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.
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All Publications & Resources |
An Impact Evaluation of Academic Instruction for After School Programs
Alison Black and Fred Doolittle from MDRC describe the evaluation of an enhanced academic instruction approach for after school programs.
Connecting Latino Families With Out-of-School Time Opportunities
Nathaniel Riggs describes the implementation and evaluation of the Generación Diez program, which connects Latino families with after school programming, social services, and the school community.
Evaluating Partners for Student Success
Jennifer Maltby from Boston After School & Beyond describes the evaluation design and goals of the Partners for Student Success initiative.
Evaluating BEST Fit: A Program to Promote Child and Family Health After School
Jim Sass and Craig Blumenthal from LA's BEST describe how the BEST Fit initiative links with multiple organizations to support child and family health.
Parenting Behaviors and Adolescent OST Participation
Harvard Family Research Project discusses the connection between parents' behavior and adolescents' participation in out-of-school time activities.
Measuring Change: Out-of-School Time Programs and School Culture
Holly Morehouse describes how out-of-school time programs connected to the school day transformed one district's school culture.
Mayor's Time in Detroit: A Citywide System for After School
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.
An Emerging Assessment of College Preparation, Media, and Arts Programs
Karen Walking Eagle, Sebastian Castrechini, and Monica Mielke from Policy Studies Associates preview a new assessment of programs that connect youth with multiple out-of-school supports to promote future success.
Community Service by and for Youth: Supporting OST Programs in Seattle
City Year staff member Erika Rasmussen describes how City Year Seattle/King County works with the local school district and with community organizations to offer high-quality OST programming.
Efficacy Trials of Promising After School Programs: Supporting Experimental Studies Through a Research Consortium
Michael Vaden-Kiernan and Debra Hughes Jones from SEDL describe a U.S. Department of Education initiative to support rigorous research on the potential of after school programs to affect academic performance.
The Peace Drum Project: Intergenerational Connections Through the Arts
Susan Porter, Project Director at Cooperative Artists Institute, describes how the Peace Drum Project makes connections with community members through the arts.
New & Noteworthy
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.
Learning from Small-Scale Experimental Evaluations of After School Programs
This Snapshot reviews small-scale experimental evaluations of after school programs, highlighting these studies' evaluation strategies and results.
From the Director's Desk
An introduction to the issue on Professional Development by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Research Bibliography: Relations Between Workforce Development and Child Outcomes in Four Human Service Sectors
This web only version of the Theory & Practice section features an expanded article from Harvard Family Research Project that explores connections between workforce development and child outcomes in four human service sectors.
Evaluating the Impact of Professional Development in Eight Steps
Joellen Killion from the National Staff Development Council outlines an eight-step process for measuring the impact of professional development.
New & Noteworthy
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Professional Development.
Teacher Professional Development: How Do We Establish It and Know That It's Working?
Mary Russo, principal of the Richard J. Murphy School in Dorchester, Massachusetts, describes the professional development of school staff and school-level practices to assess its impact.
Classroom Observation, Professional Development and Teacher Quality
Robert Pianta from the University of Virginia describes a classroom assessment scoring system that measures teacher–child interactions and serves as the basis for individualized professional development to strengthen teachers' classroom practice.
The Three- Step Assessment Tango: Nurturing and Measuring Learning in Online Professional Development
David Eddy Spicer, Roland Stark, and Martha Stone Wiske from WIDE World describe their process of measuring learning in online professional development.
Professional Development
This issue of The Evaluation Exchange focuses on evaluating professional development across a range of fields, including after school and youth development, education, child care, and child welfare. The issue features innovative methods in professional development, conceptual frameworks and practical tools for evaluating professional development, links between professional development and program quality, and the role of organizational contexts in supporting professional development and positive outcomes. Included in the issue is a Questions & Answers feature with Thomas Guskey, who describes his five-level model for evaluating professional development.
The Three- Step Assessment Tango: Nurturing and Measuring Learning in Online Professional Development: Expanded Web Only Version
This web only version of the Promising Practices section features an expanded article by David Eddy Spicer, Roland Stark, and Martha Stone Wiske from WIDE World, describing their process of measuring learning in online professional development.
Key Strategies to Educate Public Child Welfare Workers and Improve Child Welfare Systems
Joan Levy Zlotnik, Mary McCarthy, and Katharine Briar-Lawson review research and evaluation findings on public agency–university partnerships to educate public child welfare workers and the impact of such partnerships on workforce retention.
A Conversation with Thomas R. Guskey
Thomas R. Guskey of the University of Kentucky discusses his five-step process for evaluating professional development in education and its connection to professional development planning.
Engaging Stakeholders in Professional Development and Its Evaluation
Ila Desmukh Towery and Rachel Oliveri offer lessons for engaging teacher and student stakeholders in the evaluation of a professional development program.