ch ild r en ’s ed u ca t ion , t h er efor e, t h e k in d of co-op er a t ion ca n b e seen a s m u t u a lly b en efi cia l, su it in g t h e n eed s of b ot h sch ool a n d fa m ily. F u r t h er m or e, b eca u se t h e d esign of h om e-sch ool a ct iv it ies in volves m u lt i-levels, t h er e is a gr ea t er d em a n d for q u a lit y wor k . Tea ch er s w ill n eed t o d evelop con fi d en ce a n d p a t ien ce, t o lea r n h ow t o wor k co-op er a t ively w it h p a r en t s, a n d t o ga in a n in -d e p t h u n d er st a n d in g of t h e p r oblem s fa ced by fa m ilies a n d sch ools.

Ma n y st u d ies h ave in d ica t ed t h a t good h om e-sch ool p a r t n er sh ip ca n b e a n im p or t a n t sou r ce of m ot iva t ion w h ich w ill in cr ea se t ea ch er s’ sa t isfa ct ion a n d t ea ch in g effica cy (E p st ein , 1985; E p st ein a n d Da u b er, 1991; H oover -Dem p s ey et a l., 1987). Ot h er r esea r ch a ls o s u gges t ed t h a t st u d en t s’ fa m ily b a ck gr ou n d a n d t h eir fa m ily ed u ca t ion a r e im p or t a n t d et er m in a n t s of t h eir a ca d em ic p er for -m a n ce in sch ool (Ber n st ein , 1978; Ch en g, 1994b, 1995; Colem a n et a l., 1966; Sew ell a n d Sh a k , 1968). T h er efor e, t h e a b ove t ot a l h om e-sch ool p a r t n er sh ip ca n p r ov id e a fr a m ewor k t o em p ow er b ot h fa m ilies a n d t h e sch ool t o b ecom e a cen t r e of effect ive ed u ca t ion for ch ild r en .

Total home-school partnership in

dif ferent perspectives

In a d d it ion t o t h e a b ove d iscu s sion , w e m ay in t er p r et t h e m ea n in gs a n d fu n ct ion s of t ot a l h om e-sch ool p a r t n er s h ip fr om t h e le ga l, m a n a gem en t a n d ed u ca t ion a l p er sp ect ives (Ch en g, 1991). T h is w ill b e h elp fu l in t h e im p lem en t a t ion of fa m ily ed u ca t ion , sch ool ed u ca t ion a n d h om e-sch ool co-op er a t ion .

The legal perspective

F r om a le ga l p er sp ect ive, t h e p a r t icip a t ion of p a r en t s is u n avoid a ble. It s fu n ct ion is t o p r ot ect t h eir ch ild r en ’s r igh t t o r eceive q u a lit y ed u ca t ion , a n d t o exer t t h eir r igh t a n d t a k e u p r esp on sib ilit y a s p a r en t s. T h ey h ave t h e r igh t t o k n ow h ow t h e s ch ool ed u ca t es t h eir ch ild r en , t o b e in for m ed of

