NC State University
last updated:9-07-09
FCS 512
Family and Community Partnerships
Online or in Class Tuesdays 2:30 -5:10 p.m.
Classroom: room 210 Harrelson Hall
Professor: Andrew Behnke
andrew_behnke@ncsu.edu
(919) 515-9156
Office: Ricks Hall Room 116
Overview:
This course will explore the development of effective community partnerships and
the integral role of families within communities. Discussion will include the
different community contexts of families and how they affect family functioning.
Topics also include ecological and systems theory, community based programming,
holistic resource assessment and utilization, collaboration building, and community
development to support families. Students will develop an understanding of the
ecological underpinnings that mediate family relationships within the broader
community and its support systems.
Course Objectives:
1. By the end of this course, students will learn to connect the needs of families
with community resources.
2. By the end of this course, students will get involved with a community-level
partnership (i.e., coalitions, collaboratives) aimed at improving the lives of children
and their families.
3. By the end of this course, students will contact leaders in their community and
establish connections and opportunities to serve in their communities.
4. By the end of this course, students will carry out a focus group to determine
community needs related to their area of programming.
5. By the end of this course, students will have written a publication or application
article to put into practice what they learned during the semester.
Readings:
This course will use readings that will be available online (some links below, most
will be available on Blackboard VISTA). Class Schedule: Dates subject to change,
though the order of assigned readings will remain.
Date & Week # Topic Assignments Readings Leaders Reading (format) [# pages]
8/25
Week 1
Introduction to Family and Community Partnerships (ppt)
Family science and family citizenship (pdf) [1]
9/01
Week 2
Socio Ecological Theory, Capital Theory, and Family Systems Theory (ppt)
Communities as systems (pdf) [15]
The Ecology of the family (html) [12]
Social capital, economic growth, and regional development (pdf) [26]
Compete or Collaborate (pdf) [5]
9/08
Week 3
Families and Communities Today; Poverty and Economic Influences in the Lives of Families (ppt)
discussion lead by group 1
How to conduct a focus group (pdf) [4]
Conducting focus groups (pdf) [2]
Intro to Poverty (pdf) [6]
Economic causes of changing family structure (pdf) [29]
Changing families in a changing society (pdf) [36]
9/15
Week 4
Family Diversity and Multicultural Issues Agism and other “isms” (ppt)
Article Proposal
discussion lead by group 2
Family Diversity (html) [5]
Prevention programs for high risk families (pdf) [8]
Decade review of families of color (pdf) [23]
Latino families (pdf) [19]
9/22
Week 5
Working with Multiple Levels of Support and the Role of Community (pdf format)
discussion lead by group 3
Working between families and outside social institutions (pdf) [30]
Can a family-focused approach benefit health care (pdf) [10]
Curriculum of the community (pdf) [12]
9/29
Week 6
Program Examples (ppt)
Meet with Outside Expert:
Intentional Harmony in the Lives of Working Parents (pdf)
Youth Development Programs (pdf)
Marital Enrichment Programs (pdf)
Partnering with community stakeholders (pdf) [12]
Mentoring at-risk Latino children and their parents (pdf) [15]
10/06
Week 7
discussion lead by group 4
Collaborative leadership fieldbook (pdf) [70]
Collaboration framework (pdf) [8]
10/13
Week 8
Levels of Family Need and Community Development (ppt)
discussion lead by group 5
Focus Group Due
Levels of family need (pdf) [44]
Community development (pdf) [10]
10/20
Week 9
Community and Family Needs Assessments and Intervention (ppt)
Andrew in St. Louis MO class will only be over Elluminate.
