ABSTRACT
Over the past decade, the field of school–family–community partnerships has been energized before our very eyes by activities in research, policy, and practice. In research, scholars from different disciplines are applying various methodologies to study connections of schools and communities with families of various backgrounds and cultures and with students at different age and grade levels. The number of master’s and doctoral dissertations are increasing as graduate students and their professors become familiar with the field and seek to make new contributions.