Figure 2

The traditio nal c o nc e ptio n abo ut ho me -sc ho o l partne rship

Te ac he r-family c o -o pe ratio n Individual

te ac he r Be havio ur

Teacher

Student

Parents

Be havio ur

Individual family unit Affe c tive

Co gnitive

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s ch ool p olicies, a n d t o t a k e s t e p s t o p r ot ect t h e r igh t s of t h eir ch ild r en . Als o, a s st a k e-h old er s, t e-h ey s e-h ou ld b e given t e-h e r ige-h t t o m on it or t h e s ch ool op er a t ion a n d cla s s r oom t ea ch in g t o en su r e t h a t t h e s ch ool h a s fu lfi lled it s a ccou n t a b ilit y r eq u ir em en t . T h ey s h ou ld a lso h ave t h e r igh t t o est a blis h for m a l p a r en t or ga n iza t ion s, a n d t o p a r t icip a t e in s ch ool d ecision s (Ch en g, 1991; E d u ca t ion a n d M a n p ow er, 1991; T h om a s, 1978). P a r en t a l in volvem en t in s ch ool ed u ca t ion a n d m a n a ge-m en t is r ecogn ized a s a cit izen sh ip r igh t in m a n y West er n cou n t r ies, a n d is oft en p r ot ect ed by le gisla t ion . In H on g Kon g a n d s om e As ia n P a cifi c a r ea s, a lt h ou gh t h er e is n o le gis la t ion t o gu a r a n t ee p a r en t s’ in volve-m en t in s ch ool ed u ca t ion a n d volve-m a n a gevolve-m en t , s en t im en t is gr ow in g t h a t p a r en t s s h ou ld b e given t h is r igh t (Tik , 1996).

A t ot a l p a r t n er sh ip b et w een fa m ily a n d s ch ool fr om t h e le ga l p er s p ect ive a ls o im p lies t h a t t h e s ch ool sh ou ld a s sis t p a r en t s in a cces s in g a n d exer cis in g t h eir le ga l r igh t s, a n d r em in d t h e p a r en t s of t h eir d u t ies. T h e s ch ool h a s t h e r es p on s ib ilit y t o p r ov id e a p p r op r ia t e in for m a t ion t o p a r en t s, s o t h a t t h ey w ill u n d er s t a n d t h eir ch ild r en ’s r igh t t o r eceive q u a lit y ed u ca t ion , a n d t h eir ow n r es p on s ib ilit y in p r ov id in g fa m ily ed u ca t ion . Also, t h r ou gh com m u n ica t ion , t h e s ch ool w ill k n ow t h e fa m ily lives of t h e s t u d en t s a n d t h eir b eh av iou r ou t sid e s ch ool in or d er t o en s u r e t h a t st u d en t s a r e p r op er ly p r ot ect ed a n d ca r ed for. F in a lly, t h e s ch ool sh ou ld a ls o a s s is t p a r en t s t o est a blis h a n effect ive p a r en t or ga n iza t ion , a n d t o en su r e t h a t t h e or ga n iza -t ion d oes -t h e r igh -t -t h in g in p r om o-t in g a n d fa cilit a t in g w h olesom e d evelop m en t of s t u d en t s (Va len t e, 1994) (s ee Ta ble III).

The management perspective

F r om a m a n a gem en t p er s p ect ive, p a r en t s’ p a r t icip a t ion in sch ool ed u ca t ion ca n p r ov id e a d d it ion a l r es ou r ce a n d m a n p ow er. P a r en t s ca n a ls o s h a r e p a r t of m a n a gem en t r es p on s ib ilit y of t h e s ch ool, s t r en gt h en com m u n ica -t ion b e-t w een fa m ilies a n d -t h e s ch ool, s u p p or -t t h e t ea ch er s, m on it or t h e sch ool p r ogr es s, a n d even a ss is t t h e sch ool in com b a t in g a n y n e ga t ive in fl u en ces of t h e loca l com m u n it y. T h r ou gh p a r t icip a t ion , p a r en t s m ay s u p p ly va lu a ble in for m a t ion a b ou t s t u d en t s, t h em -s elve-s a n d t h e loca l com m u n it y t o t h e -s ch ool. P a r en t s a n d t ea ch er s m ay u n d er s t a n d m or e ea ch ot h er ’s exp ect a t ion s. T h ey cou ld h ave join t effor t s t o offer b et t er s ch ool ed u ca t ion t o s t u d en t s (Ber ger, 1987; Ch en g, 1991; E p st ein a n d Da u b er, 1991). Sch ool’s a ss ist in g t h e fa m -ilies m ay h ave sim ila r m ea n in gs. T h e sch ool ca n p r ov id e a ss ist a n ce t o d evelop fa m ily ed u ca t ion , su ch a s su p p ly in g r es ou r ces a n d m a n p ow er, p la n n in g a n d im p lem en t in g

