Document Type

Article

Publication Date

3-2012

Publication Title

Journal of Catholic Education

Volume

15

Issue

2

Abstract

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 mechanism 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.

Comments

Author Posting. © Trustees of Boston College, 2012. This article is posted here by permission of the Journal of Catholic Education for personal use, not for redistribution. The article was published in the Journal of Catholic Education, Volume 15, Issue 2, March 2012.

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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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