About 'top design schools'|Two Indian Design Schools in Businessweek's top 60 design schools
Ｆｏｒ ｓｅｖｅｒａｌ ｄｅｃａｄｅｓ ｎｏｗ ｔｈｅ ｃａｓｅ ｓｔｕｄｉｅｓ ｏｆ ｖａｒｉｏｕｓ ｃｏｍｍｕｎｉｔｙ ｐｓｙｃｈｏｌｏｇｉｓｔｓ ｈａｖｅ ｄｅｍｏｎｓｔｒａｔｅｄ ｔｈａｔ ｐａｒｅｎｔａｌ ｉｎｖｏｌｖｅｍｅｎｔ ｉｎ ｓｃｈｏｏｌ ｓｙｓｔｅｍｓ ｇｒｅａｔｌｙ ｉｍｐｒｏｖｅｓ ｃｈｉｌｄｒｅｎ'ｓ ｐｅｒｆｏｒｍａｎｃｅ. Ｒｅｓｅａｒｃｈ ｈａｓ ｓｈｏｗｎ ｔｈａｔ ｗｈｅｎ ｐａｒｅｎｔｓ ａｒｅ ｓｉｇｎｉｆｉｃａｎｔｌｙ ｉｎｖｏｌｖｅｄ ｗｉｔｈ ｔｈｅｉｒ ｃｈｉｌｄｒｅｎ'ｓ ｓｃｈｏｏｌｓ, ｔｈｅ ｃｈｉｌｄｒｅｎ ｐｒｏｇｒｅｓｓ ｎｏｔ ｏｎｌｙ ａｃａｄｅｍｉｃａｌｌｙ, ｂｕｔ ａｌｓｏ ｅｍｏｔｉｏｎａｌｌｙ ａｎｄ ｂｅｈａｖｉｏｒａｌｌｙ (Ｂｒｏｎｆｅｎｂｒｅｎｎｅｒ, 1979). Ｔｈｉｓ ｐａｐｅｒ ａｄｄｒｅｓｓｅｓ ｔｈｅ ｅｍｐｉｒｉｃａｌ ｒｅｓｅａｒｃｈ ｄｏｎｅ ｏｎ ｃｏｍｍｕｎｉｔｙ ｃｏｎｓｕｌｔａｔｉｏｎ ｅｆｆｏｒｔｓ ａｉｍｅｄ ｔｏ ｉｎｃｒｅａｓｅ ｐａｒｅｎｔａｌ ａｎｄ ｃｏｍｍｕｎｉｔｙ ｉｎｖｏｌｖｅｍｅｎｔ ｉｎ ｓｃｈｏｏｌｓ, ａｎｄ ｅｖａｌｕａｔｅｓ ｔｈｅ ｒｅｌａｔｉｖｅ ｓｕｃｃｅｓｓ ｏｆ ｔｈｅｓｅ ｃｏｎｓｕｌｔａｔｉｏｎ ｅｆｆｏｒｔｓ ａｎｄ ｔｈｅｉｒ ｍｅｔｈｏｄｓ. Ｔｈｅ ｆｏｃｕｓ ｏｆ ｔｈｉｓ ｐａｐｅｒ ｃｏｎｃｅｎｔｒａｔｅｓ ｏｎ ｓｅｖｅｒａｌ ｃａｓｅ ｓｔｕｄｉｅｓ, ｉｎｃｌｕｄｉｎｇ ｔｈｅ "Ｐａｒｔｎｅｒｓ Ｆｏｒ Ｐｒｏｇｒｅｓｓ" ｂｒｉｄｇｅｓ ｆｏｒ ｓｔｒｕｃｔｕｒｅ ｃｒｅａｔｅｄ ｂｙ Ｔｒｕｄｙ Ｇｏｏｄ, Ａｎｇｅｌａ Ｗｉｌｅｙ, Ｒ. Ｅｌｉｚａｂｅｔｈ Ｔｈｏｍａｓ, Ｅｒｉｃ Ｓｔｅｗａｒｔ, Ｊｏｎ ＭｃＣｏｙ, Ｂｒｅｔ Ｋｌｏｏｓ, Ｇｌａｄｙｓ Ｈｕｎｔ, Ｔｈｏｍ Ｍｏｏｒｅ, ａｎｄ Ｊｕｌｉａｎ Ｒａｐｐａｐｏｒｔ ｏｆ ｔｈｅ Ｕｎｉｖｅｒｓｉｔｙ ｏｆ Ｉｌｌｉｎｏｉｓ ａｔ Ｕｒｂａｎａ-Ｃｈａｍｐａｉｇｎ. Ｗｈｉｌｅ ｒｅｓｅａｒｃｈ ｈａｓ ｅｓｔａｂｌｉｓｈｅｄ ｔｈｅ ｐｏｓｉｔｉｖｅ ｅｆｆｅｃｔｓ ｏｆ ｐａｒｅｎｔａｌ ｉｎｖｏｌｖｅｍｅｎｔ ｏｎ ｃｈｉｌｄｒｅｎ'ｓ ｓｃｈｏｏｌｗｏｒｋ ａｎｄ ｄｅｖｅｌｏｐｍｅｎｔ, ｌｅｓｓ ｉｓ ｃｅｒｔａｉｎ ｒｅｇａｒｄｉｎｇ ｔｈｅ ｄｅｖｅｌｏｐｍｅｎｔ ｏｆ ｄｙｎａｍｉｃ ｐａｒｔｉｃｉｐａｔｉｏｎ ｂｅｔｗｅｅｎ ｓｃｈｏｏｌ ａｎｄ ｃｏｍｍｕｎｉｔｙ, ａｎｄ ｗｈｉｃｈ ｍｅｔｈｏｄｓ ａｎｄ ｍｏｄｅｌｓ ｓｃｈｏｏｌｓ ｓｈｏｕｌｄ ｕｔｉｌｉｚｅ ｉｎ ｏｒｄｅｒ ｔｏ ｇｅｔ ｔｈｅ ｍｏｓｔ ｏｕｔ ｏｆ ｆａｍｉｌｙ ａｎｄ ｓｃｈｏｏｌ ｃｏｎｎｅｃｔｉｏｎｓ. Ｔｈｉｓ ｐａｐｅｒ ｃｒｉｔｉｃａｌｌｙ ｅｖａｌｕａｔｅｓ ｔｈｅ ｍｅｔｈｏｄｓ ａｎｄ ｆｉｎｄｉｎｇｓ ｏｆ ｖａｒｉｏｕｓ ｃａｓｅ ｓｔｕｄｉｅｓ ｉｎ ｏｒｄｅｒ ｔｏ ａｎｓｗｅｒ ｔｈｅ ｆｏｌｌｏｗｉｎｇ ｑｕｅｓｔｉｏｎｓ: Ｗｈａｔ ａｒｅ ｔｈｅ ｃｏｎｔｅｘｔｓ ｗｉｔｈｉｎ ｗｈｉｃｈ ｃｏｍｍｕｎｉｔｙ ｃｏｎｓｕｌｔａｎｔ ｅｆｆｏｒｔｓ ａｉｍｅｄ ａｔ ｉｎｃｒｅａｓｉｎｇ ｐａｒｅｎｔａｌ ｉｎｖｏｌｖｅｍｅｎｔ ｏｐｅｒａｔｅ? Ｈｏｗ ｄｏ ｔｈｅｓｅ ｃｏｎｔｅｘｔｕａｌ ｆａｃｔｏｒｓ ｉｎｆｌｕｅｎｃｅ ｔｈｅ ｔａｃｔｉｃｓ ａｎｄ ｏｕｔｃｏｍｅｓ ｏｆ ｔｈｅｓｅ ｐｒｏｇｒａｍｓ? Ｗｈａｔ ｂａｒｒｉｅｒｓ ｄｏ ｅｄｕｃａｔｏｒｓ ａｎｄ ｃｏｍｍｕｎｉｔｙ ｍｅｍｂｅｒｓ ｅｎｃｏｕｎｔｅｒ ｗｈｅｎ ａｔｔｅｍｐｔｉｎｇ ｔｏ ｉｎｃｒｅａｓｅ ｐａｒｔｉｃｉｐａｔｉｏｎ, ａｎｄ ｈｏｗ ｃａｎ ｔｈｅｓｅ ｂａｒｒｉｅｒｓ ｂｅ ｔｒｉｕｍｐｈｅｄ ｏｖｅｒ? Ｐａｒｅｎｔ ａｎｄ ｃｏｍｍｕｎｉｔｙ ｉｎｖｏｌｖｅｍｅｎｔ ｐｒｏｇｒａｍｓ ｏｆｔｅｎ ｃｌａｉｍ ｂｒｏａｄ ｏｕｔｃｏｍｅｓ ｗｈｉｃｈ ａｒｅ ｄｉｆｆｉｃｕｌｔ ｔｏ ｃｏｎｃｌｕｓｉｖｅｌｙ ｄｅｅｓｉｇｎａｔｅ ａｓ ｄｉｒｅｃｔ ｒｅｓｕｌｔｓ ｏｆ ｔｈｅ ｐｒｏｇｒａｍ ｉｔｓｅｌｆ. Ｂｅｃａｕｓｅ ｓｏ ｍａｎｙ ｃｏｍｐｌｅｘ ｖａｒｉａｂｌｅｓ ｉｎｔｅｒａｃｔ ｉｎ ｏｒｄｅｒ ｔｏ ｇｅｎｅｒａｔｅ ｔｈｅ ｏｕｔｃｏｍｅｓ ｏｆ ｅｄｕｃａｔｉｏｎａｌ ｐｒｏｇｒａｍｓ, ｄｅｆｉｎｉｔｉｖｅ ｓｔａｔｅｍｅｎｔｓ ｒｅｇａｒｄｉｎｇ ｔｈｅｉｒ ｓｕｃｃｅｓｓ ａｒｅ ｏｆｔｅｎ ｉｎｓｕｂｓｔａｎｔｉａｌ ａｎｄ ｄｅｂａｔｅａｂｌｅ. Ｈｏｗｅｖｅｒ, ｅｘｔｅｎｓｉｖｅ ｒｅｓｅａｒｃｈ ｈａｓ ｅｓｔａｂｌｉｓｈｅｄ ａｎ ａｓｓｏｃｉａｔｉｖｅ ｃｏｒｒｅｌａｔｉｏｎ ｂｅｔｗｅｅｎ ｓｃｈｏｏｌ ｓｙｓｔｅｍ ｅｆｆｏｒｔｓ ｔｏ ｄｅｖｅｌｏｐ ａｆｆｉｌｉａｔｉｏｎｓ ｗｉｔｈ ｐａｒｅｎｔｓ, ｆａｍｉｌｉｅｓ, ａｎｄ ｃｏｍｍｕｎｉｔｙ ｍｅｍｂｅｒｓ ａｎｄ ｏｕｔｃｏｍｅｓ ｆｏｒ ｓｔｕｄｅｎｔｓ, ｐａｒｅｎｔｓ, ｔｅａｃｈｅｒｓ, ａｎｄ ｓｃｈｏｏｌｓ/ｓｃｈｏｏｌ ｄｉｓｔｒｉｃｔ. Ｐａｒｔｎｅｒｓｈｉｐｓ ｂｅｔｗｅｅｎ ｓｃｈｏｏｌｓ ａｎｄ ｐａｒｅｎｔｓ, ｆａｍｉｌｉｅｓ, ａｎｄ ｃｏｍｍｕｎｉｔｉｅｓ ａｒｅ ａｓｓｏｃｉａｔｅｄ ｗｉｔｈ ｓｔｕｄｅｎｔ ｏｕｔｃｏｍｅｓ ｓｕｃｈ ａｓ ｉｍｐｒｏｖｅｄ ｓｔａｎｄａｒｄｉｚｅｄ ｔｅｓｔ ｓｃｏｒｅｓ ａｎｄ ｃｒｉｔｉｃａｌ ａｓｐｅｃｔｓ ｏｆ ｌｅａｒｎｉｎｇ, ａｎｄ ｐａｒｅｎｔ ｏｕｔｃｏｍｅｓ ｉｎｃｌｕｄｉｎｇ ｉｎｃｒｅａｓｅｄ ｆａｍｉｌｙ ｉｎｔｅｒａｃｔｉｏｎ ａｎｄ ｐｏｓｉｔｉｖｅ ｓｅｌｆ-ｃｏｎｃｅｐｔ. Ｍｅａｎｗｈｉｌｅ, ｔｅａｃｈｅｒ ｏｕｔｃｏｍｅｓ ａｓｓｏｃｉａｔｅｄ ｗｉｔｈ ｔｈｅｓｅ ｐａｒｔｎｅｒｓｈｉｐｓ ｂｅｎｅｆｉｔ ｂｙ ｍｅａｎｓ ｏｆ ｔｈｅ ｕｓｅ ｏｆ ｖａｒｉｅｄ ｓｔｒａｔｅｇｉｅｓ ａｎｄ ａｎ ｉｎｃｒｅａｓｅｄ ｓｅｎｓｅ ｏｆ ｓｅｌｆ-ｅｆｆｉｃａｃｙ; ｌｉｋｅｗｉｓｅ, ｓｃｈｏｏｌｓ ａｎｄ ｓｃｈｏｏｌ ｄｉｓｔｒｉｃｔｓ ｅｘｐｅｒｉｅｎｃｅｄ ｐｏｓｔｉｖｅ ｒａｍｉｆｉｃａｔｉｏｎｓ ｉｎｃｌｕｄｉｎｇ ｉｎｃｒｅａｓｅｓ ｉｎ ｓｔｕｄｅｎｔ ａｔｔｅｎｄａｎｃｅ ｒａｔｅｓ, ｒｅｄｕｃｔｉｏｎｓ ｉｎ ｄｒｏｐｏｕｔ ａｎｄ ｐｒｅｇｎａｎｃｙ ｒａｔｅｓ, ａｎｄ ｉｍｐｒｏｖｅｄ ｄｉｓｃｉｐｌｉｎｅ ｐｒａｃｔｉｃｅｓ (Ｒｕｔｈｅｒｆｏｒｄ1997). Ｔｈｅｓｅ ｒｅｓｕｌｔｓ ａｃｃｏｕｎｔ ｆｏｒ ｗｈｙ ｔｈｅ ｃｏｍｍｕｎｉｔｙ ｃｏｎｓｕｌｔａｎｔ ａｐｐｒｏａｃｈ ｔｏ ｉｎｃｒｅａｓｉｎｇ ｐａｒｅｎｔａｌ ｉｎｖｏｌｖｅｍｅｎｔ ｉｎ ｓｃｈｏｏｌｓ ｉｓ ｅｘｐｅｃｔｅｄ ｔｏ ｗｏｒｋ. Ｉｎ ｔｈｅ Ｕｎｉｖｅｒｓｉｔｙ ｏｆ Ｉｌｌｉｎｏｉｓ ｓｔｕｄｙ ｏｆ Ｌｉｎｃｏｌｎ Ｓｃｈｏｏｌ, ｒｅｃｏｒｄｅｄ ｉｎ ｔｈｅ ａｒｔｉｃｌｅ Ｂｒｉｄｇｉｎｇ ｔｈｅ Ｇａｐ Ｂｅｔｗｅｅｎ Ｓｃｈｏｏｌｓ ａｎｄ Ｃｏｍｍｕｎｉｔｙ: Ｏｒｇａｎｉｚｉｎｇ ｆｏｒ Ｆａｍｉｌｙ Ｉｎｖｏｌｖｅｍｅｎｔ ｉｎ ａ Ｌｏｗ-Ｉｎｃｏｍｅ Ｎｅｉｇｈｂｏｒｈｏｏｄ, ｔｈｅ ｉｎｔｅｒｅｓｔｓ ａｎｄ ｓｔｒｅｎｇｔｈｓ ｏｆ ｔｈｅ ｐａｒｅｎｔｓ ａｎｄ ｃｏｍｍｕｎｉｔｙ ｗｅｒｅ ｆｉｒｓｔ ｉｄｅｎｔｉｆｉｅｄ ａｎｄ ａｓｓｅｓｓｅｄ, ａｎｄ ｔｈｅｎ ｃｏｍｐａｒｅｄ ｔｏ ｔｈｅ ｄｅｔｅｒｍｉｎｅｄ ａｄｖａｎｔａｇｅｓ ａｎｄ ｄｅｆｉｃｉｅｎｃｉｅｓ ｏｆ ｔｈｅ ｓｃｈｏｏｌ ｉｔｓｅｌｆ. Ｔｈｅ ａｓｓｅｓｓｍｅｎｔ ｏｆ ｔｈｅ ｈｉｓｔｏｒｙ, ｄｅｍｏｇｒａｐｈｉｃｓ, ｆａｍｉｌｙ ｐｅｒｃｅｐｔｉｏｎｓ, ａｎｄ ｓｃｈｏｏｌ ｏｒｇａｎｉｚａｔｉｏｎａｌ ｓｔｒｕｃｔｕｒｅｓ ｐｒｏｖｉｄｅｄ ｇｅｎｅｒａｌ ｆｉｎｄｉｎｇｓ ｒｅｇａｒｄｉｎｇ ｔｈｅ ｃｏｎｔｅｘｔ ｏｆ ｔｈｅ ｃｏｎｓｕｌｔａｔｉｏｎ ｅｆｆｏｒｔｓ, ｂｕｔ ｄｉｄ ｎｏｔ ｅｆｆｅｃｔｉｖｅｌｙ ｃａｐｔｕｒｅ ｔｈｅ ｚｅｉｔｇｅｉｓｔ ｏｆ ｔｈｅ ｔｉｍｅ ｐｅｒｉｏｄ ａｎｄ ｎｅｉｇｈｂｏｒｈｏｏｄ. Ｗｉｔｈｏｕｔ ｐｒｏｐｅｒ ｃｏｎｔｅｘｔｕａｌ ｉｄｅｎｔｉｆｉｃａｔｉｏｎ, ｔｈｅ ｃｏｎｓｕｌｔａｎｔｓ ｏｐｅｒａｔｅ ｉｎ ａ ｖａｃｃｕｕｍ ｔｈａｔ ｃａｎｎｏｔ ｐｏｓｓｉｂｌｙ ｒｅｃｏｇｎｉｚｅ ａｎｄ ｓｏｌｖｅ ｔｈｅ ｐｒｏｂｌｅｍｓ ｏｆ ｔｈｅ ｃｏｍｍｕｎｉｔｙ ｏｆ ｗｈｉｃｈ ｔｈｅｙ ａｒｅ ａｃｔｉｎｇ ａｓ ａｇｅｎｔｓ. Ｉｎ ｔｈｅ ｓｔｕｄｉｅｓ ｔｈａｔ ｂｅｃａｍｅ ｔｈｅ ｂａｓｉｓ ｏｆ Ｃｏｍｍｕｎｉｔｉｅｓ ｏｆ Ｄｉｆｆｅｒｅｎｃｅ: Ａ Ｃｒｉｔｉｃａｌ Ｌｏｏｋ ａｔ Ｄｅｓｅｇｒｅｇａｔｅｄ Ｓｐａｃｅｓ Ｃｒｅａｔｅｄ Ｆｏｒ ａｎｄ Ｂｙ Ｙｏｕｔｈ, Ｆｉｎｅ, Ｗｅｉｓ, ａｎｄ Ｐｏｗｅｌｌ ａｃｋｎｏｗｌｅｄｇｅｄ ｅａｃｈ ｉｎｄｉｖｉｄｕａｌ ｓｃｈｏｏｌ ｗｉｔｈｉｎ ｉｔｓ ｌａｒｇｅｒ ｐｏｌｉｔｉｃａｌ, ｓｏｃｉａｌ, ａｎｄ ｃｕｌｔｕｒａｌ ｚｅｉｔｇｅｉｓｔ. Ｉｎ ｔｈｉｓ ｃａｓｅ, ｔｈｅ Ｆｒｅｅｗａｙ ｓｃｈｏｏｌ ａｎｄ ｃｏｍｍｕｎｉｔｙ ｗｅｒｅ ｎｏｔ ｊｕｄｇｅｄ ａｓ ｉｎｈｅｒｅｎｔｌｙ ｒａｃｉｓｔ ｏｒ ｆｏｕｎｄ ｆａｕｌｔｙ ｆｏｒ ｉｔｓ ｌａｃｋ ｏｆ ｄｉｖｅｒｓｉｔｙ ａｃｃｅｐｔａｎｃｅ, ｂｕｔ ｉｎｓｔｅａｄ ｃｈａｒａｃｔｅｒｉｚｅｄ ｂｙ ｔｈｅ ｃｏｍｍｕｎｉｔｙ ｈｉｓｔｏｒｙ ｏｆ ｅｃｏｎｏｍｉｃ ａｎｄ ｐｏｌｉｔｉｃａｌ ｓｅｐａｒａｔｉｏｎ ａｎｄ ｓｔｒｉｆｅ ａｓ ａｎ ｅｘｐｌａｎａｔｉｏｎ ｆｏｒ ｉｔｓ ｄｅｆｉｃｉｅｎｔ ｐｒｏｇｒｅｓｓ. Ｉｎ Ｗｅｉｓ'ｓ ｄｅｐｉｃｔｉｏｎ ｏｆ ｔｈｅ ｃａｕｓｅ ｏｆ Ｗｈｉｔｅ ｒａｃｉｓｍ ａｔ Ｆｒｅｅｍａｎ, ｔｈｅ ｐｏｒｔｒａｙａｌ ｏｆ Ａｆｒｉｃａｎ-Ａｍｅｒｉｃａｎｓ ｉｎ ｔｈｅ ｍｅｄｉａ ｗａｓ ｔａｋｅｎ ｉｎｔｏ ａｃｃｏｕｎｔ; ｈｏｗｅｖｅｒ, ａｔ ｔｈｅ ｓａｍｅ ｔｉｍｅ Ｗｅｉｓ ｆａｉｌｅｄ ｔｏ ｄｉｓｃｕｓｓ ｔｈｅ ｃｏｎｓｔｒｕｃｔｉｏｎ ｏｆ ｍａｓｃｕｌｉｎｉｔｙ ｉｎ ｇｅｎｅｒａｌ ｉｎ Ａｍｅｒｉｃａｎ ｓｏｃｉｅｔｙ, ａｎｄ ｈｏｗ ｔｈｉｓ ｓｉｍｉｌａｒｙ ｃｒｅａｔｅｓ ｒａｃｉａｌ ｔｅｎｓｉｏｎ. Ｉｎ ｏｒｄｅｒ ｔｏ ａｃｈｉｅｖｅ ｏｖｅｒａｒｃｈｉｎｇ ｇｏａｌｓ ｏｆ ｉｎｃｒｅａｓｅｄ ｃｏｍｍｕｎｉｔｙ ａｎｄ ｉｎｄｉｖｉｄｕａｌ ｉｎｖｏｌｖｅｍｅｎｔ ｗｉｔｈ ｓｃｈｏｏｌｓ, ａｌｌ ａｓｐｅｃｔｓ ｏｆ ｔｈｅ ｓｕｒｒｏｕｎｄｉｎｇ ｓｏｃｉｏｐｏｌｉｔｉｃａｌ ｅｎｖｉｒｏｎｍｅｎｔ ｍｕｓｔ ｂｅ ｃａｒｅｆｕｌｌｙ ｃｏｎｓｉｄｅｒｅｄ ａｎｄ ｍｏｎｉｔｏｒｅｄ. Ｏｎｅ ｆａｃｅｔ ｏｆ ａ ｃｏｍｍｕｎｉｔｙ ｚｅｉｔｇｅｉｓｔ ｗｈｉｃｈ ｍａｎｙ ｓｔｕｄｉｅｓ ｆａｉｌ ｔｏ ａｃｃｏｕｎｔ ｆｏｒ, ａｎｄ ｈｅｎｃｅ ｆａｉｌ ａｓ ａｇｅｎｔｓ ｔｏ ｔｈｅ ｓｔｕｄｅｎｔｓ, ｉｓ ｔｈｅ ａｔｍｏｓｐｈｅｒｅ ｏｆ ｅｖｅｒ-ｉｎｃｒｅａｓｉｎｇ ｃｕｌｔｕｒａｌ ｄｉｖｅｒｓｉｔｙ ｗｉｔｈｉｎ Ａｍｅｒｉｃａ. Ａｓ ｔｈｅ ｎａｔｉｏｎ'ｓ ｄｅｍｏｇｒａｐｈｉｃｓ ｃｈａｎｇｅ ａｎｄ ｐｒｅｄｉｃｔｉｏｎｓ ｔｈａｔ ｂｙ 2020 ｃｈｉｌｄｒｅｎ ｏｆ ｃｏｌｏｒ ｗｉｌｌ ｃｏｎｓｔｉｔｕｔｅ 46% ｏｆ ｔｈｅ ｐｕｂｌｉｃ ｓｃｈｏｏｌ ｓｙｓｔｅｍ ａｒｅ ｍａｄｅ (Ｇｏｏｄｗｉｎ 2002), ｉｔ ｉｓ ｅｓｓｅｎｔｉａｌ ｆｏｒ ａｎｙ ｌａｎｇｕａｇｅ ｂａｒｒｉｅｒｓ ｔｏ ｂｅ ａｄｄｒｅｓｓｅｄ. Ｔｈｅ ｃａｓｅ ｓｔｕｄｉｅｓ ｒｅｓｅａｒｃｈｅｄ ｆｏｒ ｔｈｉｓ ｐａｐｅｒ ｎｅｇｌｅｃｔ ｔｏ ｅｘａｍｉｎｅ ｔｈｅ ｕｎｉｑｕｅ ｐｒｏｂｌｅｍｓ ｃｏｎｎｅｃｔｅｄ ｗｉｔｈ ｎｏｎ-Ｅｎｇｌｉｓｈ ｓｐｅａｋｉｎｇ ｐａｒｅｎｔｓ ａｎｄ ｓｔｕｄｅｎｔｓ. Ｅｖｅｎ ｄｉｆｆｅｒｅｎｔ ｄｉａｌｅｃｔｓ ａｍｏｎｇ Ｅｎｇｌｉｓｈ-ｓｐｅａｋｅｒｓ ｓｈｏｕｌｄ ｂｅ ｔａｋｅｎ ｉｎｔｏ ａｃｏｏｕｎｔ. Ｕｎｆａｍｉｌｉａｒ ｗｉｔｈ ｔｈｅ ｌａｎｇｕａｇｅ ａｎｄ ｓｃｈｏｏｌ ｓｙｓｔｅｍ, ｔｈｅｓｅ ｐａｒｅｎｔｓ ｍａｙ ｐｅｒｃｅｉｖｅ ｔｈｅｉｒ ｃｈｉｌｄｒｅｎ'ｓ ｓｃｈｏｏｌ ａｓ ｈｏｓｔｉｌｅ ｔｅｒｒｉｔｏｒｙ, ａｎｄ ｔｈｅ ｄｅｆｉｃｉｅｎｃｙ ｓｕｉｔａｂｌｅ ｔｒａｎｓｌａｔｏｒｓ ｏｒ ｂｉｌｉｎｇｕａｌ ｓｔａｆｆ ｍｅｍｂｅｒｓ ｃｏｎｔｒｉｂｕｔｅｓ ｔｏ ｆｅｅｌｉｎｇｓ ｏｆ ｉｎｅｆｆｉｃａｃｙ ａｎｄ ａ ｌａｃｋ ｏｆ ｅｍｐｏｗｅｒｍｅｎｔ ｆｏｒ ｆｏｒｅｉｇｎ ｐａｒｅｎｔｓ ｗｈｅｎ ａｔｔｅｍｐｔｉｎｇ ｔｏ ａｄｖｏｃａｔｅ ｆｏｒ ｔｈｅｉｒ ｃｈｉｌｄｒｅｎ. Ｓｉｍｉｌａｒｌｙ, ｎｅｗ ｆａｍｉｌｉｅｓ ｂｒｉｎｇ ｗｉｔｈ ｔｈｅｍ ｎｅｗ, ｄｉｆｆｅｒｅｎｔ ｓｕｐｐｏｓｉｔｉｏｎｓ ａｎｄ ｃｈａｌｌｅｎｇｅｓ ｔｏ ｓｃｈｏｏｌ ｄｉｓｔｒｉｃｔｓ ａｓ ｐａｒｅｎｔｓ ｍａｙ ｈａｖｅ ｈａｄ ｌｉｔｔｌｅ ｏｒ ｎｏ ｅｘｐｅｒｉｅｎｃｅ ｗｉｔｈ ｆｏｒｍａｌ ｅｄｕｃａｔｉｏｎ. Ｎｅｉｔｈｅｒ ｔｈｅ ＵＩＵＣ ｓｔｕｄｙ, ｔｈｅ Ｆｉｎｅ ｓｔｕｄｙ, ｎｏｒ ｔｈｅ Ａｔｅｎ ｓｔｕｄｙ ｏｆ ｔｈｅ Ｒｏｃｋ Ｉｓｌａｎｄ Ｃｏｕｎｔｙ Ｓｃｈｏｏｌ Ｄｉｓｔｒｉｃｔ ｃｏｎｆｒｏｎｔ ｏｒ ｅｖｅｎ ｍｅｎｔｉｏｎ ｔｈｉｓ ｂａｒｒｉｅｒ ｗｉｔｈｉｎ ｔｈｅｉｒ ａｐｐｒｏａｃｈｅｓ. Ｇｏｏｄｗｉｎ ｃｏｒｒｅｃｔｌｙ ｓｔａｔｅｓ ｔｈａｔ "Ｐａｒｅｎｔａｌ ｉｎｖｏｌｖｅｍｅｎｔ ｃａｎ ｂｅ ｉｎｃｌｕｓｉｖｅ ｏｎｌｙ ｉｆ ｔｈｅ ｐａｒｅｎｔｓ ａｄｅｑｕａｔｅｌｙ ｒｅｐｒｅｓｅｎｔ ｔｈｅ ｓｃｈｏｏｌ ｐｏｐｕｌａｔｉｏｎ ｉｎ ｔｅｒｍｓ ｏｆ ｒａｃｅ, ｃｌａｓｓ, ｇｅｎｄｅｒ, ｓｏｃｉｏｅｃｏｎｏｍｉｃ ｓｔａｔｕｓ, ｇｅｏｇｒａｐｈｙ, ｆａｍｉｌｙ ｓｔｒｕｃｔｕｒｅ, ｒｅｌｉｇｉｏｕｓ ｂａｃｋｇｒｏｕｎｄ, ｃｕｌｔｕｒａｌ ｈｅｒｉｔａｇｅ, ａｎｄ ｏｔｈｅｒ ｃｈａｒａｃｔｅｒｉｓｔｉｃｓ...Ｔｏｏ ｏｆｔｅｎ, ｔｈｅ ｐａｒｅｎｔｓ ｗｈｏ ａｒｅ ｉｎｖｏｌｖｅｄ ａｒｅ ｔｈｏｓｅ ｗｈｏ ｆｅｅｌ ｔｈｅ ｍｏｓｔ ｃｏｍｆｏｒｔａｂｌｅ ｉｎ ｓｃｈｏｏｌｓ- ｔｙｐｉｃａｌｌｙ ｔｈｏｓｅ ｗｈｏ ａｒｅ Ｗｈｉｔｅ, Ｅｎｇｌｉｓｈ-ｓｐｅａｋｉｎｇ, ａｎｄ/ｏｒ ｍｉｄｄｌｅ ｃｌａｓｓ" (2002). Ｏｔｈｅｒ ｃｏｍｍｏｎ ｍｉｓｃｏｎｃｅｐｔｉｏｎｓ ａｍｏｎｇ ｐａｒｅｎｔａｌ ｉｎｖｏｌｖｅｍｅｎｔ ｒｅｓｅａｒｃｈ ａｒｅ ｔｈｅ ｉｄｅａｓ ｔｈａｔ ｐａｒｅｎｔｓ ｗｈｏ ｄｏ ｎｏｔ ｄｅｍｏｎｓｔｒａｔｅ ｔｈｅｉｒ ｐｈｙｓｉｃａｌ ｐｒｅｓｅｎｃｅ ａｔ ｔｈｅ ｓｃｈｏｏｌ ｄｏ ｎｏｔ ｃａｒｅ ａｂｏｕｔ ｔｈｅｉｒ ｃｈｉｌｄ'ｓ ｅｄｕｃａｔｉｏｎ, ａｎｄ ｔｈａｔ ｐａｒｅｎｔｓ ｗｈｏ ｓｔｒｕｇｇｌｅ ｆｉｎａｎｃｉａｌｌｙ ｃａｎｎｏｔ ｓｕｐｐｏｒｔ ｓｃｈｏｏｌｓ. Ｉｎ ｔｈｅ Ａｔｅｎ ｓｔｕｄｙ ｏｆ ｔｈｅ Ｒｏｃｋ Ｉｓｌａｎｄ Ｃｏｕｎｔｙ Ｓｃｈｏｏｌ Ｄｉｓｔｒｉｃｔ ｄｕｒｉｎｇ ａ ｓｔｒｅｓｓｆｕｌ ｆｉｎａｎｃｉａｌ ｐｅｒｉｏｄ ａｕｇｍｅｎｔｅｄ ｂｙ ｔｈｅ ｅｘｔｒｅｍｅｌｙ ｎｅｇａｔｉｖｅ ｅｆｆｅｃｔｓ ｏｆ ｒｅｃｅｎｔ ｔｅａｃｈｅｒ ｓｔｒｉｋｅｓ, ｔｈｅ ｐａｒｅｎｔｓ ａｒｅ ｒｅｆｆｅｒｅｄ ｔｏ ａｓ "ａｐａｔｈｅｔｉｃ" ａｎｄ ｈａｒｄｌｙ ｐｒａｉｓｅｄ ａｔ ａｌｌ ｅｘｃｅｐｔ ｆｏｒ ｔｈｅ ｉｎｃｉｄｅｎｔ ｉｎ ｗｈｉｃｈ "ａｌｌ ｅｘｔｒａ-ｃｕｒｒｉｃｕｌａｒ ｐｒｏｇｒａｍｓ ｗｅｒｅ ｅｌｉｍｉｎａｔｅｄ [ａｎｄ] ｔｈｅ ｃｏｍｍｕｎｉｔｙ ｒｅｓｐｏｎｄｅｄ ｂｙ ｃｏｌｌｅｃｔｉｎｇ $100,000 ｉｎ ｏｎｅ ｄａｙ ｗｈｉｃｈ ｒｅｉｎｓｔａｔｅｄ ａｌｌ ｅｘｔｒａ-ｃｕｒｒｉｃｕｌａｒ ａｃｔｉｖｉｔｉｅｓ ｉｎ ｔｈｅ ｄｉｓｔｒｉｃｔ" (1998). Ｍｏｓｔ ｒｅｓｅａｒｃｈ ｎｏｗ ｔａｋｅｓ ｉｎｔｏ ａｃｃｏｕｎｔ ｔｈａｔ ｍａｎｙ ｐａｒｅｎｔｓ ｏｆ ｌｏｗ-ｉｎｃｏｍｅ ｆａｍｉｌｉｅｓ ｗｏｒｋ ｍｕｌｔｉｐｌｅ ｊｏｂｓ ｏｒ ｕｎｕｓｕａｌ ｓｈｉｆｔｓ, ａｎｄ ｍａｙ ｎｏｔ ｂｅ ａｂｌｅ ｔｏ ｔａｋｅ ｏｆｆ ｗｏｒｋ ｗｉｔｈｏｕｔ ｐｕｔｔｉｎｇ ｔｈｅｉｒ ｅｍｐｌｏｙｍｅｎｔ ｉｎ ｊｅｏｐａｒｄｙ. Ｃｏｍｍｕｎｉｔｙ ｃｏｎｓｕｌｔａｔｉｏｎ ｅｆｆｏｒｔｓ ｍｕｓｔ ｃｒｅａｔｅ ａｎ ｏｐｅｒａｔｉｏｎａｌ ｄｅｆｉｎｉｔｉｏｎ ｏｆ "ｐａｒｅｎｔａｌ ｉｎｖｏｌｖｅｍｅｎｔ" ｉｎ ｏｒｄｅｒ ｔｏ ｐｅｒｓｕａｄｅ ｓｃｈｏｏｌ ａｄｍｉｎｉｓｔｒａｔｉｏｎｓ ｔｏ ｃｈａｎｇｅ ｔｈｅｉｒ ｎａｒｒｏｗ ｖｉｅｗ ｏｆ ｉｎｖｏｌｖｅｍｅｎｔ. Ａｓ ｔｈｅ ＵＩＵＣ ｓｔｕｄｙ ｓｈｏｗｅｄ, "ｉｎ ｇｅｎｅｒａｌ, ｓｔａｆｆ ｈｉｇｈｌｉｇｈｔｅｄ ｐａｒｅｎｔａｌ ｉｎａｄｅｑｕａｃｉｅｓ ｏｒ ｉｎｃｏｍｐｅｔｅｎｃｉｅｓ, ｉｎｆｒｅｑｕｅｎｔｌｙ ｍｅｎｔｉｏｎｉｎｇ ｓｔｒｅｎｇｔｈｓ. Ｔｈｉｓ ｆｏｃｕｓ ｔｅｎｄｅｄ ｔｏ ｐｒｅｃｌｕｄｅ ｐａｒｅｎｔａｌ ｐｅｒｃｅｐｔｉｏｎｓ ｏｆ ａ ｗｅｌｃｏｍｉｎｇ ａｔｔｉｔｕｄｅ, ｅｓｐｅｃｉａｌｌｙ ｆｏｒ ｔｈｏｓｅ ｐａｒｅｎｔｓ ｗｈｏ ｔｈｅｍｓｅｌｖｅｓ ｈａｄ ｌｅｓｓ-ｔｈａｎ-ｒｅｗａｒｄｉｎｇ ｐａｓｔ ｓｃｈｏｏｌ ｅｘｐｅｒｉｅｎｃｅｓ" (Ｇｏｏｄ 1997). Ｔｈｅ ｓｔｕｄｙ ｔｈｅｎ ｐｒｏｐｅｒｌｙ ａｄｄｒｅｓｓｅｓ ｔｈｉｓ ｐｒｏｂｌｅｍａｔｉｃ ｃｙｃｌｅ ｂｙ ｃａｌｌｉｎｇ ｆｏｒ ｒｅｓｐｅｃｔｆｕｌ ａｎｄ ｃｏｍｐｒｅｈｅｎｓｉｂｌｅ ｃｏｍｍｕｎｉｃａｔｉｏｎ ｂｅｔｗｅｅｎ ｓｃｈｏｏｌ, ｐａｒｅｎｔｓ, ａｎｄ ｎｅｉｇｈｂｏｒｓ. Ｃｏｎｓｕｌｔａｎｔｓ ｃａｎ ｃｒｅａｔｅ ｃｏｍｍｕｎｉｃａｔｉｏｎ ｍｅｔｈｏｄｓ ａｎｄ ｓｔｒａｔｅｇｉｅｓ ｔｈａｔ ｉｎｖｏｌｖｅ ｆａｍｉｌｉｅｓ ａｎｄ ｃｏｍｍｕｎｉｔｙ ｍｅｍｂｅｒｓ ｉｎ ａｌｌ ａｓｐｅｃｔｓ ｏｆ ｐｌａｎｎｉｎｇ, ｄｅｃｉｓｉｏｎ ｍａｋｉｎｇ, ｃｕｒｒｉｃｕｌｍ ｄｅｓｉｇｎ, ｃｈｏｉｃｅ ｏｆ ｓｃｈｏｏｌ ｐｅｒｓｏｎｎｅｌ, ａｎｄ ｅｖａｌｕａｔｉｏｎｓ. Ｓｏｍｅ ｅｄｕｃａｔｏｒｓ ｍａｙ ｐｒｅｆｅｒ ｍｏｒｅ ｔｒａｄｉｔｉｏｎａｌ ｆｏｒｍｓ ｏｆ ｐａｒｅｎｔａｌ ｉｎｖｏｌｖｅｍｅｎｔ ｓｕｃｈ ａｓ ｖｏｌｕｎｔｅｅｒ ｗｏｒｋ ａｎｄ ｔｈｅ ＰＴＡ, ａｎｄ ｆｅａｒ ｍｏｒｅ ｉｎ ｄｅｐｔｈ ｐａｒｔｉｃｉｐａｔｉｏｎ ｆｒｏｍ ｐａｒｅｎｔｓ ｉｎ ａｃａｄｅｍｉｃ ｐｌａｎｎｉｎｇ ａｎｄ ｓｃｈｏｏｌ ｐｏｌｉｃｙ. Ｔｈｅｒｅｆｏｒｅ, ｃｏｍｍｕｎｉｔｙ-ｂａｓｅｄ ｃｏｎｓｕｌｔａｎｔｓ ｍｕｓｔ ｆｉｒｓｔ ｅｎｃｏｕｒａｇｅ ｓｃｈｏｏｌｓ ｔｏ ｕｎｄｅｒｓｔａｎｄ ｔｈａｔ ｗｈｉｌｅ ｐａｒｅｎｔａｌ ｉｎｖｏｌｖｅｍｅｎｔ ｍａｙ ｎｏｔ ｂｅ ｔｈｅ ｍｏｓｔ ｃｏｓｔ-ｅｆｆｅｃｔｉｖｅ ｏｒ ｅｆｆｉｃｉｅｎｔ ｍｏｄｅｌ, ｉｔ ｉｓ ｗｏｒｔｈｗｈｉｌｅ ａｎｄ ｎｅｃｅｓｓａｒｙ ｉｎ ｏｒｄｅｒ ｔｏ ｂｅｎｅｆｉｔ ｔｈｅ ｃｈｉｌｄｒｅｎ. Ｔｈｅ ＵＩＵＣ ｓｔｕｄｙ ｆａｉｌｓ ｔｏ ａｄｄｒｅｓｓ ａｎ ｉｎｔｅｒｅｓｔｉｎｇ ｐｈｅｎｏｍｅｎｏｎ ｉｎ ｔｈｅ Ａｍｅｒｉｃａｎ ｅｄｕｃａｔｉｏｎ ｓｙｓｔｅｍ. Ａ ｓｔｕｄｙ ｄｏｎｅ ｂｙ ｔｈｅ Ｕ.Ｓ. Ｄｅｐａｒｔｍｅｎｔ ｏｆ Ｅｄｕｃａｔｉｏｎｄ ｆｏｕｎｄ ｔｈａｔ ａｓ ｃｈｉｌｄｒｅｎ ｐｒｏｇｒｅｓｓ ｔｈｒｏｕｇｈ ｔｈｅ ｓｃｈｏｏｌ ｓｙｓｔｅｍ, ｃｏｎｔａｃｔ ｂｅｔｗｅｅｎ ｓｃｈｏｏｌｓ ａｎｄ ｆａｍｉｌｉｉｅｓ ｄｅｃｌｉｎｅ. Ｎｏｔ ｏｎｌｙ ｄｏｅｓ ｔｈｅ ａｍｏｕｎｔ ｏｆ ｃｏｎｔａｃｔ ｄｅｃｌｉｎｅ, ｂｕｔ ｔｈｅ ｑｕａｌｉｔｙ ａｓ ｗｅｌｌ; ａｓ ｃｈｉｌｄｒｅｎ ａｇｅ, ｔｈｅ ｒａｔｉｏ ｏｆ ｐｏｓｔｉｖｅ ｔｏ ｎｅｇａｔｉｖｅ ｃｏｎｔａｃｔ ｓｈｉｆｔｓ, ａｎｄ ｔｈｅ ｍａｊｏｒｉｔｙ ｏｆ ｃｏｎｔａｃｔ ｆｒｏｍ ｍｉｄｄｌｅ ｓｃｈｏｏｌ ｔｅａｃｈｅｒｓ ｇｒｏｗｓ ｎｅｇａｔｉｖｅ, ｃｏｍｐａｒｅｄ ｗｉｔｈ ｔｈｅ ｍａｊｏｒｉｔｙ ｏｆ ｐｏｓｉｔｉｖｅ ｃｏｎｔａｃｔ ｆｏｒ ｆｉｒｓｔ ｇｒａｄｅｒｓ. Ｉｎ ｔｈｅ ｆｉｒｓｔ ｇｒａｄｅ, 52% ｏｆ ｉｎｔｅｒａｃｔｉｏｎｓ ａｒｅ ｐｏｓｉｔｉｖｅ ａｎｄ ｏｎｌｙ 20% ａｒｅ ｎｅｇａｔｉｖｅ, ｂｕｔ ｂｙ ｓｅｖｅｎｔｈ ｇｒａｄｅ, ｐｏｓｉｔｉｖｅ ｃｏｎｔａｃｔｓ ｄｅｃｒｅａｓｅ ｔｏ 36% ａｎｄ ｎｅｇａｔｉｖｅ ｃｏｎｔａｃｔｓ ｉｎｃｒｅａｓｅ ｔｏ 33% (Ｐｕｍａ 1993) Ａｓ ｎｅｇａｔｉｖｅ ｉｎｔｅｒａｃｔｉｏｎｓ ｉｎｃｒｅａｓｅ, ｐａｒｅｎｔｓ ｂｅｇｉｎ ｔｏ ａｓｓｏｃｉａｔｅ ａｄｍｉｎｉｓｔｒａｔｏｒｓ ａｎｄ ｔｅａｃｈｅｒｓ ｗｉｔｈ ｐｕｎｉｓｈｍｅｎｔ ｏｒ ｆａｉｌｕｒｅ, ｖｉｅｗｉｎｇ ｔｈｅｍ ａｓ ｕｎｆｒｉｅｎｄｌｙ ｄｉｓｃｉｐｌｉｎａｒｉａｎｓ, ａｎｄ ｐａｒｅｎｔｓ ｍａｙ ｂｅｃｏｍｅ ａｄｖｅｒｓｅ ｔｏ ｃｏｍｍｕｎｉｃａｔｉｎｇ ｗｉｔｈ ｔｅａｃｈｅｒｓ. Ｔｏ ｐｒｅｖｅｎｔ ｔｈｉｓ ｆｒｏｍ ｏｃｃｕｒｒｉｎｇ, ｃｏｍｍｕｎｉｔｙ ｃｏｎｓｕｌｔａｎｔｓ ｎｅｅｄ ｔｏ ｉｎｆｏｒｍ ｓｃｈｏｏｌｓ ｔｈａｔ ａ ｃｏｍｍｉｔｍｅｎｔ ｔｏ ｐｏｓｉｔｉｖｅ, ｏｎｇｏｉｎｇ ｃｏｎｔａｃｔ ｍｕｓｔ ｂｅ ｍａｄｅ ａｎｄ ｕｐｈｅｌｄ ｉｎ ｏｒｄｅｒ ｔｏ ｍａｉｎｔａｉｎ ａｆｆｉｒｍａｔｉｖｅ ｐａｒｅｎｔ-ｔｅａｃｈｅｒ ｒｅｌａｔｉｏｎｓ ａｃｈｉｅｖｅｄ ｗｈｉｌｅ ｓｔｕｄｅｎｔｓ ａｒｅ ｓｔｉｌｌ ｙｏｕｎｇ. Ｇｏｏｄｗｉｎ ｐｒｏｐｏｓｅｓ ｉｎ ｈｉｓ ｌｉｔｅｒａｔｕｒｅ ａ ｓｅｒｉｅｓ ｏｆ ｐａｒｅｎｔ-ｔｅａｃｈｅｒ ｓｅｍｉｎａｒｓ ｏｒ ｔｅａｍ-ｂｕｉｌｄｉｎｇ ａｃｔｉｖｉｔｉｅｓ ｂａｓｅｄ ｏｎ ｆｉｎｄｉｎｇｓ ｆｒｏｍ ｐａｒｅｎｔ ｓｕｒｖｅｙｓ ｏｆｆｅｒｅｄ ａｔ ｖａｒｙｉｎｇ ｔｉｍｅｓ ｉｎ ｏｒｄｅｒ ｔｏ ａｃｃｏｍｏｄａｔｅ ａｌｌ ｐａｒｅｎｔａｌ ｓｃｈｅｄｕｌｅｓ, ａｎｄ ｗｅｅｋｌｙ ｌｅｔｔｅｒｓ ｏｒ ｐｈｏｎｅ ｃａｌｌｓ ｔｏ ｐａｒｅｎｔｓ ｓｕｍｍａｒｉｚｉｎｇ ｃｌａｓｓ ａｃｔｉｖｉｔｉｅｓ ａｎｄ ｉｎｄｉｖｉｄｕａｌ ｔｒｉｕｍｐｈｓ ａｎｄ ｃｈａｌｌｅｎｇｅｓ. Ｈｏｗｅｖｅｒ, ｔｈｅｓｅ ａｐｐｒｏａｃｈｅｓ ｄｏ ｎｏｔ ａｃｃｏｕｎｔ ｆｏｒ ｔｈｅ ｅｎｏｒｍｏｕｓ ａｍｏｕｎｔ ｏｆ ｔｉｍｅ ａｎｄ ｅｆｆｏｒｔ ｔｅａｃｈｅｒｓ ｍｕｓｔ ｂｅ ｗｉｌｌｉｎｇ ｔｏ ｇｉｖｅ, ｎｏｒ ｔｈｅ ｒｅｓｐｏｎｓｉｂｉｌｉｔｙ ｏｆ ｔｈｅ ｐａｒｅｎｔｓ ｔｏ ｒｅｓｐｏｎｄ ｔｏ ｔｈｅｓｅ ｅｆｆｏｒｔｓ ｉｎ ｏｒｄｅｒ ｆｏｒ ｔｈｅｍ ｔｏ ｂｅ ｅｆｆｅｃｔｉｖｅ. Ａｓ ｂｏｔｈ ｔｈｅ ＵＩＵＣ ａｎｄ Ａｔｅｎ ｓｔｕｄｉｅｓ ａｄｄｒｅｓｓ ｅｌｅｍｅｎｔａｒｙ ｓｃｈｏｏｌｓ, ｔｈｅ ｌｉｔｅｒａｔｕｒｅ ｉｍｐｌｉｅｓ ｔｈａｔ ｔｈｅ ｃｏｍｍｕｎｉｔｙ ｃｏｎｓｕｌｔａｎｔｓ ａｒｅ ｂｅｇｉｎｎｉｎｇ ｔｈｅｉｒ ｉｎｔｅｒｖｅｎｔｉｏｎ ｅａｒｌｉｅｒ, ｅｖｅｎ ｂｅｆｏｒｅ ｔｈｅ ｍｉｄｄｌｅ ｓｃｈｏｏｌ ｏｒ ｈｉｇｈ ｓｃｈｏｏｌ ｌｅｖｅｌ. Ｔｈｉｓ ａｐｐｒｏａｃｈ ｈａｓ ｂｏｔｈ ｎｅｇａｔｉｖｅ ａｎｄ ｐｏｓｉｔｉｖｅ ｉｍｐｌｉｃａｔｉｏｎｓ. Ｗｈｉｌｅ ｃｒｅａｔｉｎｇ ａ ｓｔｒｏｎｇ ｆｏｕｎｄａｔｉｏｎ ｆｏｒ ｐａｒｅｎｔａｌ ｉｎｖｏｌｖｅｍｅｎｔ ｗｈｉｌｅ ｔｈｅｉｒ ｃｈｉｌｄｒｅｎ ａｒｅ ａｔ ａ ｙｏｕｎｇ ａｇｅ ｉｓ ｈｉｇｈｌｙ ｂｅｎｅｆｉｃｉａｌ, ｉｆ ｔｈｅ ｃｏｎｓｕｌｔａｎｔ ｅｆｆｏｒｔｓ ｄｏ ｎｏｔ ｅｘｔｅｎｄ ｐａｓｔ ｅｌｅｍｅｎｔａｒｙ ｓｃｈｏｏｌ ｔｈｅｙ ｍａｙ ｃｅａｓｅ ｔｏ ｗｏｒｋ ａｔ ａ ｃｅｒｔａｉｎ ｐｏｉｎｔ. Ａｓ ｃｈｉｌｄｒｅｎ ａｇｅ ａｎｄ ｅｎｔｅｒ ｍｉｄｄｌｅ ｓｃｈｏｏｌ ｏｒ ｊｕｎｉｏｒ ｈｉｇｈ, ｆａｍｉｌｉｅｓ ｍｕｓｔ ａｄｊｕｓｔ ｔｏ ｃｈａｎｇｅｓ ｉｎ ｓｃｈｏｏｌ ｓｔｒｕｃｔｕｒｅ ｗｈｉｌｅ ｓｉｍｕｌｔａｎｅｏｕｓｌｙ ｅｎｄｕｒｉｎｇ ｔｈｅ ｐｈｙｓｉｃａｌ ａｎｄ ｅｍｏｔｉｏｎａｌ ｃｈａｎｇｅｓ ｏｆ ａｄｏｌｅｓｃｅｎｃｅ. "Ｉｎ ｔｈｅ ｍｉｄｄｌｅ ｇｒａｄｅｓ, ｍｕｌｔｉｐｌｅ ｔｅａｃｈｅｒｓ, ｔｈｅ ｉｎｃｒｅａｓｉｎｇ ｃｏｍｐｌｅｘｉｔｙ ｏｆ ｃｏｕｒｓｅ ｃｏｎｔｅｎｔ, ａｎｄ ｓｔｕｄｅｎｔｓ' ｇｒｏｗｉｎｇ ｎｅｅｄ ｆｏｒ ａｕｔｏｎｏｍｙ ｔｅｎｄ ｔｏ ｗｅａｋｅｎ ｔｈｅ ｔｉｅ ｂｅｔｗｅｅｎ ｐａｒｅｎｔｓ ａｎｄ ｔｈｅ ｃｕｒｒｉｃｕｌｕｍ ｔｈａｔ ｅｘｉｓｔｅｄ ｉｎ ｅｌｅｍｅｎｔａｒｙ ｓｃｈｏｏｌ. Ｆａｍｉｌｉｅｓ ｍａｙ ｆｉｎｄ ｔｈａｔ ｔｈｅ ｗａｙｓ ｉｎ ｗｈｉｃｈ ｔｈｅｙ ａｒｅ ｉｎｖｏｌｖｅｄ ｗｉｌｌ ｕｎｄｅｒｇｏ ｆｕｎｄａｍｅｎｔａｌ ｃｈａｎｇｅｓ ｄｕｒｉｎｇ ｔｈｅ ｍｉｄｄｌｅ-ｇｒａｄｅ ｙｅａｒｓ" (Ｒｕｔｈｅｒｆｏｒｄ 1995). Ｔｈｅ ＵＩＵＣ ｓｔｕｄｙ ｆａｉｌｓ ｔｏ ａｃｃｏｕｎｔ ｆｏｒ ｔｈｅ ｆｕｔｕｒｅ ｏｆ Ｌｉｎｃｏｌｎ Ｅｌｅｍｅｎｔａｒｙ ｇｒａｄｕａｔｅｓ ａｎｄ ｔｈｅｉｒ ｆａｍｉｌｉｅｓ, ａｓ ｎｏ ｌｏｎｇ-ｔｅｒｍ ｐｌａｎ ｆｏｒ ｃｈａｎｇｉｎｇ ｉｎｖｏｌｖｅｍｅｎｔ ｉｓ ａｄｄｒｅｓｓｅｄ. Ｕｎｆｏｒｔｕｎａｔｅｌｙ, Ｒｕｔｈｅｒｆｏｒｄ'ｓ ｐｒｏｐｏｓａｌ ｆｏｒ ｍｉｄｄｌｅ ｓｃｈｏｏｌ ｉｎｖｏｌｖｅｍｅｎｔ ｈａｓ ｉｔｓ ｏｗｎ ｗｅａｋｎｅｓｓｅｓ; ｈｅ ｗｒｉｔｅｓ ｔｈａｔ "ｓｕｃｃｅｓｓｆｕｌ ｍｉｄｄｌｅ ｇｒａｄｅ ｓｃｈｏｏｌ/ｆａｍｉｌｙ ｐａｒｔｎｅｒｓｈｉｐｓ ａｒｅ ｓｕｐｐｏｒｔｅｄ ｔｈｒｏｕｇｈ ｗｅｌｌ-ｄｅｖｅｌｏｐｅｄ ｐｏｌｉｃｉｅｓ ａｔ ｔｈｅ ｓｃｈｏｏｌ, ｄｉｓｔｒｉｃｔ, ｓｔａｔｅ, ａｎｄ ｆｅｄｅｒａｌ ｌｅｖｅｌ" (1997). Ｔｈｅ Ｍｙｔｈ ｏｆ Ｃｏｍｍｕｎｉｔｙ Ｄｅｖｅｌｏｐｍｅｎｔ ｄｉｓｃｕｓｓｅｓ ｔｈｅ ｌａｃｋ ｏｆ ｗｅｌｌ-ｄｅｖｅｌｏｐｅｄ ｆｅｄｅｒａｌ ｐｏｌｉｃｙ ｔｈａｔ ｗｏｕｌｄ ｅｎｃｏｕｒａｇｅ ｍｅａｎｉｎｇｆｕｌ ｐａｒｅｎｔａｌ ｉｎｖｏｌｖｅｍｅｎｔ ｉｎ ｓｃｈｏｏｌｓ, ｃｉｔｉｎｇ ｔｈａｔ "ａｔｔｅｍｐｔｓ ａｔ ｅｃｏｎｏｍｉｃ ｒｅｖｉｔｉｌｉｚａｔｉｏｎ ｏｆｔｅｎ ｔａｋｅ ｔｈｅ ｐｌａｃｅ ｏｆ ｏｔｈｅｒ ｅｆｆｏｒｔｓ ｔｈａｔ ｗｏｕｌｄ ｄｏ ｍｕｃｈ ｍｏｒｅ ｇｏｏｄ (ｅｓｐｅｃｉａｌｌｙ ｉｍｐｒｏｖｉｎｇ ｓｃｈｏｏｌｓ, ｈｏｕｓｉｎｇ, ａｎｄ ｐｏｌｉｃｅ ｐｒｏｔｅｃｔｉｏｎ), ａｎｄ ｔｈｅｙ ｅｓｔａｂｌｉｓｈ ａ ｐｕｂｌｉｃ ｍｉｓｓｉｏｎ ｔｈａｔ ｃａｎ'ｔ ｂｅ ａｃｃｏｍｐｌｉｓｈｅｄ" (Ｌｅｍａｎｎ 1994). Ｒｕｔｈｅｒｆｏｒｄ ｏｆｆｅｒｓ ｎｏ ｉｄｅａ ａｓ ｔｏ ｈｏｗ ｃｏｎｓｕｌｔａｎｔｓ ａｎｄ ａｇｅｎｔｓ ｍｉｇｈｔ ｇｏ ａｂｏｕｔ ｅｎａｃｔｉｎｇ ｆｅｄｅｒａｌ ｐｏｌｉｃｉｅｓ, ｎｏｒ ｗｈａｔ ｉｓｓｕｅｓ ｔｈｅｓｅ ｔｏｐ ｄｏｗｎ ｐｏｌｉｃｉｅｓ ｓｈｏｕｌｄ ａｄｄｒｅｓｓ. Ｉｔ ｉｓ ｉｍｐｏｒｔａｎｔ ｔｏ ａｌｓｏ ｎｏｔｅ ｔｈａｔ ｔｈｅ ｍｏｓｔ ａｗａｒｅ ｐｏｐｕｌａｔｉｏｎ ｉｓ ｔｈｅ ｃｏｍｍｕｎｉｔｙ ｍｅｍｂｅｒｓ, ａｎｄ ｔｈｅｒｅｆｏｒｅ ｅｄｕｃａｔｉｏｎａｌ ｐｒｏｇｒａｍｓ ｓｈｏｕｌｄ ｂｅ ｄｅｓｉｇｎｅｄ ａｎｄ ｉｍｐｌｅｍｅｎｔｅｄ ｂｙ ｔｈｅｍ, ｎｏｔ ｉｍｐｏｓｅｄ ｆｒｏｍ ａｂｏｖｅ ｂｙ ａｕｔｈｏｒｉｔｙ ｆｉｇｕｒｅｓ ｓｕｃｈ ａｓ Ｆｅｄｅｒａｌ ｂｕｒｅａｕｃｒａｔｓ ｏｒ ｅｖｅｎ ｓｏｃｉａｌ ｗｏｒｋｅｒｓ. Ｐｅｒｈａｐｓ ｔｈｅ ｍｏｓｔ ｉｍｐｏｒｔａｎｔ ｓｔｒｕｃｔｕｒｅ ｆｏｒ ｃｈａｎｇｅ, ａｎｄ ｓｏｍｅｔｉｍｅｓ ｔｈｅ ｍｏｓｔ ｏｂｓｔｒｕｃｔｉｖｅ ｂａｒｒｉｅｒ, ｉｓ ｔｈｅ ｉｓｓｕｅ ｏｆ ｃｏｍｍｕｎｉｃａｔｉｏｎ. Ｒｅｓｅａｒｃｈ ｈａｓ ｓｈｏｗｎ ｔｈａｔ ｃｏｍｍｕｎｉｃａｔｉｏｎ ｉｓ ｍｏｓｔ ｅｆｆｅｃｔｉｖｅ ｗｈｅｎ ｉｔ ｉｓ ａｃｈｉｅｖｅｄ ｔｈｒｏｕｇｈ ｍｕｌｔｉｐｌｅ ｍｅｔｈｏｄｓ ｏｎ ｎｕｍｅｒｏｕｓ ｏｃｃａｓｉｏｎｓ. Ｉｎ ｔｈｅ ＵＩＵＣ ｓｔｕｄｙ ｒｅｓｅａｒｃｈｅｒｓ ｆｏｕｎｄ ｔｈａｔ "ｐｏｓｉｔｉｖｅ ｔｗｏ-ｗａｙ ｃｏｍｍｕｎｉｃａｔｉｏｎ ｂｅｔｗｅｅｎ ｆａｍｉｌｉｅｓ ａｎｄ ｓｃｈｏｏｌ ｓｔａｆｆ ｌｅａｄｓ ｔｏ ｐａｒｔｉｃｉｐａｔｉｏｎ ｔｈａｔ ｈｅｌｐｓ ｆａｍｉｌｉｅｓ ｆｅｅｌ ｖａｌｕｅｄ ａｎｄ ｃｏｍｆｏｒｔａｂｌｅ ｉｎ ｔｈｅ ｓｃｈｏｏｌ...ｂｙ ｃｏｍｐａｒｉｎｇ ｃｏｍｍｕｎｉｃａｔｉｏｎ ｅｆｆｏｒｔｓ ｕｓｅｄ ｉｎ ｍｏｒｅ ａｎｄ ｌｅｓｓ ｓｕｃｃｅｓｓｆｕｌ ｅｖｅｎｔｓ, ｔｈｅ Ｐａｒｔｎｅｒｓ ｄｉｓｃｏｖｅｒｅｄ ｔｈａｔ ｏｎｅ ｏｆ ｔｈｅ ｍｏｓｔ ｅｆｆｅｃｔｉｖｅ ｆｏｒｍｓ ｏｆ ｃｏｍｍｕｎｉｃａｔｉｏｎ ｏｃｃｕｒｓ ｗｈｅｎ ｐａｒｅｎｔｓ ｔｅｌｌ ｏｔｈｅｒ ｐａｒｅｎｔｓ ａｂｏｕｔ ｅｖｅｎｔｓ ａｎｄ ｔｈｅ ｉｍｐｏｒｔａｎｃｅ ｏｆ ｔｈｅｉｒ ｐａｒｔｉｃｉｐａｔｉｏｎ. Ｗｅ ｅｎｃｏｕｒａｇｅｄ ｃｏｒｅ-ｇｒｏｕｐ, ｈｉｇｈｌｙ ｉｎｖｏｌｖｅｄ ｐａｒｅｎｔｓ ｔｏ ｓｔａｒｔ ａ ｔｅｌｅｐｈｏｎｅ ｔｒｅｅ ｔｏ ｐｅｒｓｏｎａｌｌｙ ｃｏｎｔａｃｔ ｏｔｈｅｒ ｌｅｓｓ ｉｎｖｏｌｖｅｄ ｐａｒｅｎｔｓ" (Ｇｏｏｄ 1997). Ｔｈｅ ｉｎｈｅｒｅｎｔ ｆｌａｗ ｉｎ ｔｈｉｓ ａｐｐｒｏａｃｈ ｌｉｅｓ ｉｎ ｔｈｅ ｏｖｅｒｌｏｏｋｉｎｇ ｏｆ ｔｈｏｓｅ ｐａｒｅｎｔｓ ｗｉｔｈｏｕｔ ｔｅｌｅｐｈｏｎｅ ａｃｃｅｓｓ, ａｎｄ ｔｈｅ ｅｍｐｈａｓｉｓ ｏｎ ｃｅｒｔａｉｎ ｐａｒｅｎｔｓ, ｗｈｉｃｈ ｍａｙ ｌｅａｖｅ ｏｔｈｅｒ ｐａｒｅｎｔｓ ｆｅｅｌｉｎｇ ｌｅｆｔ ｏｕｔ ｏｒ ｐａｔｒｏｎｉｚｅｄ. Ｔｈｅ Ａｔｅｎ ｓｔｕｄｙ ａｌｓｏ ｅｍｐｈａｓｉｚｅｓ ｔｈｅ ｉｍｐｏｒｔａｎｃｅ ｏｆ ｔｗｏ-ｗａｙ ｃｏｍｍｕｎｉｃａｔｉｏｎ, ｎｏｔｉｎｇ ｔｈａｔ ｗｈａｔ ｗａｓ ｏｎｃｅ ｖｉｅｗｅｄ ａｓ ｐａｒｅｎｔａｌ ｉｎｖｏｌｖｅｍｅｎｔ ｃｏｍｍｕｎｉｃａｔｉｏｎｓ ｗｅｒｅ ｒｅａｌｌｙ ｊｕｓｔ ｎｅｗｓｌｅｔｔｅｒｓ ｏｆ ｓｃｈｏｏｌ ｓｃｈｅｄｕｌｅｓ ａｎｄ ｐｏｌｉｃｉｅｓ. Ａ ｍｅａｎｓ ｏｆ ｓｏｌｉｃｉｔｉｎｇ ｐａｒｅｎｔａｌ ｆｅｅｄｂａｃｋ ｉｓ ｓｕｇｇｅｓｔｅｄ, ｉｎｃｌｕｄｉｎｇ ｓｕｒｖｅｙｓ ｔｏ ｅｎｓｕｒｅ ｏｎｇｏｉｎｇ ｐｅｒｆｏｒｍａｎｃｅ ａｎｄ ｅｆｆｉｃｉｅｎｃｙ. Ｈｏｗｅｖｅｒ, ｔｈｅ ＵＩＵＣ ｓｔｕｄｙ ｉｓ ｆａｒ ｍｏｒｅ ｓｕｃｃｅｓｓｆｕｌ ｉｎ ｉｔｓ ｅｖａｌｕａｔｉｏｎ ｏｆ ｔｈｅ ｉｍｐｏｒｔａｎｃｅ ｏｆ ｇｒｏｕｐ ｅｆｆｏｒｔ. Ｗｈｉｌｅ ｔｈｅ Ａｔｅｎ ｓｔｕｄｙ ｆａｉｌｓ ｔｏ ａｄｄｒｅｓｓ ａｎｙ ｉｎｔｅｒａｃｔｉｏｎ ａｍｏｎｇ ｐａｒｅｎｔｓ, ｔｈｅ Ｐａｒｔｎｅｒｓ ｆｏｒ Ｐｒｏｇｒｅｓｓ ｗｒｉｔｅ ｔｈａｔ "ｗｈｅｎ ｐａｒｅｎｔｓ ｄｏ ｎｏｔ ｓｅｅ ｔｈｅ ｇｖａｌｕｅ ｏｆ ｇｒｏｕｐ ｅｆｆｒｔｓ ａｎｄ ａｃｔ ｏｎｌｙ ａｓ ｉｎｄｉｖｉｄｕａｌｓ, ｉｎｄｉｖｉｄｕａｌ ｐａｒｅｎｔ ｅｆｆｏｒｔｓ ａｒｅ ｄｉｌｕｔｅｄ ａｎｄ ｉｎｅｆｆｅｃｔｕａｌ. Ｉｆ ｆａｍｉｌｉｅｓ ｃａｎ ｓｅｅ ｄｉｒｅｃｔｌｙ ｔｈｅ ｉｎｆｌｕｅｎｃｅ ｏｆ ｔｈｅｉｒ ｇｒｏｕｐ ｅｆｆｏｒｔｓ...