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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.

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Challenges and Opportunities in Moving Family Involvement Research Into Practice (Presentation)

This presentation by HFRP staff was part of a conference entitled “Family–School Relations During Adolescence: Linking Interdisciplinary Research and Practice.” The conference was held July 20–21 and was hosted by the Sanford Institute of Public Policy at Duke University, sponsored by the American Psychological Association. The goal of the conference was to establish better links among research, practice, and policy related to family educational involvement during adolescence, particularly for families from ethnically and socioeconomically diverse backgrounds.

Harvard Family Research Project (July 20, 2006) Conferences and Presentations

Coaching for Quality

Sarah Jonas describes the Children's Aid Society's model of site-based coaching for quality after school programming and the supports they provide to build the capacity of their coaches.

Sarah Jonas (Winter 2005/2006) Evaluation Exchange Article

Family Involvement in Early Childhood Education

This research brief synthesizes the latest research that demonstrates how family involvement contributes to young children's learning and development. The brief summarizes the latest evidence base on effective involvement—specifically, the research studies that link family involvement in early childhood to outcomes and programs that have been evaluated to show what works.

Heather B. Weiss , Margaret Caspe and M. Elena Lopez (Spring 2006) Research Report

After School for Cindy: Family, School, and Community Roles in Out-of-School Time Teaching Case

Second grade teacher Nikki believes that participation in a formal after school program would help her student Cindy academically at school. However, Cindy's single working mother Marla prefers to keep Cindy with her in the afternoons after her numerous struggles with securing quality affordable care in the community. What are the roles of family, school, and community in promoting children's learning and development in out-of-school time?

Ellen Mayer (2005) Teaching Case

Investing in Connections

Foundation executives discuss their efforts to connect the many contexts in which children live and learn in order to increase the impact of their investments in these areas.

Erin Harris (Spring 2005) Evaluation Exchange Article

Evaluating Partnerships: Seven Success Factors

Dr. Hector Garza of the National Council for Community and Education Partnerships describes what he looks for when evaluating educational partnerships.

Julia Coffman (Spring 2005) Evaluation Exchange Article

Complementary Learning

The topic of this issue of The Evaluation Exchange is complementary learning. Complementary learning posits that we can bolster children's learning and achievement by linking and aligning both the school and nonschool arenas in which children live, learn, and play. This means, for example, linking schools with early childhood programs, out-of-school time programs, and other programs based in the community. In this issue we delve into the kinds of mechanisms that can create these linkages and sustain their effectiveness, and highlight promising approaches for evaluating the complementary-learning practices that already exist, both in terms of what outcomes to focus on and what methodologies to use.

Evaluation Exchange Issue

360 Degrees of Literacy: A Look at a Community Partnership in Dallas

Dennie Palmer Wolf and Jennifer Bransom offer lessons from the evaluation of a Dallas-based effort to promote

Dennie Palmer Wolf , Jennifer Bransom (Spring 2005) Evaluation Exchange Article

New & Noteworthy

The New & Noteworthy section features an annotated list of papers, organizations, and initiatives related to the issue

Harvard Family Research Project (Spring 2005) Evaluation Exchange Article

From the Director's Desk

An introduction to the issue on Complementary Learning by HFRP's Founder & Director, Heather B. Weiss, Ed.D.

Heather B. Weiss, Ed.D. (Spring 2005) Evaluation Exchange Article

Supplementary Education: The Hidden Curriculum of High Academic Achievement

Priscilla Little of HFRP reviews Supplementary Education, a new compilation of essays and papers edited by Edmund Gordon, Beatrice Bridglall, and Aundra Saa Meroe.

Priscilla Little (Spring 2005) Evaluation Exchange Article

Learning Is Everyone's Business: Learning Supports in Iowa

On behalf of their partners in the Iowa Collaboration for Youth Development, Linda Miller and Carol Behrer describe a statewide interagency collaboration to coordinate educational policies, practices, and programs.