discussion lead by group 6
Making a difference (html) [6]
Planning together (pdf) [7]
Mapping the assets of your community (html) [20?] (read the “document”)
Assessment and intervention in a multicultural world (pdf) [30]
Ethically informed and spiritually sensitive practice (pdf) [12]
10/27
Week 10
Collaboration and Tips for Partnerships (ppt)
Article rough draftCommunicating program value of family life (html) [6]
Communication concepts of strengthening partnerships (pdf) [5]
Traditional and innovative strategies for working together (pdf) [24]
Parents as problems or parents as people? (pdf) [10]
Partnering with families and communities (pdf) [6]
11/03
Week 11
Children, Youth, and their Communities (ppt)
Creating communities that care about parents (pdf) [12]
SKIMEffect of government and policies on children and families (pdf) [15]
Contemporary models of youth development (pdf) [9] [27]
11/10
No Class Andrew Away at NCFR
11/17
Week 12
Partnerships Part 2
Collaborative meeting observation due
Sustaining the journey (pdf) [6]
Family support model (pdf) [9]
A family perspective on services integration (pdf) [5]
Partnerships for implementing school and community… (pdf) [25]
11/24
Week 13
From Ideas to Actions: Public Policy and Programming
Meet with Outside Expert:Send Final paper to classmate for review
Public policy: From ideas to action (pdf)[3]
Family policy matters (pdf) [42]
Community approaches to improving outcomes (pdf) [20]
12/01
Week 14
Catch up Week…
Return edited paper to classmate and Dr. Behnke for final edits.
12/08
Week 15
Final Paper Discussion – brief sharing of ppts
Final Paper and “Fake” Proof of Submission Coverpage Due
“Three Before Me Principle”
Three Before Me” means that if you have a question about the course please follow
this three step process: First, check out the syllabus thoroughly; Second, contact a
student in the class about it; Third, post a question on the class discussion board
entitled “Any comments or questions?” If you do not find your answer this way feel
free to contact me (email or phone) between 1 and 5 pm Monday through Friday.
When questions arise you will receive a notice in VISTA rather than via Email. You
may not have new notices every day, but checking often will help you not miss
anything. Certainly if something is more personal I prefer emails, and will respond
confidentially.
Copyrighted Materials:
This course web site contains copyrighted materials and was developed for
instructional purposes to be used by graduate students in FCS 512, Department of
Family and Consumer Sciences at North Carolina State University. Students
currently registered in this course are permitted to print or make copies of parts of
this site for their own personal use in conjunction with completing the course. Text,
audio files, images or design of this web site may not otherwise be distributed or
modified in any manner without the prior written permission of the instructor.
This site may also contain material by various authors that is covered under
additional copyright protection. In all cases this material will be clearly cited and
may not be further disseminated without the express and written permission of the
legal copyright holder. The user must assume full responsibility for any use of the
materials, including but not limited to, infringement of copyright and publication
rights of reproduced materials.
Instructional Delivery Format:
This course is primarily delivered via Elluminate [http://www.elluminate.com/] a
full-featured Web conferencing tool that is free to all NC State students and faculty.
This delivery medium allows students to fully participate from a distance.
Elluminate provides the option for two-way audio, video, and file and application
sharing. Live sessions will be recorded for later viewing, as well. The course is
completely synchronous, meaning each class will meet during a specified class time
(which will be selected to meet the needs of most students). This method will allow
for students to interact with one another and with the instructor in real time.
Students use a headset with microphone attached to a computer to be heard by the
instructor and fellow classmates (headsets reduce the feedback heard by other
students), and will need to follow a few steps to properly configure their computers
to function properly with Elluminate. Additional information is available to help you
get started with Elluminate .
Blackboard Vista Learning Management System
While Elluminate is primarily a synchronous learning environment, the Blackboard
Vista learning management system provides a set of instructional tools to facilitate
learning, communication, and collaboration between an instructor and students that
will most often be asynchronous in nature. Students and or the instructor do not
have to be logged in at the same time. In your Vista FCS 512 course site you will find
the course syllabus and links to most of the content for this class.