p a r en t in g t r a in in g p r ogr a m m es, a n d sh a r in g t h e va r iou s r es p on sib ilit ies w h ich a r ise ou t of h om e-sch ool p a r t n er sh ip. T h e sch ool ca n com m u n ica t e w it h t h e fa m ilies, p r ov id e va lu -a ble in for m -a t ion , en cou r -a ge p -a r en t s t o b e b et t er ed u ca t or s in t h e fa m ily, a n d h ave join t effor t s w it h t h e fa m ilies t o fi gh t a ga in st t h e n e ga t ive in fl u en ce fr om societ y (see Ta ble III).

T r a d it ion a lly, ver y few sch ools p er m it p a r en t s t o p a r t icip a t e in sch ool m a n a gem en t , p a r t icu la r ly in t h e Asia n a r ea s. Bu t t h e r ecen t d evelop m en t of sch ool-b a sed m a n a ge-m en t wor ldw id e h a s cr ea t ed ch a n ces for ge-m or e p a r en t a l p a r t icip a t ion in sch ool m a n a ge-m en t . In ge-m a n y ca ses, p a r en t s ge-m ay s er ve a s sch ool b oa r d m em b er s. By d oin g so, t ea ch er s a n d p a r en t s a r e exp ect ed t o im p r ove t h eir com m u n ica t ion a n d cop er a t ion , a n d p r o-v id e effect io-ve ed u ca t ion t o t h e ch ild r en in b ot h sch ool a n d fa m ily.

The education perspective

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n ew a p p r oa ch es a n d n ew con ce p t s of h om e-sch ool p a r t n er sh ip. Ta ble III s u m m a r izes t h es e m a jor ed u ca t ion a l fu n ct ion s. In s u m , t ot a l h om e-s ch ool p a r t n er sh ip p r ov id es n u m er ou s ed u ca t ion a l op p or t u n it ies n ot on ly t o st u d en t s bu t a lso t o p a r en t s, t ea ch er s a n d a d m in is t r a t or s.

T h e fu n ct ion s a n d m ea n in gs of t ot a l h om e-sch ool p a r t n er sh ip fr om t h e a b ove le ga l, m a n a gem en t , or ed u ca t ion p er s p ect ives a r e su m m a r ized in Ta ble III.

Implementing total home-school

partnership

F r om t h e a b ove a n a ly sis fr om t h e t h r ee p er s p ect ives, w e ca n s ee s om e con d it ion s n eces s a r y for im p lem en t a t ion of t ot a l h om

e-sch ool p a r t n er sh ip. T h e m ost im p or t a n t con dition is th a t th e sch ool, pa r en ts, edu ca tion a u t h or it y, a n d t h e com m u n it y sh ou ld t a k e u p t h eir a p p r op r ia t e r oles. Ta ble IV su m m a r izes t h ese im p or t a n t r oles fr om t h e le ga l, m a n a ge-m en t , a n d ed u ca t ion p er sp ect ives.

F r om t h e le ga l p er sp ect ive, t h e r ole of t h e sch ool is m a in ly t o im p lem en t t h e h om e-sch ool p olicies, a n d t o exp la in t h e m ea n in g of t h e p olicies t o con cer n ed p a r t ies or

con st it u en cies. T h e r ole of t h e p a r en t is m a in ly t o p r ov id e t h e n ecessa r y con d it ion s for fa m ily ed u ca t ion t o t a k e p la ce a t h om e, a n d t o s t r ive for m or e op p or t u n it y t o p a r t ici-p a t e in t h eir ch ild r en ’s ed u ca t ion . T h e r ole of t h e ed u ca t ion a u t h or it y is t o p r ov id e

r esou r ces, t o est a blish h om esch ool p a r t n er -sh ip p olicies, a n d t o p r om ot e t h ese p olicies

Table III

Usage o f the Standards o f Pro fe ssio nal Prac tic e issue d by the Institute o f Inte rnal Audito rs Inc .

