Theoretical and Conceptual Frameworks Used in Research on Family-School Partnership

Abstract

This study investigated the theoretical frameworks used to frame research on family–school partnerships over a five-year period. Although many researchers have described their theoretical approaches, little has been written about the diversity of frameworks used and how they are applied. Coders analyzed 215 journal articles published from 2007 to 2011 on family–school partnerships to determine the theoretical or conceptual frameworks used. Of the 153 articles that were empirical, nearly half (46.40%) did not specify a family–school partnership framework. Of the 82 articles that did describe or apply such a framework, four theories were used most often: Bronfenbrenner’s bioecological theory; social capital theory from the perspectives of Bourdieu, Coleman, and Lareau; Epstein’s overlapping spheres of influence; and Moll and colleagues’ funds of knowledge. Authors also employed two conceptual frameworks most often: Epstein’s types of family involvement, and Hoover-Dempsey and Sandler’s model of the parent involvement process. Given the lack of theoretical and conceptual foundations for much of the work done over the time period studied, the field would benefit from more focused articulation of theoretical foundations in research and better preparation of doctoral students in applying theory to research.