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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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Field experience in evaluation inquiry is a promising approach to preparing the next generation of evaluators. Learn what one group of student consultants and organizations did to make a field experience in evaluative inquiry a positive one.
Carolina Buitrago with Sunindiya Bhalla, Nomi Davidson, Sarah Davila, Anairis Hinojosa, Babe Liberman, and Katie Tosh (December 3, 2015) Research Report
While evaluation needs may vary, all organizations can benefit from utilizing theory-based evaluation tools to frame evaluation efforts. This article explores how three organizations developed their program’s theory of change and logic model.
Carolina Buitrago (November 19, 2015) Research Report
To be successful, children need a strong science, technology, engineering, and math foundation. Learn how Iridescent, a project funded in part by the National Science Foundation, connects families, engineers, and children to develop these skills early on in school.
Tara Chklovski (March 19, 2015) Research Report
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
A new interactive online learning module, Data in Head Start and Early Head Start: Creating a Culture that Embraces Data, developed by the National Center on Program Management and Fiscal Operations, helps Head Start/Early Head Start leaders understand how to use data to inform their decision making.
Harvard Family Research Project (September 17, 2013) Research Report
Deborah J. Brown, external evaluator for Save the Children, discusses how continuous improvement processes have helped strengthen one of Save the Children’s language development and pre-literacy programs, Early Steps to School Success.
Deborah J. Brown (September 17, 2013) Research Report
In this Leading the Field profile, Sandra Gutierrez, national director of the Latino family-focused Abriendo Puertas/Opening Doors program, shares her vision of how families are fundamental to transforming the lives of our children and our communities. [Este artículo también está disponible en español como Padres de Familia como Agentes de Cambio.]
Sandra Gutierrez (September 17, 2013) Research Report
We are committed to keeping you up to date on what's new in family engagement. View our list of links to current reports, articles, resources, and events in the field.
Harvard Family Research Project (September 17, 2013) Research Report
This framework is a vital tool for early childhood education and care providers seeking to build effective family engagement strategies. It was developed by the Office of Head Start with the assistance of the National Center on Parent, Family, and Community Engagement for the Office of Head Start
Office of Head Start (August 2011) Research Report
Harvard Family Research Project and the National PTA® have teamed up to bring you the third brief in our ground-breaking series about family engagement policy, highlighting the need for teacher education programs to prepare teachers to better work with families.
Margaret Caspe , M. Elena Lopez, Ashley Chu, & Heather B. Weiss (May 2011) Research Report
This paper by the National Center on Parent, Family, and Community Engagement, a new center formed by HFRP and Brazelton Center at Children's Hospital Boston and other partners for the Office of Head Start, focuses on child assessment data as a tool for parent and family engagement in the early childhood arena. It is the first in a series that will help early childhood care and education programs identify ways that they can share information in order to strengthen partnerships and work toward common goals.
National Center on Parent, Family, and Community Engagement (March 2011) Research Report
Amy Horenbeck, training director from the Tools of the Mind program based at the Center for Improving Early Learning at the Metropolitan State College of Denver in Colorado, discusses a different approach to early childhood education and using children's work as a unique type of student data to track development and share children's progress with parents.
Amy Horenbeck (October 2010) Research Report
This brief offers lessons and best practices from foundations across the country on grantmaking to school districts. It offers advice to foundations that are considering school district investments for the first time. It also offers a useful "check" to more experienced foundations that want to examine their thinking and approaches against the lessons and practices of other foundations.
Julia Coffman , Heather Weiss, Erin Harris, Priscilla M.D. Little (September 2010) Research Report
Moria Cappio and Melanie Reyes from The Children’s Aid Society share their experiences reinventing family engagement strategies in their East Harlem Early Head Start/Head Start program to reach out to immigrant families by including parent civic advocacy. Cappio and Reyes also describe how using an advocacy evaluation tool helped them navigate these uncharted waters.
Moria Cappio , Melanie Reyes (May 2010) Research Report
As evidence mounts that family involvement can support children's learning, there is an increasing call in the field for common data collection instruments to measure home–school communication and other aspects of family involvement. This resource from Harvard Family Research Project compiles instruments developed for rigorous program impact evaluations and tested for reliability.
Helen Westmoreland , Suzanne Bouffard, Kelley O'Carroll, Heidi Rosenberg (May 2009) Research Report
Amy Schulting from Duke University explores the role of teacher outreach to families during the transition to kindergarten.
Amy B. Schulting, M.Ed., M.A. (Spring 2008) Evaluation Exchange Article
Amy Schulting from Duke University explores the role of teacher outreach to families during the transition to kindergarten.
Amy B. Schulting, M.Ed., M.A. (Spring 2008) Evaluation Exchange Article
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
Harvard Family Research Project explains how it helps to ground evaluation in theories of the policy process.
Julia Coffman (Spring 2007) Evaluation Exchange Article
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
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
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
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
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Published by Harvard Family Research Project