Perspectives Parents participate in school School assists families

Legal Know how the sc hool educ ates their c hildren Provide appropriate information to parents to

Be informed of sc hool polic ies in order to assure effec tiveness of family educ ation influenc e or give support Help parents to understand their rights and Take steps to protec t the rights of their responsibilities in educ ating their c hildren c hildren to rec eive quality educ ation Know the family lives of c hildren, to ensure Monitor the sc hool operation and teac hing appropriate c aring and protec tion

to ensure ac c ountability Remind parents of their duties

Establish parent organizations, partic ipate Assist parents to establish effec tive parent in sc hool dec isions and assume organizations

responsibilities

M anagement Contribute to sc hool by assisting in sc hool Provide knowledge and resourc es, inc luding routine operation, help out in spec ial events effec tive c hild c aring and training and setting and make donations up parent organizations

Assist in management func tions inc luding Assume some of the responsibilities in home-polic y formulation, support educ ational reform sc hool partnership, inc luding fund raising, Communic ate with sc hool by giving c hildren’ s manpower, c o-ordinate ac tivities

information, personal insights, and c ommunity Communic ate with parents, inc luding the bac kground information meaning and prac tic es of home-sc hool Support sc hool staff, visit the sc hool and partnership, understand the needs and c lassrooms, attend sc hool func tions diffic ulties of the families, report to parents Co-operate with sc hool in fighting the bad sc hool affairs and events, disc uss with parents influenc e of subc ulture how to educ ate c hildren c ollaboratively

Enlist the morale of parents, asc ertain the meaning and ac c omplishment of family educ ation

Aid the families in fighting the bad influenc es of soc iety

Education Educ ation of the c hildren-parental Sc hool provides assistanc e to families, makes

partic ipation enables the sc hool to properly it possible for the students to rec eive holistic c are for the needs of the c hildren, to ensure educ ation at home

that sc hool educ ation and family educ ation Suggest effec tive and prac tic al c hild training will not c ontradic t eac h other strategies, inspire self-c onfidenc e, empower Educ ation of the parents – the proc ess of parents to learn new skills and knowledge and partic ipation provides opportunities for learning try to develop ac tivities for parents

Organizational learning – the feedbac k provided The sc hool has opportunities to learn new enables the sc hool to improve teac hing and home-sc hool partnership, the families may management, empowers it to fac e c hallenges attempt more effec tive ac tivities for educ ating

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Table IV

Co nditio ns fo r imple me nting to tal ho me -sc ho o l partne rship

Conditions for a successful home-school partnership

Perspectives Role of the school Role of the parents Role of the education authority Role of the community Legal Implementor – to implement Provider – to provide the Polic y formulator – to formulate Message transmitter – to

educ ational polic ies and nec essity for c hildren’s living partnership guidelines and advoc ate family ac tivities and home-sc hool partnership and learning polic ies family educ ation within the guidelines Protec tor – to protec t their Resourc e provider – to provide c ommunity

Interpreter – to explain to c hildren’s rights to rec eive resourc es needed for organizing Resourc e provider – to sec ure parents and teac hers the basic quality sc hool educ ation and partnership ac tivities additional resourc e for rights of students and the parents’ rights to partic ipate Message c onveyor – to c onvey partnership ac tivities responsibilities of parents and Responsible parent – to seek the polic ies and information Government monitoring – to the sc hool opportunities to know the about partnership to parents and monitor the government in its Monitor – to assure that both situtuations of their c hildren at sc hools family protec tion law, c hild sc hool and parents have sc hool, to study the c hanges in Monitor – to monitor the quality family protec tion law, c hild c arried out home-sc hool polic ies and the environment of educ ation provided in sc hool; protec tion law, and educ ation partnership duties, to ensure Partic ipant – to assert to ensure that the students are legislations

