When and ownership of the community in which

When schools collaborate with the community, students can enrich
their knowledge, skills, and talents from curricular and extracurricular
experiences or explorations (Epstein et al., 2009). Often, students gain
self-confidence and ownership of the community in which they live from
collaborating in activities within the community (Epstein et al., 2009). Because
administrators and other educators may not live in or near the community where
they work, collaboration may increase their knowledge of the community and make
them aware of resources in the community that may enhance the curriculum and
enrich students’ experiences (Epstein et al., 2009). Collaborating with the
community may be especially beneficial for educators in identifying local
resources and services when assisting families having children with special
needs (Epstein et al., 2009). Epstein’s theory of overlapping spheres provides
a model of the involvement of the family, school, and community in the
education of children (Epstein et al., 2009).

Families may benefit from schools collaborating with the community
by experiencing increased knowledge and gaining the use of resources within the
community to develop skills and obtain services for their family (Epstein,
2001). Community collaboration also allows families to work together to
strengthen their relations and build a sense of ownership within the community
(Epstein et al., 2009)

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Community is defined by Epstein (2001) as those interested in or
influenced by the quality of education not just those families with children in
the school. The community is comprised of everyone influencing the educational
experiences of students not just those living in neighborhoods near or around
the school (Epstein et al., 2009). Collaborating with the community is defined
as identifying and integrating resources and services from the community to
improve school programs Information on community activities and services that
link to learning skills, participation of alumni in school, and service
integration through partnerships with organizations such as civic, cultural,
and health agencies in the community are considered as sample practices of this
type of involvement. Increased skills and talents, and specific benefits linked
to community programs are some of the results for children (Epstein et al,


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