EDFD452 Individual Teaching Philosophy Research Essay

One of the most important aspects of the teachers craft is their interaction with
the families and communities of their students. To this end, this research essay is
intended to explore the nature of family-school partnerships, how to effectively
encourage their creation, the advantages of establishing them and the barriers
that can cause difficulty in doing so. Furthermore, the teaching approach of
funds of knowledge will be explored, as its effectiveness is greatly increased by
strong family-school partnerships.
Christenson (2004) puts forward that although the essential aim of teaching,
achieving the best educational outcomes for each individual student, is a
daunting one, the success of that endeavour is far more likely if strong
relationships between childrens families and the school are prioritized. There is
a strong correlation between family-school partnerships and improved learning
outcomes, and seeking out these relationships can also improve a teachers
understanding of a students fund of knowledge, a concept that will be explored
in greater detail later in this essay. (Christenson, 2004; Daniel, 2015; Zipin,
2009). Furthermore, a strong relationship between a students family and their
school can result in that student displaying higher educational aspirations
(Sterian & Mocanu, 2013).
Family-school partnerships are very clearly linked to positive educational
outcomes, but this begs a question; how does an educator best go about
establishing positive family-school partnerships? Although there is no specific
curriculum for establishing such relationships, as no one curriculum could be
applicable to all family contexts, there are, according to research, various ways
through which an educator can develop a respectful partnership (Molina, 2013).
Firstly, educators need to be willing to regularly invite parents to partner in their
childs education, as some parents, due to factors such as physical distance and
feelings of social disconnect from the school, may not consider assisting in the
classroom until explicitly asked, especially in the later years of primary school,
where the greater perceived independence of students can result in less parental
involvement (Christenson, 2004; Daniel, 2015). Setting up a wide range of
activities that encourage parental involvement provides opportunities for such
invitations, and can assist in opening communication, as well as concurrently
establishing the educators openness to parental involvement (Sterian & Mocanu,
2013). Communication is key to a strong partnership; educators should aim to
maintain a respectful and positive dialogue through which they can keep parents
up to date, disseminate information about the content focus in the classroom,
and consult the parents on their childs performance, involving them and their
opinions in their childs education even further so that parents can come to the
same conclusion about your approaches that you have (Christenson, 2004;
Flckiger, Diamond & Jones, 2012; Molina, 2013; Sterian & Mocanu, 2013; Wilkins
& Terlitsky, 2015).
Secondly, dedication of resources from schools to parents and thus from parents
to children is important for the development of a strong family-school
partnership (Christenson, 2004). Although the idea of sharing responsibility for
childrens education between schools and families is the rhetoric behind familyschool partnerships, at times the school may not, or cannot, fulfil their
responsibility. Partnerships programs can often be under-resourced, leading to

difficulty establishing strong relationships due to a lack of educational materials

for both parents and children (Christenson, 2004). Providing educational
resources and programs for parents can assist them in providing an educationrich environment in the home, which can prove difficult for families with a low
socio-economic status, and can also increase their own capabilities in assisting
their children with lesson content. This will also increase their confidence in
engaging with their children on content, which will in turn increase their
motivation to improve their capability, in a cycle that will not only improve their
own skills but support their childs learning outcomes in a way that enhances
their relationship with the school (Wilkins & Terlitsky, 2015).
Thirdly, strong family-school partnerships can be develop through expanding the
role of parents in their childs education. One of the foremost uses of parents in
and around a classroom is as volunteers; however, actively involving parents in
various facets of their childrens education, such as in discussions about their
child, can not only increase their knowledge of their childs needs and struggles,
it can also help them to become stronger advocates for their children (Molina,
2013). Educators should ensure, however, that such relationships remain
constructive, meaning that whilst the educator is respecting the parent and their
contribution, it is important that this respect is reciprocated. Such constructive
relationships result in a better experience for both parties, as knowledge and
opinions about content and strategies are shared and differences respectfully
acknowledged (Christenson, 2004).
Forming positive family-school partnerships can also result in significant
dividends for the implementation of a funds of knowledge teaching approach.
The term funds of knowledge and its associated approach can be referred to as
bodies of knowledge and skills that have been shaped and developed by cultural
and historical influences (Zipin, 2009). When applied to the primary school
setting, this phrase refers to the knowledge and skills that arise from childrens
cultural and personal backgrounds, which are then brought into the classroom
environment. The aim of the funds of knowledge approach is to, as an educator,
utilise the diverse cultural backgrounds of students as a pedagogical resource for
student educational development, rather than taking a deficit-based view of the
implications of differing backgrounds (Gonzlez, Moll & Amanti, 2006; Zipin,
2009). This approach bears some similarities to the often used virtual schoolbag
metaphor, which describes how children can carry their cultural knowledge and
attitudes into their classroom (Thomson, 2002).
This approach has been found to be effective at improving students educational
outcomes due to its focus on contextualizing content to the cultural backgrounds
of students (Gonzlez et al, 2006). Understanding the family and cultural
backgrounds of students allows for culturally relevant and responsive instruction
that makes positive use of the knowledge, skills and strategies students learn in
their homes and in their communities, connects with the ways in which the
students make sense of the world around them along with their specific
languages and communication patterns (Risko & Walker-Dalhouse, 2007). Not
only does this assist in providing equitable and more effective learning
opportunities for students in various subject areas; it can also be personally
empowering for students to have their cultures so recognised, particularly if their

specific culture is not often visible in classrooms (Banks, 2004; Risko & WalkerDalhouse, 2007).
As effective as this approach can be, however, it is important to consider the
possible issues that could be associated with it. Depending on the cultural and
historical backgrounds of the students in a class, utilising this approach in
lessons can, for example, lead to some very dark areas that both students and
teachers may find difficult to discuss (Zipin, 2009). The issue for teachers here is
whether or not to utilise these parts of students backgrounds as part of the
approach, and Zipin (2009) states that although it is possible to use these
experiences for positive growth, it requires deep knowledge of any issues that
arise, a creative and courageous outlook, and strong support from within the
school to tackle such issues.
In conclusion, according to research there are a great many benefits to be had by
not only making positive family-school partnerships a priority, but also by
utilising the knowledge that students bring from their cultural community.
Although there are barriers that can prove problematic in attempting to do these,
there are ways around them that will result in a more complete and effective
educational environment and program.
Word Count: 1,258

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