the students have proper personal obligations to given their basic right; to inspec t Media monitoring – to monitor family educ ation and home partic ipation in parent that partnership programmes are and prevent the media from c are organization and to involve in properly implemented broadc asting indec ent Protec tor – to protec t the sc hool management Protec tor – to ensure that programmes; to prevent the rights of students to rec eive Monitor – to monitor the partnership is effec tively shops from selling indec ent educ ation, to safeguard the sc hool proc ess and the implemented; to give warning material to young people rights of parents to be involved fulfilment of ac c ountability, and punish any violation

in their c hildren’s educ ation to monitor the operation of parent organizations

Management Resourc e manager – to ac quire, Communic ator – to listen to Communic ator – to keep sc hool Communic ation role – to supply battle for and manage resourc es the views of teac hers about and parent organization c losely information about the in order to implement home- their c hildren’s educ ation, to c onnec ted, to understand the c ommunity to sc hools; to sc hool partnership ac tivities furnish personal opinions to c urrent situation and their needs provide feedbac k about the Communic ator – to c ommunic ate the sc hool Supporter – to provide resourc es student behaviour in the events and views of the sc hool to Manager – to partic ipate in and guidanc e to sc hools and c ommunity to sc hools; to parents, to c ollec t parents’ views sc hool management and family organizations, to support c o-ordinate visits to the sc hools Leader – to lead the parents’ and dec isions, to manage and home-sc hool partnership in by the c ommunity leaders teac hers in searc hing, planning, develop a healthy parent terms of polic y and resourc e Caring role – to pay attention implementing and evaluating the organization Aide – to provide resourc e and to the families with spec ial programmes and polic ies of Problem solver – to take professional guidanc e to families needs in the c ommunity; to help home-sc hool partnership ac tions and to disc uss how who are in c risis; to assist the these families with spec ial Motivator – to enhanc e morale, to solve the learning and sc hools in planning partnership needs in the c ommunity; to help c reate a c ollaborative c limate, emotional problems of their ac tivities these families to deal with their and to give praise to outstanding c hildren with teac hers Co-ordinator – to c o-ordinate the c hildren’s diffic ulties; to c are families Carer – to c are about the organizations in the c ommunity, for the young people’s needs Promoter – to uphold and educ ational needs and the to give support to home-sc hool Promotion role – to organize advanc e educ ational ideals, to performanc e of their c hildren partnership ac tivities family ac itivities within the promote to parents the meanings at sc hool, to show c onc ern Motivator – to design prize items c ommunity; to urge the of holistic educ ation about the fulfilment of the to award to the suc c essfully c ommunity to pay more Exemplar – sc hool administrators mission of the sc hool implemented home-sc hool attention to family problems and teac hers set good examples Motivator – to reward and programmes Motivation role – to give for parents, to help them praise their c hildren’s rec ognition to the sc hools understand the meaning of ac c omplishment, to c omment whic h put spec ial efforts into partnership to the sc hool on its home- home-sc hool partnership; to sc hool partnership efforts, rec ognize the families who have to c reate a c onduc ive done extra work in supporting atmosphere for partic ipation home-sc hool partnership in parent organizations

Initiator – to generate a c ollec tive effort among parents in the realization of home-sc hool polic ies

Education Educ ator – to promote holistic Educ ator – to share their Promoter – to promote the Promotion role – to establish educ ational ideals, to share new training and c hild-c are importanc e and prac tic ality of and promote a healthy c onc ept educ ational thoughts with experienc e with other parents home-sc hool partnership; to of the family in the c ommunity parents Learner – to learn and rec eive public ize the suc c essful Educ ation role – to c o-ordinate Learner – individuals, groups, training in home-sc hool partnership; to public ize the the loc al organizations in and the entire sc hool need to partnership strategies, to suc c essful partnership c ases providing training c ourses for learn how to develop better ac c ept c hallenges in trying to the sc hools parents

home-sc hool partnership and to out new partnership Educ ator – to organize home- Mass media – to invite the ac hieve educ ational approac hes sc hool training programmes mass media to produc e effec tiveness Nurturer – to build up, among for parents and teac hers programmes that will enc ourage

family members, the c apac ity Information transmitter – to home-sc hool partnership and for love, patienc e, self- introduc e new c onc epts and will promote a positive image c onfidenc e and a c o-operative experienc e of other loc alities of the family