ｔｈｅｙ ａｒｅ ｍｏｒｅ ｌｉｋｅｌｙ ｔｏ ｉｎｖｅｓｔ ｔｉｍｅ ａｎｄ ｅｎｅｒｇｙ ｉｎ ｏｔｈｅｒ ｇｒｏｕｐ ｅｆｆｏｒｔｓ" (Ｇｏｏｄ 1997). Ｏｎｅ ｍａｊｏｒ ｆａｃｔｏｒ ｔｈａｔ ｏｆ ａｌｌ ｔｈｅ ｓｔｕｄｉｅｓ ｒｅｖｉｅｗｅｄ ｆｏｒ ｔｈｉｓ ｐａｐｅｒ ｆａｉｌｅｄ ｔｏ ａｃｃｏｕｎｔ ｆｏｒ ｗａｓ ａ ｍｉｓｓｉｏｎ ｓｔａｔｅｍｅｎｔ ｆｒｏｍ ｔｈｅ ｃｏｎｓｕｌｔａｎｔ ｇｒｏｕｐｓ. Ｍｉｓｓｉｏｎ ｓｔａｔｅｍｅｎｔｓ ｈａｖｅ ｔｈｅ ｐｏｗｅｒ ｔｏ ｉｎｉｔｉａｔｅ ｄｉａｌｏｇｕｅ ａｍｏｎｇ ｆａｃｕｌｔｙ ａｎｄ ｐａｒｅｎｔｓ, ａｎｄ ｓｅｎｄ ａ ｍｅｓｓａｇｅ ｔｏ ｔｈｅ ｅｎｔｉｒｅ ｃｏｍｍｕｎｉｔｙ ｒｅｇａｒｄｉｎｇ ｔｈｅ ｐｒｉｏｒｉｔｉｅｓ ｏｆ ｔｈｅ ａｇｅｎｔｓ ｆｏｒ ｔｈｅｉｒ ｃｌｉｅｎｔｓ, ｕｌｔｉｍａｔｅｌｙ ｔｈｅ ｃｈｉｌｄｒｅｎ. Ａ ｍｉｓｓｉｏｎ ｓｔａｔｅｍｅｎｔ ｗｏｕｌｄ ｉｎｃｒｅａｓｅ ａｗａｒｅｎｅｓｓ ｂｅｔｗｅｅｎ ｃｏｍｍｕｎｉｔｙ ａｎｄ ｃｏｎｓｕｌｔａｎｔ, ｉｎｃｒｅａｓｉｎｇ ｔｈｅ ｃｈａｎｃｅ ｏｆ ａｓｓｉｔａｎｃｅ ａｎｄ ｐａｒｔｉｃｉｐａｔｉｏｎ ｏｎ ｔｈｅ ｐａｒｔ ｏｆ ｔｈｅ ｃｉｔｉｚｅｎｓ ｏｆ ｔｈｅ ｃｏｍｍｕｎｉｔｙ. Ｔｈｅ ｃｏｎｓｕｌｔａｎｔｓ ｏｆ ｔｈｅ ＵＩＵＣ ｓｔｕｄｙ ｄｏ ｈｏｗｅｖｅｒ ｗｒｉｔｅ ｔｈａｔ "ａｓ ｏｕｔｓｉｄｅｒｓ ａｎｄ ｓｔａｋｅｈｏｌｄｅｒｓ, ｗｅ ｃｏｎｔｉｎｕｅ ｔｏ ｂｅ ａｂｌｅ ｔｏ ｂｒｉｎｇ ａ ｆｒｅｓｈ ｐｅｒｓｐｅｃｔｉｖｅ ｔｏ ｍａｎｙ ｈｉｇｈｌｙ ｃｈａｒｇｅｄ ｉｓｓｕｅｓ. Ｉｎ ｓｈａｒｉｎｇ ｏｕｒ ｅｘｐｅｒｔｉｓｅ ａｎｄ ａｃｃｅｓｓ ｔｏ ｉｎｆｏｒｍａｔｉｏｎ, ｗｅ ｆｉｎｄ ｐａｒｅｎｔｓ ａｎｄ ｍａｎｙ ｓｔａｆｆ ｒｅｃｅｐｔｉｖｅ. Ｂｅｃａｕｓｅ ｏｕｒ ｒｅｌａｔｉｏｎｓｈｉｐｓ ｗｉｔｈ ｐａｒｅｎｔｓ ｗｅｒｅ ｅｓｔａｂｌｉｓｈｅｄ ｂｙ ｓｅｅｋｉｎｇ ｏｕｔ ｔｈｅｉｒ ｏｐｉｎｉｏｎｓ, ｗｅ ｆｉｎｄ ｔｈａｔ ｐａｒｅｎｔｓ ａｒｅ ｃｏｍｆｏｒｔａｂｌｅ ｃｈａｌｌｅｎｇｉｎｇ ｏｕｒ ｉｎｔｅｒｐｒｅｔａｔｉｏｎｓ. Ｔｈｉｓ ｃａｕｓｅｓ ｕｓ ｔｏ ｆｒｅｑｕｅｎｔｌｙ ｒｅｔｈｉｎｋ ｏｕｒ ｃｏｎｃｌｕｓｉｏｎｓ. Ｈｏｗｅｖｅｒ, ｔｈｅｒｅ ａｒｅ ｓｏｍｅ ｌｉｍｉｔａｔｉｏｎｓ ｉｎｈｅｒｅｎｔ ｉｎ ｔｈｅ ｃｏｎｓｕｌｔａｎｔ ｒｏｌｅ ｄｅｆｉｎｅｄ ｔｈｉｓ ｗａｙ. Ｂｅｃａｕｓｅ ｔｈｅｒｅ ａｒｅ ｍｕｌｔｉｐｌｅ ｃｏｎｓｕｌｔｅｅｓ ａｎｄ ｃｌｉｅｎｔｓ, ｏｆｔｅｎ ｗｉｔｈ ｓｕｐｅｒｆｉｃｉａｌｌｙ ｏｐｐｏｓｉｎｇ ｄｉｒｅｃｔ ｉｎｔｅｒｅｓｔｓ, ｔｈｅ ｃｏｎｓｔｕｌｔａｎｔｓ ａｒｅ ｓｏｍｅｔｉｍｅｓ ｈａｒｄ-ｐｒｅｓｓｅｄ ｔｏ ｄｅｆｉｎｅ ａ ｃｏｍｆｏｒｔａｂｌｅ ｒｏｌｅ" (Ｇｏｏｄ 1997). Ｉｆ ｔｈｉｓ ｓｔａｔｅｍｅｎｔ ｗａｓ ｄｅｌｉｖｅｒｅｄ ｔｏ ｔｈｅ ｃｏｍｍｕｎｉｔｙ ｔｈｒｏｕｇｈ ｏｎｅ ｏｆ ｔｈｅｉｒ ｃｏｍｍｕｎｉｃａｔｉｏｎ ｂｒｉｄｇｅｓ, ｐｅｒｈａｐｓ ｔｈｅｙ ｗｏｕｌｄ ａｃｈｉｅｖｅ ｅｖｅｎ ｍｏｒｅ ｓｕｃｃｅｓｓ. Ｈｏｗｅｖｅｒ, ｔｈｉｓ ｅｍｐｉｒｉｃａｌ ｗｏｒｋ ｄｏｅｓ ｎｏｔ ｆｕｌｌｙ ａｄｄｒｅｓｓ ｔｈｅ ｌｉｍｉｔａｔｉｏｎｓ ｏｆ ｔｈｉｓ ｄｅｆｉｎｉｔｉｏｎ ｏｆ ｔｈｅ ｃｏｎｓｕｌｔａｎｔ ｒｏｌｅ. Ｒｅｖｉｅｗｉｎｇ ｔｈｅ ｅｍｐｉｒｉｃａｌ ｗｏｒｋ ｔｈａｔ ｆｏｃｕｓｅｓ ｏｎ ｉｎｔｅｒｖｅｎｔｉｏｎ ａｐｐｒｏａｃｈｅｓ ｄｅｓｉｇｎｅｄ ｂｙ ｃｏｍｍｕｎｉｔｙ ｃｏｎｓｕｌｔａｎｔｓ ａｉｍｅｄ ａｔ ｉｎｃｒｅａｓｉｎｇ ｐａｒｅｎｔ ａｎｄ ｃｏｍｍｕｎｉｔｙ ｉｎｖｏｌｖｅｍｅｎｔ ｉｎ ｓｃｈｏｏｌｓ ｄｅｍｏｓｔｒａｔｅｓ ｔｈａｔ ｗｈｉｌｅ ｃｏｎｓｕｌｔａｔｉｏｎ ｅｆｆｏｒｔｓ ｃａｎ ｂｅ ｓｕｃｃｅｓｓｆｕｌ ｏｖｅｒ ｔｉｍｅ, ｔｈｅｉｒ ｓｐｅｃｉｆｉｃ ｍｅｔｈｏｄｓ ｔａｒｇｅｔｅｄ ａｔ ａｃｈｉｅｖｉｎｇ ｍｅａｎｉｎｇｆｕｌ ｐａｒｅｎｔａｌ ｉｎｖｏｌｖｅｍｅｎｔ ａｒｅ ｄｉｆｆｉｃｕｌｔ ｔｏ ｐｉｎｐｏｉｎｔ. Ｒｅｓｅａｒｃｈ ｄｏｅｓ ｒｅｐｅａｔｅｄｌｙ ｒｅｐｏｒｔ ｔｈｅ ｉｍｐｏｒｔａｎｃｅ ｏｆ ｐａｒｅｎｔａｌ ｉｎｖｏｌｖｅｍｅｎｔ ａｓ ｅｓｓｅｎｔｉａｌ ｔｏ ｃｈｉｌｄｒｅｎ'ｓ ａｃａｄｅｍｉｃ ｓｕｃｃｅｓｓ, ｗｈｉｃｈ ｌｅａｄｓ ｔｏ ｔｈｅ ａｓｓｕｍｐｔｉｏｎ ｔｈａｔ ｃｏｍｍｕｎｉｔｙ ｃｏｎｓｕｌｔａｔｉｏｎ ｅｆｆｏｒｔｓ ｔｏ ｉｎｃｒｅａｓｅ ｉｎｖｏｌｖｅｍｅｎｔ ｗｉｌｌ ｂｅ ｓｕｃｃｅｓｓｆｕｌ. Ｈｏｗｅｖｅｒ, ｔｈｅ ｅｍｐｉｒｉｃａｌ ｒｅｓｅａｒｃｈ ｓｔｕｄｉｅｓ ｄｅｓｃｒｉｂｅｄ ｉｎ ｔｈｉｓ ｐａｐｅｒ ｄｅｍｏｎｓｔｒａｔｅ ｔｈｅ ｎｅｅｄ ｆｏｒ ｃａｒｅｆｕｌ ｃｏｎｓｉｄｅｒａｔｉｏｎ ｏｆ ｎｅｉｇｈｂｏｒｈｏｏｄ ｃｏｎｔｅｘｔｓ ａｎｄ ｔｈｅ ｐｏｔｅｎｔｉａｌ ｂａｒｒｉｅｒｓ ｔｈａｔ ｍａｙ ｐｒｅｖｅｎｔ ｍｅａｎｉｎｇｆｕｌ ｐａｒｅｎｔａｌ ａｎｄ ｃｏｍｍｕｎｉｔｙ ｉｎｖｏｌｖｅｍｅｎｔ. Ｃｏｎｓｕｌｔａｎｔｓ ｍｕｓｔ ｔａｋｅ ｉｎｔｏ ａｃｃｏｕｎｔ ｌａｎｇｕａｇｅ ｂａｒｒｉｅｒｓ ｗｈｅｎ ｅｎｃｏｕｒａｇｉｎｇ ｐａｒｅｎｔ-ｔｅａｃｈｅｒ ｃｏｍｍｕｎｉｃａｔｉｏｎ. Ｃｏｎｓｕｌｔａｎｔｓ ｍｕｓｔ ｂｅ ｃａｒｅｆｕｌ ｎｏｔ ｔｏ ａｌｌｏｗ ｐａｒｅｎｔｓ ｌａｃｋ ｏｆ ｔｉｍｅ ａｎｄ/ｏｒ ｍｏｎｅｙ ｔｏ ｐｒｅｖｅｎｔ ｔｈｅｍ ｆｒｏｍ ｃｏｎｔｒｉｂｕｔｉｎｇ ａｎｄ ｉｎｔｅｒａｃｔｉｎｇ ｗｉｔｈ ｐｌａｎｎｉｎｇ ａｎｄ ｅｖａｌｕａｔｉｏｎ ｐｒｏｃｅｓｓｅｓ. Ｃｏｎｓｕｌｔａｎｔｓ ｃａｎｎｏｔ ｍａｋｅ ａｓｓｕｍｐｔｉｏｎｓ ａｂｏｕｔ ｐａｒｅｎｔｓ ｏｒ ｅｄｕｃａｔｏｒｓ ｔｈａｔ ｐｒｅｖｅｎｔ ａ ｔｗｏ-ｗａｙ ｌｉｎｅ ｏｆ ｃｏｍｍｕｎｉｃａｔｉｏｎ ｆｒｏｍ ｂｅｉｎｇ ｅｓｔａｂｌｉｓｈｅｄ. Ｏｖｅｒａｌｌ, ＵＩＵＣ Ｐａｒｔｎｅｒｓ ｆｏｒ Ｐｒｏｇｒｅｓｓ ｃａｓｅ ｓｔｕｄｙ ｏｆ Ｌｉｎｃｏｌｎ Ｅｌｅｍｅｎｔａｒｙ Ｓｃｈｏｏｌ ｄｅｍｏｎｓｔｒａｔｅｄ ｃｏｎｓｉｄｅｒａｂｌｅ ｐｒｏｏｆ ｆｏｒ ｔｈｅｉｒ ｔｈｅｏｒｅｔｉｃａｌ ｂａｓｉｓ, ａｎｄ ｄｅｍｏｎｓｔｒａｔｅｄ ｍａｎｙ ｓｕｃｃｅｓｓｆｕｌ ａｐｐｒｏａｃｈｅｓ ｄｅｓｐｉｔｅ ｓｏｍｅ ｗｅａｋｎｅｓｓｅｓ. Ｔｈｅ ｓｐｅｃｉａｌ ｅｖｅｎｔｓ, ｓｐｅｃｉａｌ ｐｒｏｇｒａｍｓ, ａｎｄ ｍｏｍｅｎｔｓ ｏｆ ｏｐｐｏｒｔｕｎｉｔｙ ｃｒｅａｔｅｄ ａｎｄ ｄｅｖｅｌｏｐｅｄ ｂｙ ｔｈｅ ｃｏｎｓｕｌｔａｎｔｓ ａｌｌｏｗｅｄ ｆｏｒ ｍａｘｉｍｕｍ ｅｍｐｏｗｅｒｍｅｎｔ ｏｆ ｎｏｔ ｏｎｌｙ ｐａｒｅｎｔｓ, ｂｕｔ ｓｔｕｄｅｎｔｓ, ｅｄｕｃａｔｏｒｓ, ａｎｄ ｏｔｈｅｒ ｃｏｍｍｕｎｉｔｙ ｍｅｍｂｅｒｓ ａｓ ｗｅｌｌ. Ｔｈｅ ｃｏｎｓｕｌｔａｎｔｓ ｅｆｆｏｒｔｓ ｔｏ ｒｅｄｕｃｅ ｔｈｅ ｌｉｍｉｔａｔｉｏｎｓ ｏｎ ｔｈｅ ｒｏｌｅｓ ｔｈａｔ ｓｃｈｏｏｌ ｏｆｆｉｃｉａｌｓ ｏｆｆｅｒ ｐａｒｅｎｔｓ ｗｅｒｅ ｈｉｇｈｌｙ ｓｕｃｃｅｓｓｆｕｌ; ｎｏｔ ｏｎｌｙ ｗｅｒｅ ｒｅｓｔｒｉｃｔｉｏｎｓ ｔｏ ｔｈｅ ｐｈｙｓｉｃａｌ ｓｐａｃｅ ｏｆ ｔｈｅ ｓｃｈｏｏｌ ｄｅｃｒｅａｓｅｄ, ｍｅｎｔａｌ ｒｅｓｔｒｉｃｔｉｏｎｓ ｗｅｒｅ ｃｈａｌｌｅｎｇｅｄ ａｎｄ ｕｐｓｅｔ ｂｙ ｔｈｅ ｆｏｒｍａｔｉｏｎ ｏｆ ｎｅｗ ｃｉｔｉｚｅｎ ｒｏｌｅｓ ｔｈａｔ ｉｎｃｌｕｄｅｄ ｐｌａｎｎｉｎｇ ａｎｄ ｄｅｃｉｓｉｏｎ ｍａｋｉｎｇ. Ｓｔｒｕｃｔｕｒｅｓ ｔｈａｔ ａｓｓｉｓｔ ｉｎ ｔｈｅ ｐｒｏｍｏｔｉｏｎ ｏｆ ｍｅａｎｉｎｇｆｕｌ ｐａｒｅｎｔａｌ ｉｎｖｏｌｖｅｍｅｎｔ ｉｎ ｔｈｅ ｅｄｕｃａｔｉｏｎａｌ ｐｒｏｃｅｓｓ ａｒｅ ｃｒｕｃｉａｌ ｉｎ ｔｈｅ ｉｍｐｒｏｖｅｍｅｎｔ ｏｆ ｃｈｉｌｄｒｅｎ'ｓ ａｃａｄｅｍｉｃ, ｅｍｏｔｉｏｎａｌ, ａｎｄ ｂｅｈａｖｉｏｒａｌ ｄｅｖｅｌｏｐｍｅｎｔ, ａｎｄ ｃｏｍｍｕｎｉｔｙ ｃｏｎｓｕｌｔａｎｔ ｅｆｆｏｒｔｓ ｔｏ ｉｍｐｌｅｍｅｎｔ ｔｈｅｓｅ ｓｔｒｕｃｔｕｒｅｓ ｃａｎ ｂｅ ｈｉｇｈｌｙ ｓｕｃｃｅｓｓｆｕｌ. |
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- design-for-india.blogspot.com/...in vogue. NID Ahmedabad is listed among the leading world schools of design and the online link to the Businesweek story can be seen at their website...
- oneandonlybrands.blogspot.com/...forward to watching when I have a spare moment. The Top 10 Things They Never Taught Me in Design School by Michael McDonough 1. Talent is one-third of the success...
- jeremyblachman.blogspot.com/...who want to score at the end of the scale that's going to get them into top schools, because they're simply not designed for people getting those scores; and I'll skip the paragraph I...
Top Design Schools - Blog Homepage Results
ACAS Academy Top Permanent Makeup and Professional Celebrity Makeup School is designed to provide the highest standards of education to individuals...
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Information of Top fashion designer, major fashion designers, fashion designers schools, fashion and design, Clothing Fashion Designers, Fashion Designers...
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