Assignment: Content Review
Directions:
• Respond to each item. Each response should be concise and between 2-3 paragraphs in length.
• Use Microsoft Word to write your responses, and submit your answers to all three questions in one Word document.
• Copy and paste each question into the document, so your Instructor can see which questions you are answering.
1. Identify and describe at least three characteristics of a system. For each characteristic, provide a specific example of how it may be expressed in a family.
2. In your own words, explain what social capital, human capital, and cultural capital are, as conceptualized by Pierre Bourdieu and James Coleman. Then describe how the concepts of social, human, and cultural capital can be used to understand the way in which home, school, and community partnerships are best formed, using your own specific example.
3. Explain Luis Moll's funds of knowledge approach to family-school partnerships. Describe at least two specific (original) examples of how and when it might be used and why it might be effective.
• Course Text:Cox-Petersen, A. (2011). Educational partnerships: Connecting schools, families, and the community. Thousand Oaks, CA: Sage.
o Chapter 1, "The Importance of Educational Partnerships" (pp. 19-21 only)
In this section of Chapter 1, the author describes ways in which home, school, and community factors influence children and adolescents. Focus on the separate, shared, and sequential responsibilities of home, school, and community in the lives of children and adolescents.
o Chapter 2, "History of Educational Partnerships" (pp. 31-33 only)
In this section of Chapter 2, the author defines different types of schools and introduces Bronfenbrenner's ecological model of development, as well as the concepts of social and cultural capital. Focus on the role that school plays in the lives of young people, the components of Bronfenbrenner's approach to systems, and the difference between social capital and cultural capital.
o Chapter 4, "The Makeup of Families Today" (pp. 81-84 only)
In this section of Chapter 4, the author considers the makeup of families in the 21st century. Focus on how definitions of family have changed over the years, and why.
• Excerpt: Grant, K. B., & Ray, J. A. (2009). Home, school, and community collaboration: Culturally responsive family involvement. Thousand Oaks, CA: Sage.
o Chapter 2, "Theories and Models for Family Involvement in Schools"
Home, School, and Community Collaboration: Culturally Responsive Family Involvement by Kathy B. Grant and Julie A. Ray. Copyright 2009 by Sage Publications. Used with permission of SAGE PUBLICATIONS INC BOOKS via the Copyright Clearance Center.
In this chapter, the authors discuss theories and models used to conceptualize families and the interplay between families, schools, and communities. Focus on the characteristics of a system and the fundamental ideas behind the theories and models of Bronfenbrenner, Dunst, Coleman, Moll, Epstein, and Comer.
• Article: Epstein, J. L., & Sanders, M. G. (2000). Chapter 12: Connecting home, school, and community: New directions for social research. Handbook of the Sociology of Education, 285-306. Retrieved from the SocINDEX database.
In this chapter, the authors review major research about home, school, and community connections. Focus on Epstein's spheres of influence model and the six types of involvement.
• Article: Brendtro, L. K. (2006). The vision of Urie Bronfenbrenner: Adults who are crazy about kids. Reclaiming Children and Youth, 15(3), 162-166. Retrieved from the Academic Search Complete database.
In this article, Larry Brendtro reviews the contributions of Urie Bronfenbrenner toward an understanding of the influences that shape children and adolescents. Focus on Bronfenbrenner's ideas of circles of influence.
This asignment is due 12 hours or less
APA format
all orginal work.