You are seeing this message because your web browser does not support basic web standards. Find out more about why this message is appearing and what you can do to make your experience on this site better.

www.HFRP.org

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.

Terms of Use ▼


Browse by Topic
 | 
All Publications & Resources
PROGRAM FOUNDATIONS BUILDING CAPACITY FOR QUALITY PROGRAMS

Parents Come to Kindergarten: A Unique Junior Kindergarten Program for Four Year Olds and Their Families

A preschool parenting and readiness program in Canada results in higher school readiness among program children and families, as well as family readiness among teachers.

Janette Pelletier (November 2002) Research Report

Transitioning to School: Policy, Practice, and Reality

Robert Pianta of the University of Virginia's the Curry School of Education discusses helping young children to better transition from preschool to kindergarten and into the early years of grade school.

Robert C. Pianta, Ph.D. (Summer 2004) Evaluation Exchange Article

Head Start as a Family Support Program: Renewing a Community Ethic

This report discusses the efforts of six Head Start programs to address the challenges and goals raised in the 1993 report, Creating a 21st Century Head Start. It assesses their progress in several key areas: expanding enrollment, strengthening parent involvement, addressing issues such as homelessness and substance abuse, improving staff training, bridging research and practice, and collaborating with schools and social service agencies, and addressing issues such as homelessness and substance abuse.

Elaine M. Replogle (1995) Research Report

Embracing the Use of Data for Continuous Program Improvement

In this Commentary, Harvard Family Research Project’s Heidi Rosenberg discusses how continuous improvement processes can strengthen family engagement strategies, and outlines the mindset and key practices that organizations need to adopt in order to use data to understand and improve upon their work.

Heidi Rosenberg (September 17, 2013) Research Report

Kindergarten Home Visit Project

The need for home–-school collaboration begins even before a child’s the first day of school. Researcher Amy Schulting shares data from a recent evaluation study to describe how one home visiting project eases children's transition to kindergarten.

Amy Schulting (January 2009) 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

Successful Family Engagement in the Classroom: What teachers need to know and be able to do to engage families in raising student achievement

HFRP invited the Flamboyan Foundation—a private foundation focused on improving educational outcomes for children in Washington, DC and Puerto Rico—to share its classroom family engagement rubric with FINE. This rubric, and accompanying article, provides districts, school leaders, and teachers with a clear picture of what effective family engagement looks like in the classroom through concrete descriptions of how teachers demonstrate strong family engagement through their conversations and daily practice.

Lela Spielberg (March 2011) Research Report

Math Is Everywhere, When We Know What to Look For

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.

Taniesha A. Woods (May 24, 2016) Research Report

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

New Research on Family Involvement and Academic Achievement (Symposium)

This multiple paper symposium at the annual meeting of the American Educational Research Association followed up on our panel session in 2005. It featured four research studies that used nuanced definitions of family involvement and cutting-edge methodologies to address processes of family involvement and academic outcomes for disadvantaged children across the developmental continuum.

Heather Weiss , Kathleen Hoover-Dempsey, Wendy Barnard, Suzanne Bouffard, Eric Dearing, and Christine McWayne (April 11, 2006) Conferences and Presentations

Changing the Conversation About Home Visiting: Scaling Up With Quality

The purpose of this paper is to determine what the evidence and conventional wisdom say about scaling up home visiting as one of the best ways to support parents and promote early childhood development. To answer this question, we examined the available research evidence, interviewed leaders from six of the national home visiting models, and interviewed researchers who have studied home visiting. The area of interest for guiding future research, practice, and policy is whether home visiting can be delivered at broad scale and with the quality necessary to attain demonstrable, positive outcomes for young children and their parents.

Heather Weiss , Lisa Klein (May 2007) Research Report

© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project