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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 early childhood education. For the definition of each category, click here. 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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Harvard Family Research Project explains how it helps to ground evaluation in theories of the policy process.
Julia Coffman (Spring 2007) Evaluation Exchange Article
Examine how effective family-strengthening interventions can positively impact families and children in this practitioner-friendly brief from Harvard Family Research Project. Lessons From Family-Strengthening Interventions: Learning From Evidence-Based Practice is based on our review of interventions that have been rigorously evaluated through experimental and quasi-experimental studies. We offer educators, service providers, and evaluators recommendations for creating successful programs and evaluations.
Margaret Caspe , M. Elena Lopez (October 2006) Research Report
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
Nancy Clark-Chiarelli from Education Development Center, Inc. describes an evaluation of two approaches to early literacy professional development—one with a traditional face-to-face mode of delivery and one with a technology-enhanced component.
Nancy Clark-Chiarelli (Winter 2005/2006) Evaluation Exchange Article
Caroline Wilkinson and Shelley Billig from RMC Research Corporation describe their evaluation of the New England Professional Development Initiative's cascade approach to professional development in early childhood education.
Caroline Wilkinson , Shelley H. Billig (Winter 2005/2006) Evaluation Exchange Article
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
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.
Shari Golan , Donna Spiker, Carl Sumi (December 2005) Research Report
Family-centered practices by professionals serving families and their young children with disabilities have become a cornerstone of personnel preparation programs in early childhood intervention (ECI) and early childhood education. Our research project sought to develop a measure to examine the family-centered beliefs, skills, work systems, and work practices of ECI and ECE graduate students.
Angie Giallourakis , Kristie Pretti-Frontczak, Bryan Cook (September 2005) Research Report
Richard Rothstein argues that narrowing the achievement gap requires substantial changes in social policy in addition to extensive school reform.
Julia Coffman (Spring 2005) Evaluation Exchange Article
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.
Tony Berkley (Spring 2005) Evaluation Exchange Article
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
Jeanne Brooks-Gunn reflects on the breakthrough findings and new directions for research, evaluation, and practice in family-focused interventions.
Holly Kreider (Winter 2004/2005) Evaluation Exchange Article
Audrey Laszewski, project director of the Early Years Home Visitation Outcomes Project of Wisconsin, describes how a stakeholder collaboration resulted in a common outcome measurement process.
Audrey Laszewski (Winter 2004/2005) Evaluation Exchange Article
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.
Christine McWayne , Marissa Owsianik (October 2004) Research Report
Rebecca Ryan, Christy Brady-Smith, and Jeanne Brooks-Gunn describe the use of videotapes in the national evaluation of Early Head Start.
Rebecca Ryan , Christy Brady-Smith, Jeanne Brooks-Gunn (Fall 2004) Evaluation Exchange Article
Analyzing family, school, and community resources and needs as related to the family life cycle, examining child welfare and education and ecological approach, and exploration of careers related to children and families. Strategies to improve communication and collaboration are emphasized with a focus on family types, cultures, economic conditions, school systems, community services, political forces, advocacy groups, and other factors that impact young children and their families.
Arminta Jacobson (Fall 2004) Syllabus
Jack Tweedie, from the National Conference of State Legislatures, explains how to convey research to legislators in ways likely to influence their policymaking.
Jack Tweedie (Summer 2004) Evaluation Exchange Article
This issue of The Evaluation Exchange charts the course of early childhood programming and evaluation over nearly half a century. Contributing authors offer a range of views on how best to communicate the importance of investing in a child’s early years and how to improve early childhood programs and policies. Several articles consider the explosion of science—from longitudinal studies of child outcomes to a large-scale demonstration program—that has helped forward our understanding of how young children learn and grow. Finally, a number of articles suggest that better information is needed to close the persistent gap in achievement between children from low-income families and those from middle-income homes.
Evaluation Exchange Issue
Anna Lovejoy, from the National Governors Association Center for Best Practices, describes how the organization keeps governors informed about emerging issues in early childhood.
Anna Lovejoy (Summer 2004) Evaluation Exchange Article
Economist Art Rolnick discusses his approach to early childhood investment, which he describes as “economic investment in human capital.”
Lisa G. Klein (Summer 2004) Evaluation Exchange Article
Heather Weiss, HFRP director, describes a consortium of national organizations working to improve home visitation models.
Heather B. Weiss, Ed.D. (Summer 2004) Evaluation Exchange Article
Lisa G. Klein (Summer 2004) Evaluation Exchange Article
Helen Raikes, John Love, and Rachel Chazan-Cohen from the Early Head Start Research and Evaluation team discuss the importance of intervention in the early years.
Helen H. Raikes, Ph.D. , Rachel Chazan-Cohen, Ph.D., John M. Love, Ph.D. (Summer 2004) Evaluation Exchange Article
Charles Bruner of the Child and Family Policy Center outlines three factors of good family strengthening programs that evaluators are not adequately measuring in their evaluations.
Charles Bruner, Ph.D. (Summer 2004) Evaluation Exchange Article
Elizabeth Burke Bryant and Catherine Walsh, of Rhode Island Kids Count, give an account of the School Readiness Indicators Initiative.
Elizabeth Burke Bryant , Catherine B. Walsh (Summer 2004) Evaluation Exchange Article
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Published by Harvard Family Research Project