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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.
All Publications & Resources WORKING WITH TEACHERS AND FAMILIES
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COMPLEMENTARY LEARNING CONNECTIONS
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M. Elena Lopez and Holly Kreider of HFRP present a framework of authentic parent participation in school reform and its implications for evaluation.
M. Elena Lopez , Holly Kreider (Summer 2003) Evaluation Exchange Article
M. Elena Lopez, Holly Kreider, and Margaret Caspe from HFRP discuss the co-construction of home-school partnerships to support children’s learning and development.
M. Elena Lopez , Holly Kreider, Margaret Caspe (Winter 2004/2005) Evaluation Exchange Article
This report provides a training framework to support families through child care programs. It describes six areas of practice through which providers can develop the knowledge and skills to partner with families. The report contains profiles of family-centered programs and examines how they have applied family support principles in their practice.
M. Elena Lopez , Sybilla Dorros, Heather Weiss (1999) Research Report
M. Elena Lopez of HFRP interprets themes from a participatory evaluation and parent engagement institute.
M. Elena Lopez (Winter 2004/2005) Evaluation Exchange Article
Cultivating empathy can inspire educators to respond with more inclusive and equitable practices to engage families.
M. Elena Lopez (February 2016) Research Report
Harvard Family Research Project and the Public Library Association call for libraries to join together with schools and community organizations to establish a system of family engagement that extends throughout a child’s life, supports children and families, and prepares children for success.
M. Elena Lopez, Margaret Caspe, Lorette McWilliams (August 9, 2016) Research Report
In this Q & A with Laura Overdeck, learn how Bedtime Math is giving families and children comfort in talking about numbers in their daily lives, and helping families and afterschool programs get children excited about math in the world around them.
Margaret Caspe (May 24, 2016) Research Report
Melissa Marschall’s study on Latino parents’ participation in school governance underscores this issue’s theme of the importance of coconstructing family involvement.
Melissa Marschall, Ph.D. (Spring 2008) Evaluation Exchange Article
Spanish Translation Available. No matter how busy parents are, there are things they can do to help their children. Parents of first- and second-graders in the School Transition Study research project have discovered creative ways to stay involved in their children's learning and development. Researchers conducting the survey learned important and useful tips to share with busy parents everywhere.
Ellen Mayer , Holly Kreider, Peggy Vaughan (September 1999) Research Report
Kathleen McCartney and Eric Dearing from the Harvard Graduate School of Education provide an overview on effect size and what it reveals about the effectiveness of family support programs.
Kathleen McCartney , Eric Dearing (Spring 2002) Evaluation Exchange Article
This course provides an opportunity for students to reflect on and answer some of the following question: Why do parents and teachers both feel frustrated and powerless to meet the needs of today's students? In this class we will consider the power inequities inherent in schools today. In this class we will consider the power inequities inherent in schools today. We will focus not only on present problems in schools, but on reviewing innovative initiatives and models around the country that give a louder voice to teachers and parents on behalf of children.
Dana McDermott (Winter 2004) Syllabus
Christine McWayne and Gigliana Melzi from New York University’s Department of Applied Psychology discuss their investigation of Latino family involvement in early childhood education.
Christine McWayne, Ph.D. , Gigliana Melzi, Ph.D. (Spring 2008) Evaluation Exchange Article
William Meezan and Jacquelyn McCroskey, professors at the University of Southern California School of Social Work, outline their recent work on a family preservation program evaluation.
William Meezan, DSW , Jacquelyn McCroskey, DSW (Fall 1996) Evaluation Exchange Article
Michele Brooks, the former assistant superintendent of family and student engagement for Boston Public Schools, shares her insights on district leadership for effective and sustainable family engagement.
Michele Brooks (February 8, 2016) Research Report
In 2010, Silicon Valley Community Foundation started a bold and innovative initiative designed to ensure success by third grade for all children in San Mateo County, California. It focuses on ready children, ready families, ready schools, and ready communities
Michelle Sioson Hyman (March 19, 2015) Research Report
Brenda Miller and Ginger Peacock Preston from the Jacksonville Children’s Commission describe how the city of Jacksonville, Florida, is integrating family involvement into a system of care for children and families.
Brenda Miller , Ginger Peacock Preston (Spring 2008) Evaluation Exchange Article
This paper defines the characteristics of family support in the child care context, highlights research showing the need for provider training to raise program quality, and discusses five vital topics for training child care providers in family support. The author argues for the need to develop one cohesive training system for providers.
Gwen Morgan (1998) Research Report
Through its Race to the Top–Early Learning Challenge funds, Massachusetts has created strategic partnerships with museums and libraries, public television, family and community programs, community nonprofits, and public transportation to build a robust and growing statewide family engagement system.
Nathan Driskell (December 11, 2014) Research Report
Robert Nix, research associate at Pennsylvania State University, describes how a rigorous evaluation of a complex behavior problems preventive intervention analyzes its school-home component.
Robert L. Nix, Ph.D. (Winter 2004/2005) Evaluation Exchange Article
An urban public school successfully engages parents by offering a variety of school-based activities, a welcoming environment, and frequent communication between staff and parents.
Monique Ouimette , Jay Feldman, Rosann Tung (December 2004) Research Report
Because early social performance and academic achievement are predictors of later school success, ensuring that children get off to a good start in kindergarten is critical. This brief, by Harvard Family Research Project's Christine Patton and Justina Wang, examines important elements of high-quality kindergarten transition strategies and profiles promising practices from six states that take an integrated and collaborative approach to helping kindergartners enter school ready for success.
Christine Patton , Justina Wang (September 20, 2012) Research Report
What steps can programs take to help families successfully transition to school and afterschool? How can families make informed choices about afterschool opportunities? What information do families need in this process? This video demonstrates how Cambridge, Massachusetts, is addressing these and related questions to help connect families to afterschool learning and enrichment opportunities prior to school entry.
Christine Patton (June 9, 2014) Research Report
Laura Pinsoneault and James Sass from Alliance for Children and Families on their organization's replication and evaluation of the middle school adaptation of the Families and Schools Together (FAST) program.
Laura Pinsoneault , James S. Sass (1999) Evaluation Exchange Article
At two public schools in the Texas borderlands, a faith-based organization and a school–community partnership come together to improve parental engagement.
Timothy Quezada (October 2003) Research Report
Elaine Replogle (Fall 1995) Evaluation Exchange Article
© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project