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a m on g fa m ilies a n d sch ools. T h e r ole of t h e com m u n it y is m a in ly t o s u p p or t a n d t o m on it or t h e im p lem en t a t ion of h om e-sch ool p olicies. T h e su p p or t of t h e com m u n it y su ch a s loca l d ign it a r ies, bu s in ess or ga n iza t ion s a n d s ocia l ser v ices or ga n iza t ion s ca n en cou r -a ge t a ch er s -a n d p -a r en t s -a n d p r om ot e h om e-sch ool p a r t n er sh ip a ct iv it ies.

All t h e con cer n ed con st it u en cies ca n p lay a r ole in t h e m a n a gem en t a sp ect of t ot a l h om e-sch ool p a r t n er sh ip. T h e m a n a gem en t r ole in com m u n ica t ion , lea d er sh ip, m ot iva t ion , m on -it or in g, a n d eva lu a t ion t o d evelop t ot a l h om e-sch ool p a r t n er sh ip ca n b e t a k en p a r t icu la r ly by t h e sch ool. Th e r ole of t h e p a r en t s is t o su p p or t a n d p a r t icip a t e; t h e r ole of ed u ca t ion a u t h or it y is t o co-or d in a t e a n d t o p r ov id e sy st em a t ic su p p or t ; t h e r ole of t h e com m u n it y is t o sh ow con cer n a n d su p p or t . Th ese r oles in m a n a gin g h om e-sch ool p a r t n er sh ip a r e com m on in t h e USA, E u r op e, a n d Au st r a lia . For exa m p le, in som e of t h e st a t es in

Au st r a lia , p a r en t s h ave t h e le gisla t ive r igh t t o join t h e sch ool b oa r d t h r ou gh st a t e le gisla -t ion s, a n d -t h ese p a r en -t s h ave -t h e r esp on sib il-it y t o con vey sch ool p olicies a n d in for m a t ion t o ot h er p a r en t s. Som e p a r en t s even or ga n ize r ou t in e t ou r s for ot h er p a r en t s in t h e d ist r ict . T h er e a r e a lso p a r en t s wh o st ill r em a in loya l t o t h e sch ool even a ft er t h eir ch ild r en h ave a ll gr a d u a t ed , a n d t h ey t r ea t t h e t ea ch er s a s t h eir ow n fa m ily m em b er s.

T h e im p lica t ion s fr om t h e ed u ca t ion p er s p ect ive is obv iou s. Act ive lea r n in g, sh a r in g w it h ot h er s, or ga n izin g s em in a r s, com m u n ica t in g m ess a ges, a n d a ll r ela t ed a ct iv it ies ca r r y som e m ea n in gs in ed u ca t ion for t h os e con cer n ed . T h e r ole of t h e sch ool, t h e p a r en t s, t h e ed u ca t ion a u t h or it y, a n d t h e com m u n it y sh ou ld cr ea t e lea r n in g op p or t u -n it ies a -n d s u p p or t lea r -n i-n g a ct iv it ies t o d iffer en t p a r t ies in a d d it ion t o ch ild r en . In t h e ea r ly s t a ges of h om e-s ch ool p a r t n er sh ip, m os t of t h e t ea ch er s a n d p a r en t s w ill feel t h e la ck of s k ills in com m u n ica t ion , colla b or a -t ion , a n d in for m a -t ion ga -t h er in g a n d p a r en -t s of t h e h igh er gr a d e s t u d en t s m ay even feel a la ck of s elf-con fi d en ce (Us eem , 1990). T h er e-for e, t h e s ch ool ca n m a k e a r r a n gem en t s t o or ga n ize a p p r op r ia t e t r a in in g p r ogr a m m es.

