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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.
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.
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.
Jane Werner and Lisa Brahms, from the Children’s Museum of Pittsburgh, discuss the Museum’s innovative MAKESHOP studio space, which invites children and families to co-create projects and transforms the traditional museum visit experience.
Claudia Castillo is Marisela’s mother. Claudia has big hopes for her daughter, but as a single mother she is concerned about not having Marisela around to help with the younger siblings.
At Palmdale High School, Jonathan Stewart is the only guidance counselor for 550 students. Based on the little he knows about Marisela, he wonders if she should stay local to help her mother with her siblings.
Marisela’s biology teacher, Linda Ruiz, can really relate to Marisela. From her own story of deciding whether to go away to college or stay home, Linda has advice she’d like to offer Marisela.
Marisela is at the center of the Making a Decision About College Interactive Case. A senior in high school who dreams of becoming a doctor, Marisela is conflicted about whether to go away to college or stay close to home for her education.
In the final section of the Making a Decision About College Interactive Case, we piece it all together. We think about the principles guiding the decision to go away to college, assumptions people in the case make, and how difficult issues might be resolved.
In this section, we examine data and policies surrounding immigrant and ethnically diverse high-school graduates’ decisions to go to college.
Learning mathematics starts in infancy and happens anywhere, anytime. In this commentary, Taniesha Woods explores what young children need to know about math, what environments rich in mathematics learning look like, and how families can support children’s math development.
This study shows positive social and academic outcomes for low-income, minority kindergarten children whose parents promote learning in the home and contact schools regularly.
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.
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?
A modified human-centered design process inspires creativity, makes ideas visible, and keeps families’ experiences at the forefront in the transition to school.
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.
Harvard Family Research Project and the Public Library Association call for libraries to join together with schools and community organizations to establish a system of family engagement that extends throughout a child’s life, supports children and families, and prepares children for success.
Creating high-quality early childhood systems necessitates a strong focus on family engagement. Check out how Oregon is adopting an equity lens and building a strong foundation to engage families by leveraging federal funds, community leadership, and philanthropic investments.
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.
In this Q & A with Laura Overdeck, learn how Bedtime Math is giving families and children comfort in talking about numbers in their daily lives, and helping families and afterschool programs get children excited about math in the world around them.
How can you turn daily bedtime and mealtime routines into learning opportunities for young children? How can commuting, shopping, and other everyday activities offer vibrant learning moments for children? Read about the Let’s Play app to learn how!
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.
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.
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.
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.
Five community-based education organizing groups use various strategies to build trust and commitment among parents and teachers.