Vista is a password-protected learning environment, and students login using their
Unity ID and Passwords to access their courses.If you ever have a problem accessing
this course, contact the Help Desk at 919-515-HELP or help@ncsu.edu. Also, feel
free to copy your email to the instructor so that we can be aware of any commonly
occurring issues.
Browser: To access a Blackboard course it is essential to have a properly configured
browser. You can find information about the recommended browsers for
Blackboard Vista and run a routine that performs a Browser Check by selecting the
link on the Vista login page (http://vista.ncsu.edu) . Once you ensure that you are
using an acceptable browser, this exercise will help you determine if you have the
proper plugins and settings to enable all of the tools on the site to functional
properly. Instructions are provided on the Browser Check page.
Some of the course content may also require specific browser plugins (ie., Flash
Player, Adobe Acrobat Reader) to operate. You will be advised of any content that
requires a specific plugin to be loaded on your computer and you will be directed to
a site for a free download of that plugin. Links to many plugins are available at:
http://vista.ncsu.edu/help/plugins.php
Students with Disabilities:
Reasonable accommodations will be made for students with verifiable disabilities.
In order to take advantage of available accommodations, students must register
with Disability Services for Students, 1900 Health Center, Box 7509, NCSU. Phone:
919-515-7653. http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.1.php
Academic Integrity:
The NCSU Student Code of Conduct covers all work done in this course.
Any suspected violations will be promptly reported. Academic dishonesty will result
in an automatic failing grade for the course.
http://www2.ncsu.edu/prr/student_services/student_conduct/POL445.00.1.htm
Attendance:
Students who miss class due to excused absence should work with the instructor to
make up missed work. Documentation for excused absences are required by the
instructor during the following class period.
http://www.ncsu.edu/policies/academic_affairs/pols_regs/REG205.00.4.php
End-of-course Evaluations:
Online class evaluations will be available for students to complete during the
last two weeks of class (November 26-December 9). Students will receive an email
message directing them to a website where they can login using their Unity ID and
complete evaluations. All evaluations are confidential; instructors will never know
how any one student responded to any question, and students will never know the
ratings for any particular instructors.
Evaluation website: https://classeval.ncsu.edu
Student help desk: classeval@ncsu.edu
More information about ClassEval: http://www2.acs.ncsu.edu/UPA/classeval/index.htm
Grading:
This course will be evaluated using an A to F plus/minus system as follows:
A+ =98-100
B+ = 87-89
C+ = 77-79
D+ = 67-69
F= 59 and below
A = 94-97
B = 84-86
C = 74-76
D = 64-66
A- = 90-93
B- = 80-83
C- = 70-73
D- = 60-63
Please note: Late assignments are not accepted and make-up papers or exams are
not given unless students have a university-recognized excuse (religious holiday,
death in family, medically excused absence due to illness, inclement weather).
Assignments are due by the beginning of class on the due date otherwise the
assignment will be considered late and will not be accepted.
Students will be evaluated as follows:
Participation —————————————————–
( 25%)
Face-to-Face/Elluminate session discussions (10%)
Face-to-Face/Elluminate session leader (15%)
Class field projects ———————————————
( 30%)
Focus Group (15%)
Collaborative Meeting Observation (15%)
Article ————————————————————-
( 45%)
Article Proposal (5%)
Article Rough Draft (10%)
Article Sharing (5%)
Article Final Grade and Proof of Submission (25%)
____
(100%)
Course Requirements:
1. Participation
Elluminate session discussions: Discussions of the readings and the ideas they
generate are essential. To promote effective class learning, preparation for, and
participation in class is imperative (10%).
Elluminate session leading: Each group of 2 students will have an opportunity to
lead the class in a discussion of the week’s assigned readings. One group will
present each week on the week they have signed up for on the Vista course site
homepage. You will collaborate with your partner to create a list of 5-8 questions
based on the module’s assigned readings and use these to moderate an in class
roundtable discussion about the readings over Elluminate.
