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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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Audrey Hutchinson of National League of Cities Institute for Youth, Education, and Families discusses the evaluation of linked after school services by cities.
Elizabeth Devaney and Hillary Salmons from the Providence After School Alliance describe how a citywide data collection system helps track and improve after school services and strengthen linkages with community organizations, schools, and families.
An introduction to the issue on Building and Evaluating Out-of-School-Time Connections by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Helen Westmoreland from HFRP discusses how OST programs are using quality assessment tools to evaluate and promote linkages with families, schools, and communities.
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.
Priscilla Little of HFRP reviews Supplementary Education, a new compilation of essays and papers edited by Edmund Gordon, Beatrice Bridglall, and Aundra Saa Meroe.
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.
Describing a new study by HFRP, Holly Kreider illustrates how research and data can illuminate and facilitate links between complementary learning contexts.
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.
Dr. Hector Garza of the National Council for Community and Education Partnerships describes what he looks for when evaluating educational partnerships.
Dennie Palmer Wolf and Jennifer Bransom offer lessons from the evaluation of a Dallas-based effort to promote
The New & Noteworthy section features an annotated list of papers, organizations, and initiatives related to the issue
An introduction to the issue on Complementary Learning by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
In this article, Barbara Jentleson and Helen Westmoreland, from Duke University, highlight the mechanism of connecting complementary-learning contexts through staffing patterns and practices.
Kelly Faughnan from HFRP describes a program that connects families and schools in the Boston area through the mechanism of technology.
A group of researchers illlustrate how the practice of family engagement can link the out-of-school time, school, and home contexts.
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.
Richard Rothstein argues that narrowing the achievement gap requires substantial changes in social policy in addition to extensive school reform.
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.
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.
Harvard Family Research Project introduces complementary learning as a concept for improving learning outcomes without relying solely on school-based reform.
Dr. Geri Lynn Peak, a consultant and formerly the Managing Director of the Center for Applied Research and Technical Assistance, describes the evolution, practice, and potential assessment of a family strengthening approach to promote positive youth development.