Conclusion: total home-school

partnership and school

ef fectiveness

Am id t h e r a p id ly ch a n gin g ed u ca t ion a l en v i-r on m en t , b ot h sch ool ed u ca t ion a n d fa m ily ed u ca t ion a r e fa cin g m a n y d ifficu lt ies a n d p r oblem s a n d t h e t r a d it ion a l con ce p t of h om e-sch ool r ela t ion sh ip is in a d eq u a t e in d ea lin g w it h t h e exis t in g ch a llen ges. T h e

p r esen t p a p er exp lor es t h e m ea n in gs a n d p ossib ilit ies of p a r t n er sh ip fr om a com p r e-h en sive p er sp ect ive. T e-h e p r op os ed con ce p t u a l fr a m ewor k of t ot a l h om e-sch ool p a r t n er sh ip su ggest s t h a t t h e s cop e of h om esch ool colla b or a t ion sh ou ld b e ext en d ed fr om t h e fr a gm en -t a r y a n d su p er fi cia l p r a c-t ice -t o in clu d e -t h e a ffect ive, b eh av iou r a l a n d cogn it ive d om a in s a t t h e gr ou p a n d sch ool levels of s t u d en t s, t ea ch er s a n d p a r en t s. F u r t h er m or e, it a lso d r aw s ou r a t t en t ion t o t h e im p or t a n ce of t a p p in g t h e con solid a t ed effor t s of t ea ch er s, a d m in ist r a t or s a n d p a r en t s t o wor k t oget h er a t m u lt i-levels t o con t r ibu t e t o t h e w h olesom e d evelop m en t of st u d en t s. In t h is w ay, t h e fr a m ewor k p r ov id es a com p r eh en sive t h eor et ica l b a sis for r e-en gin eer in g t h e t r a d it ion a l h om e-sch ool r ela t ion sh ip a n d cr ea t in g a b et t er en v ir on m en t for b ot h sch ool ed u ca t ion a n d fa m ily ed u ca t ion for ch ild r en . Sp ecifi ca lly, t ot a l h om e-s ch ool p a r t n er sh ip ca n con t r ibu t e t o sch ool effect iven ess. T h e d iscu ss ion ca n b e b a sed on t h e seven m od els of sch ool effect iven ess (Ch en g, 1990, 1996) a s follow s:

1 An effect ive s ch ool ca n a ch ieve it s est a b -lish ed goa ls. Sin ce fa m ilies a r e t h e m a jor clien t s of t h e s ch ool, t h ey s h ou ld p a r t ici-p a t e in ch oos in g goa ls for t h e s ch ool, so t h a t t h ese goa ls ca n r efl ect t h eir a ct u a l n eed s t o b e fu lfi lled a n d t h eir p a r t icip a t ion ca n con t r ibu t e t o t h e a ch ievem en t of s ch ool goa ls a n d im p r ovem en t of sch ool effect iven ess.

2 An effect ive s ch ool is ca p a ble of a cq u ir in g t h e r esou r ces it n eed s. P a r en t s a r e im p or -t a n -t r es ou r ces for -t h e sch ool. To-t a l h om e-s ch ool p a r t n er e-sh ip n ot on ly p r ov id ee-s a d d i-t ion a l r esou r ces for i-t h e sch ool bu i-t a lso en a bles t h e sch ool t o a cq u ir e m or e r esou r ces fr om t h e com m u n it y for b et t er ed u ca t ion t o t h eir st u d en t s.