Your questions should spark discussion and help to promote critical thinking
skills on the part of your classmates. You may ask them to compare different aspects
of the readings, find common threads among several articles, or to suggest examples
from their personal experience that apply to principles described in the readings.
Each group must post the questions on the Discussion Board by 10:00 pm on the
Monday night prior to their Tuesday class session. This will provide time for the
instructor to review the questions and to request clarifications or offer suggestions
for other modifications, if necessary. You are not required to respond to these
questions online, but you will need to read them ahead of time to prepare your
thoughts for discussion in class.
Each team should develop a brief ppt presentation (about 5 slides) to guide the
discussion and prepare to talk for 30 minutes to an hour. The session leading will
constitute 15% of each individual’s final grade. A rubric that details the criteria on
which your group will be evaluated for its Elluminate Session Leading is available
for your review.
Participation in class sessions and reading discussion leading will count for 25%
of the final grade.
2. Two Class Field Projects
Focus group: Each student will create an open-ended community and family
needs assessment. Students will conduct a focus group with at least four
participants to assess their opinions of the needs of families in the community.
Focus groups should last from 45 minutes to an hour, and should follow the
following protocol and grading criteria (below). Students shall take notes on
concerns, needs, and assets during the first 30-45 minutes of the focus group.
Students will then use the remaining 5-15 minutes to repeat to the focus group
members the main themes they wrote down (validity check) to get feedback and
clarification, and invite the members to prioritize the concerns, needs, and assets
that have been discussed. These notes should then be attached to the back of a two-
three page paper detailing the student’s impressions of the assignment, the
student’s impression of the participant’s reaction to the focus group, the main
themes and students impressions of these needs, and potential ideas for meeting
these needs. This project will contribute 15% to your final grade Due 10/13/09 in
Blackboard Vista
Example of Focus Group Paper
Collaborative meeting observation: Students will contact community leaders and
social service agencies to identify a potential collaborative that is working on issues
relevant to the students area of interest. Students will attend one meeting of the
chosen local coalition, cooperative committee, or community board to observe how
things are run. To assure students understand the impact of committee work,
students will write a short evaluation (3 pages) of the meeting they attended, paying
specific attention to areas for improvement and offering solutions for these needed
improvement areas. This project will contribute 15% to your final grade. Due
11/17/09 in Blackboard Vista
Example of Collaborative Meeting paper
APA format should be used in all writing submitted for these projects. The
criteria for the grading of these two assignments are below.
3. Article
Article: The object of this assignment is making a real world application of the
information learned in this course. Five to seven page articles will be based in the
literature of family life education, with the emphasis on literal publication in one of
the following submission outlets of choice (see below). These articles will serve to
inform the greater public or a more focused audience (i.e., extension educators) of
the “state of the art” in the student’s field. Articles will provide an understanding of
a type of collaborative work being conducted to benefit families.
Article proposal: Each student will submit a paragraph proposing the topic and
venue (audience and specific journal/magazine/etc) for the proposed article in
Blackboard VISTA. Due 9/15/09 (5%).
Article rough draft: Each student will post their rough draft (at least 60% done)
of their five-seven page article in Blackboard VISTA no later than 10/27/09 (10%).
Article sharing and discussion: By 11/24/09 students will email their article to a
fellow classmate for proofing and suggestions. You will be responible to edit the
final copy as if you were an editor for the venue (journal, magazine) where this
author is sending their paper. Make comments in their papers using track changes
and include a half page of bulleted written comments for improvement. Send these
comments and edited drafts to the instructor and the author by 12/01/09 (5%).
Article final copy and “fake” proof of submission coverletter: Students will
submit in Blackboard Vista 1) a copy of the cover letter they would use to submit the
article to the venue of their choice and 2) the final copy of their article by 12/08/09
(25%).
On 12/08/09, all students will present a 5 minute ppt presentation of their final
paper to familiarize their peers with their work. This presentation is not graded, but
for your fellow students.
Examples of previous articles:
Example 1 Wanda’s Paper
Example 2 Trudy’s Paper
Example 3 Annette’s Paper (Note: large document 7.8MB)
Example 4 Lisa’s Paper
Potential article submission outlets:
Here are a list of potential submission outlets from the top of my head. You can
suggest other venues (journals/ magazines/ etc) you think might be good places to
submit your work. These are just ideas to get started. You can get published with think pieces!!! Let me know if you want to work on a project together or would like
some ideas. I have had three students publish so far.
http://www.joe.org/sub1.html – Journal of Extension
http://www.ncpen.org/ – The NC Parenting Educator Network Newsletter
http://www.ces.ncsu.edu/depts/fcs/pub/aboutpub.html#Submission – The Forum for Family and Consumer Science Issues
http://www.cyfernet.org/ – Children, Youth, and Families Education and Research Network
http://www.carolinaparent.com/ – Carolina Parent Journal
http://www.preventchildabusenc.org/publications/ – Prevent Child Abuse in North Carolina Newsletter
http://www.charlotteparent.com/ – Charlotte Parent Magazine
http://www.wilmingtonparent.com/ – Wilmington Parent Journal
http://www.thesuccessfulparent.com/ – The Successful Parent Online Journal
http://www.wncparent.com/ – West North Carolina Parent
http://www.carolinawoman.com/ – Carolina Woman Magazine
http://www.ncfr.org/pdf/membersvc/ReportSample.pdf – NCFR Report
Consider also local news outlets (Sunday lifestyles or parenting sections of the newspaper).
Focus Group Protocol
Interviewing Social Skills:
* Respect is of utter importance; we must treat the individuals with kindness and
gentility. Say thank you often and use words that do not belittle or diminish their
role as host of the study.
* From the initial contact, establish good relationship, through genuine interest in
the individuals, acute listening to their dialogue, and energetic disposition. Begin
with small talk and establish trust.
* Maintain a professional stance, as you are a researcher and represent NC State
University. This means dressing in casual-business attire, using professional
language, and showing confidence in the importance and relevance of the study. It
will benefit us to be concise and clear in our presentation.
* Your disposition shows more than your words. Eye contact and confident
gestures should be accompanied by relaxed and comfortable posture.
Confidentiality and Environment Issues:
* Participants are to be invited to participate in a non-judgmental manner in an
appropriate setting (e.g., private and confidential).
* Participants are informed that they can refrain from the discussion at any time.
Indicate that any questions that individuals find sensitive in nature do not have to
be answered and that the moderator will just move on.
* Participants will be asked not to use their child’s names.
* The place for the interview will generally be in a private location at the discretion of the moderator.
Leading:
* Create questions that do not lead participants to a desired response. Leave them very open ended. Follow your Interview Protocol verbatim, as best as possible.
* Wait for the participant to answer completely, do not interrupt or paraphrase to shorten digressions.
Interview Procedure:
* Before you leave for the focus group be sure to call and make sure the four individuals will be there. Reschedule if necessary.
* Make sure to have a map (if needed to arrive), your interview protocol, paper board tablets – markers (Dr. Behnke has these for you if needed), and paper and pencils.
* Arrive on time!!!
* Explain the goal of the focus group
o Start by introducing yourself to the group and explaining your involvement in the community
o Small talk about how and/or why they were chosen to be contacted.
o Establish trust through affirming connections to others in the community, sports, occupations, etc.
o Briefly explain the process of the interview (note taking, discussion: 30-45 min; validity check and prioritizing: 5-15). Assure them that their responses will be held confidential. Begin with questions, taking brief notes of key issues shared. Conduct a validity check by writing the key issues on the paper tablet. Give plenty of space to make additions. Have participants tell you if you got the ideas summarized correctly and ask them to add to them or delete ideas that aren’t particularly important. Prioritize the items as a group Thank participants and tell them how invaluable their input has been.
