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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.
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Ila Desmukh Towery and Rachel Oliveri offer lessons for engaging teacher and student stakeholders in the evaluation of a professional development program.
Veronica Boix Mansilla and Robert Kegan from the Harvard Graduate School of Education describe a new course that uses an integrative approach to help education students learn to “think like an educator.”
An introduction to the issue on Professional Development by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
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.
Joellen Killion from the National Staff Development Council outlines an eight-step process for measuring the impact of professional development.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Professional Development.
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.
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.
David Eddy Spicer, Roland Stark, and Martha Stone Wiske from WIDE World describe their process of measuring learning in online professional development.
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.
Sarah Jonas describes the Children's Aid Society's model of site-based coaching for quality after school programming and the supports they provide to build the capacity of their coaches.
Beth Miller, senior research advisor to the National Institute for Out-of-School Time (NIOST), and Ellen Gannett, codirector of NIOST, discuss the characteristics of the after school workforce.
Denise Huang describes her work with the National Partnership for Quality Afterschool Learning to identify best practices for learning in after school programs, including characteristics of effective professional development.
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.
Claudia Weisburd and Tamara Sniad from Foundations, Inc. describe the use of a theory of change and a theory of action to help address questions about how to develop and evaluate professional development for after school staff.
Harvard Family Research Project explores connections between workforce development and child outcomes in four human service sectors.
Jennifer Buher-Kane, Nancy Peter, and Susan Kinnevy of the Center for Research on Youth and Social Policy at the University of Pennsylvania share their experience of creating a tool kit designed specifically for those who provide professional development to out-of-school time program staff.
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.
This web only version of the New & Noteworthy section features an expanded annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Professional Development.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Evaluating Family Involvement Programs.
Andrew Nachison, director of the Media Center, an organization that studies the intersection of media, technology, and society, writes about social capital and democratic processes in a digital society.
Arnold Love and Betty Muggah describe how Hamilton Community Foundation applied democratic evaluation principles to transform challenged neighborhoods into vibrant communities.
Seema Shah, a researcher at the Institute for Education and Social Policy, shares her experience of engaging community organizing groups to develop a logic model on how community organizing leads to better student outcomes.
Katrina Bledsoe of the College of New Jersey writes about the inclusion of student voices in the evaluation of an obesity prevention program
Saville Kushner of the Centre for Research in Education and Democracy at the University of the West of England suggests ways that an evaluation's participants can make evaluations more democratic.