Linda Miller , Carol Behrer (Spring 2005) Evaluation Exchange Article

Studying Contextual Predictors of Participation in Out-of-School Time Activities

Describing a new study by HFRP, Holly Kreider illustrates how research and data can illuminate and facilitate links between complementary learning contexts.

Holly Kreider (Spring 2005) Evaluation Exchange Article

Increasing the Bottom Line by Supporting Families

Lynn Mitchell, from Corporate Voices for Working Families, describes how businesses can promote policies and practices that support working families, using partnerships between private and public sectors.

Lynn Mitchell (Spring 2005) Evaluation Exchange Article

A Conversation With Richard Rothstein

Richard Rothstein argues that narrowing the achievement gap requires substantial changes in social policy in addition to extensive school reform.

Julia Coffman (Spring 2005) Evaluation Exchange Article

Seattle School District's Community Alignment Initiative

Sara Tenney-Espinosa, of the Seattle School District, describes the evaluation goals and early findings from a collaboration between the district and local after school providers.

Sara Tenney-Espinosa (Spring 2005) Evaluation Exchange Article

SPARKing Innovation

Tony Berkley of the W. K. Kellogg Foundation describes the application of a theory of change to a complex initiative to facilitate team learning, strategic management, and program improvement.

Tony Berkley (Spring 2005) Evaluation Exchange Article

Beyond the Classroom: Complementary Learning to Improve Achievement Outcomes

Harvard Family Research Project introduces complementary learning as a concept for improving learning outcomes without relying solely on school-based reform.

Heather Weiss , Julia Coffman, Margaret Post, Suzanne Bouffard, Priscilla Little (Spring 2005) Evaluation Exchange Article

Project HOPE: Working Across Multiple Contexts to Support At-Risk Students

In this article, Barbara Jentleson and Helen Westmoreland, from Duke University, highlight the mechanism of connecting complementary-learning contexts through staffing patterns and practices.

Barbara Jentleson , Helen Westmoreland (Spring 2005) Evaluation Exchange Article

Technology Goes Home: Connecting Families, Communities, and Schools

Kelly Faughnan from HFRP describes a program that connects families and schools in the Boston area through the mechanism of technology.

Kelly Faughnan (Spring 2005) Evaluation Exchange Article

Engaging Families in Out-of-School Time Programs

A group of researchers illlustrate how the practice of family engagement can link the out-of-school time, school, and home contexts.

Zenub Kakli , Holly Kreider, Tania Buck, Caroline Ross (Spring 2005) Evaluation Exchange Article

Intermediary Organizations as Capacity Builders in Family Educational Involvement

Article in Urban Education, 40(1), 78–105.
In this article the authors argue that intermediary organizations play a crucial role in capacity building for family involvement, by providing alternatives to school-centered approaches to family involvement and engaging families with intensive support that schools seldom offer.

M. Elena Lopez , Holly Kreider, Julia Coffman (2005) Research Report

Finding the Right Hook: Strategies for Attracting and Sustaining Participation in After-School Programs

This article offers promising recruitment and retention strategies to school administrators seeking to boost participation rates in their school-based after school programs.

Sherri Lauver , Priscilla M. D. Little (May 2005) Research Report

Conjoint Behavioral Consultation: A Model to Facilitate Meaningful Partnerships for Families and Schools

Researchers at the University of Nebraska-Lincoln studied the effectiveness of a behavioral intervention model where parents, educators, and service providers work collaboratively to address children's developmental needs in a Head Start program.

Susan M. Sheridan , Brandy L. Clarke, Diane C. Marti, Jennifer D. Burt, Ashley M. Rohlk (April 2005) Research Report

Reading, Writing, and Reform in the Bronx: Lessons for Community Engagement in Schools

Five community-based education organizing groups use various strategies to build trust and commitment among parents and teachers.

Celina Su (January 2005) Research Report

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Published by Harvard Family Research Project