Grading Criteria:
Focus Group Grading Criteria
Students will write a two-page (double spaced) paper which will be graded on:
* Student’s impressions of the assignment – 1 paragraph (2 pts)
* Student’s impression of the parent’s reaction to the focus group – 1 paragraph (2
pts)
* Main themes and students impressions of these needs (4 pts)
* Potential ideas for meeting these needs (4 pts)
* Grammar and Delivery (3 pts)
Collaborative Meeting Grading Criteria
Students will write a three-page (double spaced) paper evaluating the meeting they
attended. This report will be graded on:
* Student’s impressions of the meeting – 1 paragraph (2 pts)
* Student’s impression of the attendees involvement – 1 paragraph (2 pts)
* Areas in need of improvement in terms of the collaborative’s effectiveness (4 pts)
* Offer ideas to make this collaborative function more effectively (4 pts)
* Grammar and Delivery (3 pts)
Final Article Grading Criteria
Student will thoughtfully compose an article that demonstrates a real world
application of course materials in area of student’s interest. The final article will be
graded on:
* Effective use of a Teaser or Hook (2 pts)
* Use of references and APA style if scholarly OR use of journalistic style if news or magazine article. (5 pts)
* At least one expert comment or opinion (5 pts)
* At least one example of collaboration in the area of focus (3 pts)
* Appropriate content for audience (6 pts)
* Grammar and Delivery (4 pts)
References:
Barbour, C., & Barbour, N. (2001). Families, Schools, and Communities: Building Partnerships for Educating Children (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
Barron-McKeagney, T., Woody, J.D., & D’Souza, H.J. (2001). Mentoring at-risk Latino children and their parents: Impact on social skills and problem behaviors. Child and Adolescent Social Work Journal, 18(2), 119-136.
Benson, P. L. (2002). Adolescent development in community context. New Directions for Youth Development, 95, 123-148.
Bogenschneider, K. (2002). Family policy matters: How policymaking affects families and what professionals can do. Hillsdale, NJ: Lawrence Erlbaum Associates.
Casper, L. M., & Bianchi, S. M. (2002). Continuity and Change in the American Family. Thousand Oaks, CA: Sage Publications.
Chrislip, D. D. (2002). The collaborative leadership fieldbook. San Francisco: Jossey-Bass.
Connard, C., with Novick, R. (1996). The ecology of the family. Background paper for A Family-Centered Approach to Education and Social Service Delivery. Retrieved September 2006, from http://www.nwrel.org/cfc/publications/ecology2.html
Connell, J.P., & Kubisch, A.C. (2001). Community approaches to improving outcomes for urban children, youth and families: Current trends and future directions. In A. Booth & A.C. Crouter (Eds.) Does it take a village? Mahwah, NJ: Lawrence Erlbaum Associates.
Constable, R., & Lee, R. (2004). Social work with families: Content and process. Chicago: Lyceum Books, Inc.
Doherty, W. (2000). Family science and family citizenship: Toward a model of community partnership with families. Family Relations, 49 (3), 319-325.
Doherty, W. J. (2002). Can a family-focused approach benefit health care? In K. Bogenschneider (Ed.), Family policy matters: How policymaking affects families and what professionals can do (pp. 67–76). Mahwah, NJ: Erlbaum.
Dumka, L.E., Roosa, M.W., Michaels, M.L., & Suh, K.W. (1995). Using research and theory to develop prevention programs for high risk families. Family Relations, 44, 78-86.
Dyk, P. H. (2004). Complexity of family life among low income and working poor: Introduction to the special issue. Family Relations, 53, 122-126.
Epstein, J. L., & Salinas, K. C. (2004). Partnering with families and communities. Educational Leadership, 61 (8),12-18.
