Abstract
This commentary highlights key themes across the five chapters of this volume, as well as offers specific recommendations concerning future directions for inquiry on the issue of family–school connections. A case is made that in order to advance scientific knowledge of this issue and its application, dialogue is sorely needed that is multidisciplinary, engages mixed methods and emic traditions, and attends to how context shapes family–school connections.
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I wish to thank Maria Cristina Limlingan, Sunah Hyun, Brandon Foster, Jayanthi Mistry, and Nathan McWayne for the very helpful feedback on prior versions of this manuscript.
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McWayne, C. (2015). Family–School Partnerships in a Context of Urgent Engagement: Rethinking Models, Measurement, and Meaningfulness. In: Sheridan, S., Moorman Kim, E. (eds) Foundational Aspects of Family-School Partnership Research. Research on Family-School Partnerships, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-13838-1_6
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