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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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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.
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.
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.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Building and Evaluating Out-of-School Time Connections.
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.
Three experts reflect on their work in engaging families in a digital learning environment. We asked them to address the question, How can institutions offer relevant and useful guidance to parents and families about scaffolding their children’s digital media use?
This web only version of the New & Noteworthy section features an expanded annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Building and Evaluating Out-of-School Time Connections.
We are committed to keeping you up to date on family engagement news. The resources in this section highlight the latest tools and discussions from HFRP and review recent findings in the areas of family engagement policy, strategies, and research, along with family engagement and digital learning.
This short publication will give you a quick overview and some concrete examples of complementary learning. It includes information about what complementary learning looks like, some examples of complementary learning systems in practice today, and a description about what is different about complementary learning from traditional programs and services. Finally, we'll introduce you to Marcus, a fictional teenager whose story illustrates how complementary learning can positively affect the lives of students from birth through adolescence.
Are you interested in using social media to find out how families can navigate digital media to enhance children’s learning? Start here—we guide you to organizations and individuals that bring the latest DML research into public focus!
This issue of the FINE Forum features some examples families, schools, and communities coming together to enrich children's learning and social development opportunities.
Incorporating the use of HFRP research-based teaching cases and theoretical perspectives, this revised book looks at family engagement issues from the early years through pre-adolescence.
Researchers from Teachers College, Columbia University, explore how a relatively new type of book– interactive math storybooks – can help parents appreciate and foster their child’s mathematical thinking.
Barton Hirsch and Larry Hedges present their innovative design for evaluating After School Matters, a Chicago initiative that draws on connections with community members, businesses, and schools.
Audrey Hutchinson of National League of Cities Institute for Youth, Education, and Families discusses the evaluation of linked after school services by cities.
Jessica Intrator from the Children's Discovery Museum describes a program that connects youth with a community institution to promote technology skills, health awareness, and positive social and academic outcomes.
Through connected learning, says Mizuko Ito, schools, museums, and libraries are employing innovative strategies, leveraging digital media to make learning more relevant and engaging to youth, and linking the crucial spheres in a learner’s life—peers, interests, and academic pursuits.
In this article, Barbara Jentleson and Helen Westmoreland, from Duke University, highlight the mechanism of connecting complementary-learning contexts through staffing patterns and practices.
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.
We teamed up with the National Center for Family and Community Connections with Schools at the Southwest Educational Development Laboratory (SEDL) to present this 1-day Family, School, and Community Connections Symposium: New Directions for Research, Practice, and Evaluation.
A group of researchers illlustrate how the practice of family engagement can link the out-of-school time, school, and home contexts.
Describing a new study by HFRP, Holly Kreider illustrates how research and data can illuminate and facilitate links between complementary learning contexts.
This article offers promising recruitment and retention strategies to school administrators seeking to boost participation rates in their school-based after school programs.
Linda Lee explains how foundations, local and state governments, schools, and other entities have formed a multimember collaboration to support the Mayor's Time after school initiative.