Theories of Collaboration and Family Involvement in K-12 Education

Introduction: Rethinking Knowledge and Collaboration

The objective of this study is to discuss theoretical foundations for collaboration within the framework of a K-12 educational system in the United States. Two theories for effective parent and family involvement in K-12 learning environments are examined, along with research on two organizations at the state, local, regional, or federal level that support or organize parent and family involvement. The study also discusses how these theories are applied and offers suggestions on methods an educational leader can use to further collaborative efforts in the K-12 educational system.

A change in the conception of "the very nature of what it means to know and learn… drives the interest in collaborative learning" (Williams, 2009, p. 3). Traditionally, knowledge is conceptualized as "something that is acquired" (Williams, 2009, p. 3). Within this theoretical framework, it is held that "the mind is the container of knowledge and that learning is a process that fills this container" (Williams, 2009, p. 3).

Collaborative Educational Environments

According to Williams (2009), concepts are accumulated by individuals "through books or by teachers. Knowledge is a property of the individual mind and learning is the acquisition or construction of this property" (p. 4). More recently, however, theorists have begun to think about learning as the process of developing the ability to participate in the culture and activities of a community. The emphasis is placed on the process of learning in addition to the outcome of academic achievement. There is a growing recognition that knowledge cannot be separated from context; it is integral to the relationships among people and situations (Williams, 2009, p. 4).

Collaboration in the workplace is described as "the ability to build cooperative relationships with colleagues and customers and to work with diverse teams to negotiate and manage conflicts" (Williams, 2009, p. 5). Williams (2009) argues that if learning is "a process of growing in the ability to participate in a community, then collaboration and learning to collaborate is an essential activity for school. Students take part in activities to the extent that they are able, observing and receiving feedback from those with more expertise" — specifically more advanced students and teachers (p. 5).

Research on collaboration identifies many benefits of students working together, both in the classroom and throughout the school. Stated benefits include "increased achievement, engagement, and pro-school attitudes" (Williams, 2009, p. 5). Several mechanisms explain why achievement rises as a result of collaborative learning. Students working in groups can be introduced to new ideas that conflict with their own understanding, which can lead them to seek new information to clarify the conflict or to attempt to explain and justify their own position — both of which can lead to learning. In addition, students working together can generate new approaches to solving problems that none of them knew prior to working together, and individuals can then adopt these approaches in future problem solving (Williams, 2009, p. 6).

Benefits of Collaborative Learning

Students also benefit from giving and receiving help. Giving help requires the giver to clarify and reorganize their own understanding, thereby deepening their grasp of the material. Receiving help assists in filling in gaps in understanding and correcting misconceptions. Furthermore, receiving assistance from peers "increases the quality of the feedback available to students" (Williams, 2009, p. 6).

The first theory examined in this study is the Comprehensive Supports for Student Learning framework, which proposes that "internal and external barriers to learning and teaching contribute to active disengagement from classroom learning and lead to significant learning, behavior, and emotional problems. These barriers stem from a variety of widely discussed societal, neighborhood, familial, school, and personal conditions that interfere with success at school and beyond" (Pullman, Wiggins, & Bruns, 2011, p. 2).

In the work of Adelman and Taylor (2010), while biologically based learning disabilities can prevent learning, external barriers are identified as the primary reason children experience learning, behavior, and emotional problems in schools. These external barriers include "lack of home involvement in education, lack of peer support for education, negative peer influences, lack of positive recreational opportunities, lack of community involvement, and inadequate school, social, and health support services" (Pullman, Wiggins, & Bruns, 2011, p. 3).

Conclusion

Collaboration in education is not only needed in the classroom but throughout the entire school, among parents and educators, and across the full spectrum of the educational system. Only through such broad-based collaboration can schools make provision for the best possible educational experience, promote student achievement, and support lifelong learning. Educational leaders who understand and apply collaborative learning theory alongside family engagement frameworks are better positioned to dismantle barriers, coordinate supports, and build the partnerships that every student's success depends upon.