3 Som e ch a r a ct er ist ics of a n effect ive sch ool a r e it s sm oot h in t er n a l p r oces s a n d a sen se of coh esiven ess t o d r aw it s m em b er s t oget h er. Tot a l h om e-sch ool p a r t n er sh ip p r ov id es op p or t u n it ies for t ea ch er s a n d p a r en t s a t a ll levels t o sh a r e in for m a t ion , t o lea r n h ow t o wor k co-op er a t ively w it h ea ch ot h er, a n d t o im p r ove sch ool p r ocess. Also, it en a bles p a r en t s t o im p r ove fa m ily ed u ca t ion p r ocess a n d con t r ibu t e t h eir effor t s t o im p r ove t h e sch ool p r ocess. 4 An effect ive s ch ool ca n sa t isfy t h e n eed s

a n d exp ect a t ion s of it s st r a t e gic

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t h e s ch ool, s o t h a t t h e s ch ool m ay h ave a ch a n ce t o fu lfi l t h ese exp ect a t ion s. 5 An effect ive sch ool fi n d s a cce p t a n ce in t h e

com m u n it y a n d exis t s le git im a t ely. T h r ou gh t ot a l h om e-sch ool p a r t n er sh ip, t h e s ch ool ca n r eceive su p p or t fr om t h e fa m ilies, bu ild u p a p osit ive p u blic im a ge a n d en s u r e it s le git im a t e exist en ce in t h e com m u n it y.

6 In a n a r r ow s en s e, a s ch ool w h ich h a s n o obv iou s p r oblem s a n d dy sfu n ct ion s, p os s es s es t h e q u a lit y t o b e a n effect ive sch ool. If t h e sch ool h a s t ot a l h om e-sch ool p a r t n er sh ip, it ca n im p lem en t , m on it or a n d eva lu a t e it s p r ogr a m m es m or e effec-t ively. T h er efor e, even if effec-t h er e a r e a n y p r oblem s, t h ey ca n d is cover p r oblem s ea r lier a n d elim in a t e t h em ea r lier t o p r e-ven t a n y sch ool cr isis.

7 An effect ive sch ool ca n lea r n h ow t o con fr on t t h e ch a n gin g en v ir on m en t a n d over com e it s in t er n a l ob s t a cles. T h e ed u ca t ion en v ir on m en t in H on g Kon g is ch a n gin g r a p id ly, a n d t h e s ch ools a r e con t in u a lly b om b a r d ed w it h d iffer en t t y p es of p r oblem s a n d d ifficu lt ies. A t ot a l p a r t n er sh ip r ela t ion en a bles t h e sch ool t o ob t a in fu ll feed b a ck a n d su p p or t fr om p a r en t s, t o p r om p t ly r es p on d t o t h e com m u n it y n eed s, t o im p r ove in t er n a l fu n ct ion in g, a n d t o d evelop con t in u ou s ly. In t h is w ay, t h e s ch ool ca n a d a p t t o t h e ch a n gin g en v ir on m en t .

Ou t lin ed a b ove a r e t h e p oss ible con t r ibu t ion s of t h e p r op osed fr a m ewor k t o a ch iev in g s ch ool effect iven ess. Wit h t h is in m in d , it is logica l t o s u gges t t h a t a d op t in g t h e p r es en t fr a m ewor k a s a b a s is for r e-en gin eer in g t h e t r a d it ion a l h om e-s ch ool p a r t n er sh ip w ill p r od u ce fr u it fu l r es u lt s in t er m s of s ch ool effect iven es s. M or eover, t h e p r op os ed con ce p -t ion of -t o-t a l h om e-s ch ool p a r -t n er sh ip ca n p r ov id e a n ew a n d com p r eh en sive fr a m ewor k t o con ce p t u a lize r es ea r ch t op ics on d iffer en t a s p ect s of t h e dy n a m ic n a t u r e, d evelop m en t p r oces s, m a n a gem en t , im p lem en t a t ion , a n d effect iven es s of h om e-s ch ool r ela t ion sh ip. It is b elieved t h a t t h e r es u lt of s u ch r es ea r ch en d eavou r s w ill b e h elp fu l in t h e d evelop -m en t of h o-m e-s ch ool p a r t n er sh ip p r a ct ices in b ot h loca l a n d in t er n a t ion a l con t ext s.

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