期刊名称：Catholic Education: A Journal of Inquiry and Practice
印刷版ISSN：2164-0246
出版年度：2012
卷号：15
期号：2
语种：English
出版社：Catholic Education: A Journal of Inquiry and Practice
摘要：This paper describes a study focused on promoting culturally responsive collaboration practices at an urban preK-8 Catholic school. Using participatory action research (PAR) as its framework, a team of school stakeholders and university faculty and students from the psychology department partnered to create a participant-driven data collection and analysis procedure that culminated in the implementation of a new communication protocol judged by educators and parents to have led to significant improvements in family-school communications. Lessons learned from this experience, particularly as they relate to the use of PAR principles in an urban Catholic school, will be shared.
