{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/83199"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/83199","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"Strengthening Home-School Partnerships in Multilingual Communities: Culturally Responsive Approaches in PreK-12 Schools","abstract":"Schools that serve multilingual learners often struggle to build authentic, two-way partnerships with families due to barriers such as language differences, limited access to resources, and inconsistent communication practices. This thesis capstone project addresses these challenges by creating a professional development (PD) session designed for K-12 educators. The PD focuses on fostering culturally responsive, strengths-based family engagement practices to help bridge home and school cultures. The session gives teachers strategies to improve communication, reflect on personal beliefs about family engagement, and develop schoolwide structures that make participation more inclusive for multilingual caregivers. By comparing both elementary and secondary school contexts, the project highlights patterns and approaches that can be adopted across grade levels to sustain authentic family partnerships. The intended outcome is to strengthen trust and collaboration between schools and multilingual families, creating more equitable learning environments where all families feel valued and informed. Future recommendations include expanding the PD into a multisession series, providing follow-up coaching for educators, and exploring district level supports to ensure ongoing, systemic improvements in family-school relationships.","abstract_html":"Schools that serve multilingual learners often struggle to build authentic, two-way partnerships with families due to barriers such as language differences, limited access to resources, and inconsistent communication practices. This thesis capstone project addresses these challenges by creating a professional development (PD) session designed for K-12 educators. The PD focuses on fostering culturally responsive, strengths-based family engagement practices to help bridge home and school cultures. The session gives teachers strategies to improve communication, reflect on personal beliefs about family engagement, and develop schoolwide structures that make participation more inclusive for multilingual caregivers. By comparing both elementary and secondary school contexts, the project highlights patterns and approaches that can be adopted across grade levels to sustain authentic family partnerships. The intended outcome is to strengthen trust and collaboration between schools and multilingual families, creating more equitable learning environments where all families feel valued and informed. Future recommendations include expanding the PD into a multisession series, providing follow-up coaching for educators, and exploring district level supports to ensure ongoing, systemic improvements in family-school relationships.","abstract_has_math":false,"creators":["McMahon, Cassie"],"institution":"SUNY Brockport Department of Education and Human Development","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Altalouli, Mahmoud"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-08","date_published":"2025-08","updated_at":"2026-07-27T19:02:14Z","subjects":["Education","Culturally responsive teaching","Multilingual"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.12648/83199","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Altalouli, Mahmoud"]},{"key":"dc:creator","label":"Author","values":["McMahon, Cassie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-01-12T14:41:48Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-01-12T14:41:48Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-08"]},{"key":"dc:publisher","label":"Institution","values":["SUNY Brockport Department of Education and Human Development"]},{"key":"dc:type","label":"Dc Type","values":["Masters Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Culturally responsive teaching","Multilingual"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.12648/83199"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Schools that serve multilingual learners often struggle to build authentic, two-way partnerships with families due to barriers such as language differences, limited access to resources, and inconsistent communication practices. This thesis capstone project addresses these challenges by creating a professional development (PD) session designed for K-12 educators. The PD focuses on fostering culturally responsive, strengths-based family engagement practices to help bridge home and school cultures. The session gives teachers strategies to improve communication, reflect on personal beliefs about family engagement, and develop schoolwide structures that make participation more inclusive for multilingual caregivers. By comparing both elementary and secondary school contexts, the project highlights patterns and approaches that can be adopted across grade levels to sustain authentic family partnerships. The intended outcome is to strengthen trust and collaboration between schools and multilingual families, creating more equitable learning environments where all families feel valued and informed. Future recommendations include expanding the PD into a multisession series, providing follow-up coaching for educators, and exploring district level supports to ensure ongoing, systemic improvements in family-school relationships."]},{"key":"dc:title","label":"Title","values":["Strengthening Home-School Partnerships in Multilingual Communities: Culturally Responsive Approaches in PreK-12 Schools"]}]}],"canonical_facts":{"dc:contributor.advisor":["Altalouli, Mahmoud"],"dc:creator":["McMahon, Cassie"],"dc:date.accessioned":["2026-01-12T14:41:48Z"],"dc:date.available":["2026-01-12T14:41:48Z"],"dc:date.issued":["2025-08"],"dc:description.abstract":["Schools that serve multilingual learners often struggle to build authentic, two-way partnerships with families due to barriers such as language differences, limited access to resources, and inconsistent communication practices. This thesis capstone project addresses these challenges by creating a professional development (PD) session designed for K-12 educators. The PD focuses on fostering culturally responsive, strengths-based family engagement practices to help bridge home and school cultures. The session gives teachers strategies to improve communication, reflect on personal beliefs about family engagement, and develop schoolwide structures that make participation more inclusive for multilingual caregivers. By comparing both elementary and secondary school contexts, the project highlights patterns and approaches that can be adopted across grade levels to sustain authentic family partnerships. The intended outcome is to strengthen trust and collaboration between schools and multilingual families, creating more equitable learning environments where all families feel valued and informed. Future recommendations include expanding the PD into a multisession series, providing follow-up coaching for educators, and exploring district level supports to ensure ongoing, systemic improvements in family-school relationships."],"dc:identifier.uri":["https://hdl.handle.net/20.500.12648/83199"],"dc:language.iso":["en_US"],"dc:publisher":["SUNY Brockport Department of Education and Human Development"],"dc:subject":["Education","Culturally responsive teaching","Multilingual"],"dc:title":["Strengthening Home-School Partnerships in Multilingual Communities: Culturally Responsive Approaches in PreK-12 Schools"],"dc:type":["Masters Thesis"]},"updated_at":"2026-07-27T19:02:14Z"}