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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.
Select a category below to narrow the list of publications about complementary learning. Click on a column heading to sort, and then select a title to view the publication. If you are looking for a specific document, topic, or author, visit our Publications & Resources section to conduct an advanced search.
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How do families spend time supporting their children’s informal and formal learning beyond the school day and across settings? Find out how educators and institutions are helping families promote their children’s learning experiences anytime, in school and beyond.
Students' pathways through school can be seen as moving through an academic pipeline to adulthood. The Bridging Multiple Worlds model focuses on how diverse youth, beginning in their middle childhood years, navigate across their worlds of families, peers, schools, and communities as they move along their pathways to college, careers, and family roles in adulthood.
Engagement in afterschool programming is one way to keep middle and high school youth engaged in their education. Learn about how the Everett Boys & Girls Club located just outside of Boston, uses intentional informality to keep students coming back and wanting more.
Through innovative and engaging family activities, the Maryland Library Partnership is playing a crucial community role by promoting learning anywhere, anytime and reaching out to parents to help them with their children’s learning, improve literacy, and close the vocabulary gap between low-income learners and their peers.
Maryland is embedding a new family engagement definition statewide as a foundation of policy and infrastructure. Through comprehensive partnerships, the state brings to scale family engagement approaches and launches new initiatives.
Ellen Lettvin from the U.S. Department of Education highlights how the 21st Century Community Learning Centers program is collaborating with various federal agencies to bring STEM into out-of-school time learning.
Public Library Association (PLA) president Felton Thomas Jr. writes about the importance of public libraries in engaging families, and how PLA and Harvard Family Research Project have begun a journey together to support libraries in this work.
This study demonstrates that a wide variety of parent and child factors are linked to school readiness and that parenting education and support services promote family activities that relate to positive child outcomes.
This profile from the Complementary Learning in Action series tells the story of Multnomah County's (Oregon) SUN Service System, an antipoverty and prevention effort that connects educational, social, health, and other services under one umbrella.
Samantha Grant, a program evaluator at the University of Minnesota Extension Center for Youth Development, and a parent, offers guidance to families looking to make good decisions about their children’s out-of-school time activities.
This brief provides examples of year-round learning programs along with recommendations for policymakers looking for ways to increase youth engagement in learning,
In this paper, we draw on the experiences of national organizations and a set of community schools that have built learning partnerships, and examine seven key elements that we find to be essential in building them. Our paper serves as a guide to school districts and their partners as they consider whether and how to implement a partnerships for learning model. It also informs those who have already established these partnerships and wish to reflect on how to maximize partnership—and student—success.
What is the evidence base to support family engagement in the transition to school? You can check out the articles in this bibliography to read about why transition to school matters for children, families, and communities.
In this Q & A, the developers of Comienza en Casa │“It Starts at Home,” talk about supporting migrant families to ensure their children have smooth transitions to school through the use of real-world and digital activities.
Ever wonder what libraries around the country are doing to engage families? Learn the answer to this question and others through HFRP and PLA’s national survey of family engagement in public libraries—– the results of which are presented here.
In this Q & A, S. Craig Watkins discusses the family’s role in the connected learning model, and how students can link what they learn in schools, afterschool programs, and their communities using digital technology.
This set of six volumes offers practical advice for establishing and managing a family support program.
Children can develop 21st-century skills, even outside of the classroom. This resource guide offers hands-on, maker-inspired activities, along with advice from museums, libraries, and afterschool programs, for educators and families to use when exploring STEM topics with children.
Written for program administrators and staff, this guide offers practical advice for establishing and managing community outreach in a family support program.
Written for program administrators and staff, this guide offers practical advice for establishing and linking programs to service systems in a family support program.
A human-centered design approach – an approach that is based on observation, empathy, optimism, collaboration, and experimentation – opens new possibilities for educators to motivate and sustain family engagement.
Written for program administrators and staff, this guide offers practical advice for establishing and managing collaboration in a family support program.
This volume examines partnerships between state governments and grass-roots programs that work to lower school dropout rates, reduce teen pregnancy, increase adult literacy, and reduce long-term welfare dependency. Programs in Arkansas, Iowa, Oregon, Vermont, and Washington are covered.
This resource highlights tools, publications, and reports that provide examples of promising practices for and guidance on data sharing for afterschool and expanded learning programs and systems.
These resources look at issues related to digital media and learning in early childhood and focus on such topics as children’s media use in the 21st century, family perspectives on children’s media use, and research-based guidance for practitioners and parents.