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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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JuNelle Harris of HFRP outlines the basics of designing logic models.
Olatokunbo (Toks) Fashola, Associate Research Scientist at the Johns Hopkins University Center for Research on the Education of Students Placed at Risk (CRESPAR), reveals the steps new programs can take to initiate evaluation.
The Spring 2001 issue is the second in a series of two dedicated to the field of out-of-school time and after school that was started in the Volume VI, Number 1 issue. This issue features a conversation with Jane Quinn about the out-of-school time field, descriptions of national and local evaluations that are under way, a discussion of developmental research and evaluating after school programs, a description of practices that involve youth in evaluation and research, and some practical advice about using logic models in evaluating after school programs.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to this issue's theme of Out-of School Time.
Harvard Family Research Project provides information on initiatives in Texas, California, and Massachusetts.
An introduction to the issue on Strategic Communications by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Marielle Bohan-Baker, from Harvard Family Research Project, presents some of the challenges voiced by communications experts in interviews about the use and evaluation of mass media initiatives.
Jacqueline Dugery of the Pew Partnership for Civic Change offers some innovative ways to build on organizational learning to engage in strategic communications campaigns.
Sarah Brown, Director of the National Campaign to Prevent Teen Pregnancy, describes the unique way in which the Campaign has enlisted the support of “unusual suspects” in its efforts to improve child well-being and reduce child poverty.
Deborah Morgan of KIDS COUNT describes how the initiative used an integrated self-assessment evaluation design to incorporate strategic communications into its long-term vision to improve child well-being.
HFRP offers the Covering Kids strategic communications campaign as an example of how a strategic communications campaign can be strengthened by using a research and evaluation framework.
The Winter 2001 issue focuses on the increasing importance of strategic communications in nonprofits, examining how to best create, produce, and evaluate communications strategies. The issue features communications campaigns and their evaluations, a conversation with a top communications professional, and information and resources for designing and evaluating strategic communications initiatives.
Taj James gives examples of how, through the activities of Coleman Advocates for Children and Youth, young people were empowered to use the media to achieve their organizing goals.
Danielle Hollar and Julia Coffman of HFRP reveals the results of HFRP's review of the ethnic media's coverage of welfare reform and how it suggests the messages can be framed for a greater effect.
This article details the process of designing a plan for strategic communications as discussed in The Jossey-Bass Guide to Strategic Communications for Nonprofits, written by Kathy Bonk, Henry Griggs and Emily Tynes, 1999.
HFRP asked two experts, Karen Lake, Director of Communications for the W.K. Kellogg Foundation, and Grant Oliphant, Director of Planning and Communications for the Heinz Endowments, to address the role of strategic communications in philanthropy today.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Strategic Communications.
Linda Lausell Bryant, Director of Training at Partnership for After School Education, describes their New York City-based coalition committed to quality after school programs.
HFRP provides a quick run-down of 12 current out-of-school time program evaluations.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Out-of-School Time.
The Fall 2000 issue, the first of a series of two dedicated to the field of out-of-school time and after school, addresses the challenges and possibilities for evaluating after school programs in the new era of accountability. The issue includes an interview with National Institute on Out-of-School Time founder Michelle Seligson, articles relating on-the-ground experiences with evaluation, and our new column, “Ask the Expert.”
An introduction to the first issue on Out-of-School Time by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Karen Walker, director of community studies at Public/Private Ventures (P/PV), reveals what evaluation approaches can be used to understand the connection between academic outcomes and program activities.
Karen Horsch and Kathleen Hart of HFRP summarize HFRP's conversations with after school evaluators, researchers, and stakeholders to map the out-of-school time field.