PKTP family learning activities created opportunities for informal teacher-family relationships and a greater sense of community¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2018 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Teachers and families reported that family learning activities created space for informal conversations and familiarity with community context, and teachers and parents reported a greater sense of community from PKTP participation. → Spain 2018

Evidence¶

Spain 2018¶

Spain, A.K., Ehrlich, S.B., Cowhy, J.R., Dasgupta, D.K., & Lockaby, T. (2018). A community effort to support the transition from pre-K to kindergarten. Chicago, IL: University of Chicago Consortium on School Research and Chapin Hall at the University of Chicago. https://consortium.uchicago.edu/publications/community-effort-support-transition-pre-k-kindergarten

q2 · i? · design · r2

Findings from the developmental evaluation's triangulated survey, interview, focus group, and observation data on relationships among teachers and family members. Participants reported that community events created space for informal conversations, with some describing these conversations as changing how teachers and parents communicated about children's academic progress and behavior.

"Teachers and parents repor ted a greater sense of community as a result of their PKTP participation. Pre-K and kindergarten teachers reported feeling more connected to each other across grade levels and schools because of their participation in PKTP."

Discussion¶

Learner Variables¶

• Belonging — outcome: instruction changes it
• Social Supports — outcome: instruction changes it

Related Claims¶

• Inclusive, family-focused co-curricular events deepened relationships between educators and parents — related
• Virtual and in-person parent-to-parent forums deepened caregivers' sense of community and support — related
• Consistent participation in a cross-grade, cross-school professional learning community supported PKTP implementation and teacher learning — related
• At the close of the first full year, PKTP's communication about the importance of transition was unclear to many teacher and parent participants — related
• Strong relational trust and cooperative adult effort distinguish improving schools from schools with flat or declining test scores — related
• Families appreciated school engagement efforts, but some family and community members expressed dissatisfaction with their inclusion in school governance — related
• Families particularly valued meeting education staff early, familiarizing themselves with school layout and routines, and building social connections with other families — related
• Learning in virtual communities ranges across many settings, requiring connective ethnography and analysis at multiple units of analysis — related