Hopps, J.G., & Kilpatrick, A.C. (2005). Context of helping: Commonalities and human diversities. In Kilpatrick, A. C. (Ed.), Working with families: An integrative model by level of need (33-48). Boston: Allyn & Bacon.
Ingoldsby, B., Smith, S. R., & Miller, E. (2004). Exploring Family Theories. Los Angeles, CA: Roxbury.
Iyer, S., Kitson, M., & Toh, B. (2005). Social capital, economic growth and regional development. Regional Studies 39, 1015-1040.
Kilpatrick, A. C. (2005). Working with families: An integrative model by level of need. Boston: Allyn & Bacon.
Kilpatrick, A. C., Turner, J. B, & MacNair, R. H. (2005). The family in the community. In Kilpatrick, A. C. (Ed.), Working with families: An integrative model by level of need (243-254). Boston: Allyn & Bacon.
Laurenceau, J. P., Stanley, S. M., Olmos-Gallo, A., Baucom, B., & Markman, H. J. (2004). Community-based prevention of marital dysfunction: Multilevel modeling of a randomized effectiveness study. Journal of Consulting and Clinical Psychology, 72, 933-943.
Leon, A. (1999). Family support model: Integrating service delivery in the twenty-first century. Families in Society, 80 (1), 14–24.
Leyendecker, B., & Lamb, M. E. (2003). Latino families. In Lamb, M. E. (ed.), Parenting and Child Development in “Nontraditional Families” (pp. 247–262). Mahwah, NJ: Erlbaum.
Libby, M., Rosen, M., & Sedonaen, M. (2005). Building youth and adult partnerships for community change: Lessons from the Youth Leadership Institute. Journal Of Community Psychology, 33 (1), 111–120.
McLoyd, V. C., Cauce, A. M., Takeuchi, D., & Wilson, L. (2000). Marital processes and parental socialization in families of color: A decade review of research. Journal of Marriage and the Family, 62 (4), 1070-93.
Murry, V. M., & Brody, G. H. (2004). Partnering with community stakeholders: Engaging rural African American families in basic research and the Strong African American Families preventive intervention program. Journal of Marital and Family Therapy, 30, 271-283.
Nelson, G., Amio, J. L., Prilleltensky, I., & Nickels, P. (2000). Partnerships for implementing school and community preventions programs. Journal Of Educational And Psychological Consultation, 11(1), 121–145.
Sailor, D. H. (2004). Supporting Children in Their Home, School, and Community. Boston: Allyn & Bacon.
Sanders, J., & Munford, R. (2003). Community development: Action research in community settings. Social Work Education, 22 (1), 93-104.
Small, S., & Memmo, M. (2004). Contemporary models of youth development and problem prevention: Toward an integration of concepts, terms and models. Family Relations, 53, 3-11.
Small, S., & Supple, A. (2001). Communities as systems: Is a community more than the sum of its parts? In A. Booth & A. C. Crouter (Eds.), Does it take a village? (pp. 161-173) Mahwah, NJ: Erlbaum.
Swick, K. J. (2003). Communication concepts of strengthening family-school-community partnerships. Early Childhood Education Journal, 30 (4), 275-280.
Tett, L. (2001). Parents as problems or parents as people? Parental involvement programs, schools and adult educators programmes, schools, and adult educators. International Journal of Lifelong Education, 20, 188-198.
Voydanoff, P. (1995). A family perspective on services integration. Family Relations, 44, 63-8.
Thering, S. (2007). A practical theory-based approach to action-research in survivor communities. Journal of Extension, 45 (2) Retrieved at http://www.joe.org/joe/2007April/a3.shtml.
White, J. M., & Klein, D. M. (2002). Family Theories: An Introduction (Understanding. Families). Thousand Oaks, CA: Sage Publications.
Winter, M. (1999, Fall). Rural families benefit from Cornell expertise in community development. Human Ecology Forum, 7-9.
© 2009 Department of Family and Consumer Sciences
NC State University
