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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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Maria C. Paredes is the Director of Community Education at Creighton School District in Arizona. Our October 2010 FINE Newsletter: Using Student Data to Engage Families, profiled Creighton District’s work with Academic Parent–Teacher teams. In this follow-up to the October article, Paredes describes how Creighton prepares teachers and parent liaisons to share student data with families through Academic Parent–Teacher Teams.
Maria Paredes (March 2011) Research Report
Analysis of National Educational Longitudinal Study (NELS) data shows that parents' high educational expectations positively affect students' academic achievement in high school.
Evanthia Patrikakou (September 2004) Research Report
In this resource, HFRP’s Christine Patton and the University of Pittsburgh’s Shannon Wanless discuss the importance of professional development (PD) in the area of family engagement, point out strategies for trainers and teachers to think about when designing and considering participating in trainings, and highlight the changing nature of PD in general.
Christine Patton , Shannon Wanless (December 5, 2013) Research Report
A preschool parenting and readiness program in Canada results in higher school readiness among program children and families, as well as family readiness among teachers.
Janette Pelletier (November 2002) Research Report
By coupling the Bridging Worlds case with a Reader’s Theater, we helped students examine the complexities involved in sharing responsibility for student learning during the transition to school.
Pérsida Himmele, Marcia Nell (August 25, 2015) Research Report
Three studies explore how university–school research partnerships can provide teacher professional development to strengthen parent–teacher relations.
Aline Reali , Regina Tancredi (January 2004) Research Report
We will examine the role of the teacher in the classroom and school community with the intention of developing insight, understanding, and personal style which will support the teacher in his/her interaction with families. The class will study the techniques of family-school collaboration, constructive methods of evaluation, and the parameters of the federal law (Individuals with Disabilities Education Act).
Rena Rice (Spring 2002) Syllabus
When community organizations, schools, and local government work together with families, they can help children learn. Carrie Rose writes about the Parent Teacher Home Visit Project, which draws on a community organizing model to sustain parent–teacher communication across students' school years.
Carrie Rose (January 2009) Research Report
Noreen, an early childhood teacher, arranges free speech therapy for young Junie. She volunteers to take Junie to the therapist, but when Junie's mother fails to pick up her daughter Noreen lashes out with an angry phone message, threatening to call the Department of Social Services. How can the two make the situation better and what could have prevented it?
Maricel Santos (2001) Teaching Case
Beth Schueler reviews the new book, The Power of Family–School Partnering: A Practical Guide for School Mental Health Professionals and Educators (FSP), a user-friendly handbook for developing and implementing a sustainable and effective Family–School Partnering strategy.
Beth Schueler (March 2011) Research Report
The director of a Parent Resource Center is concerned to hear that a number of parents are boycotting the program because they think the parent coordinator used her school connections to place her son in a gifted science class. How can the director and principal ease the tension?
Sylvia Sensiper (2000) Teaching Case
A fourth grade teacher weighs the advantages and disadvantages of a mandated state educational test on her students. She must weigh the conflicting perspectives of parents, students, community members, and her teaching colleagues to define her own stance in regard to the test and to present her thoughts to the school principal.
Sylvia Sensiper , Margaret Caspe (2002) Teaching Case
Khoi, a well behaved student who recently emigrated from a Vietnamese refugee camp, is suspended from Aurora Middle School because he stood near a fight. His mother Mai feels helpless because she speaks limited English, and only knows that her son was unjustly suspended. What is the school's role in supporting culturally diverse families?
Sylvia Sensiper (1999) Teaching Case
This report reviews teacher certification requirements for all 50 states and the District of Columbia and examines 60 teacher education programs that mention family involvement. The report also identifies nine teacher education programs that focus on family involvement as an important concept, engage students in hands-on activities, and promote a broad concept of family involvement that recognizes the value of home-school collaboration.
Angela Shartrand , Heather Weiss, Holly Kreider, and M. Elena Lopez (1997) Research Report
This class has an experimental design. It has been planned in collaboration with the leaders from the Boston Public Schools (BPS) in general and Brighton High School faculty and Garfield Elementary School faculty in particular. In this class we will endeavor not only to understand specific social contexts of education, but also to play a proactive role in improving communication between two schools and the communities they serve.
Dennis Shirley (Fall 2003) Syllabus
HFRP invited the Flamboyan Foundation—a private foundation focused on improving educational outcomes for children in Washington, DC and Puerto Rico—to share its classroom family engagement rubric with FINE. This rubric, and accompanying article, provides districts, school leaders, and teachers with a clear picture of what effective family engagement looks like in the classroom through concrete descriptions of how teachers demonstrate strong family engagement through their conversations and daily practice.
Lela Spielberg (March 2011) Research Report
In this FINE Newsletter Voices from the Field article, Carol St. George, EdD, a visiting assistant professor at the University of Rochester and Title I Family Involvement Coordinator for the Greece Central School District in New York, discusses her use of the Collegial Circle, a professional development activity that engages teachers with parents.
Carol St. George, EdD (March 2011) Research Report
In this course, we deepen the preparation of teachers in training, focusing on schools as organizations in specific political communities wherein people exercise more or less democratic voices in public policies that govern their economic, housing, and education opportunities. Teachers make and influence policies in their classrooms, at their campuses, and in the institutions and/or districts in which they work.
Kathleen Staudt () Syllabus
Sylvia Acevedo, chair of the Early Learning Subcommittee of the President’s Advisory Commission on Educational Excellence for Hispanics, writes about the struggles first-generation students and their families face when making decisions about college, interwoven with her own personal story.
Sylvia Acevedo (March 8, 2016) Research Report
Learning mathematics starts in infancy and happens anywhere, anytime. In this commentary, Taniesha Woods explores what young children need to know about math, what environments rich in mathematics learning look like, and how families can support children’s math development.
Taniesha A. Woods (May 24, 2016) Research Report
Guest commentator Elise Trumbull, EdD, an Independent Educational Consultant and co-creator of the Bridging Cultures Project, discusses the challenges of communicating with families from different cultural backgrounds. According to the National Center for Education Statistics, over one-third of students in Pre-K through grade 12 classrooms are from minority groups, and the families of an increasing number of students are immigrants, many with native languages other than English. However, many new teachers are unprepared to deal with the challenges of this diversity in their classrooms. Dr. Trumbull addresses these concerns and presents a framework to help teachers understand cultural patterns, as well as guidelines for cross-cultural parent–teacher conferences.
Elise Trumbull (March 2011) Research Report
Latoya Roberts, a new first grade teacher, worries about Keon, a student being raised by his grandmother, when he begins to share information about his family in school. Will encouraging such sharing strengthen Latoya's bond with Keon and help him succeed? Latoya wants his grandmother's permission to encourage his openness, but she wonders if pushing the issue might strain her relationship with Keon's grandmother.
Peggy Vaughan (2003) Teaching Case
A mother advocated strongly for her daughter's special education placement at a new school, but now appears under-involved to the teachers. The classroom and resource room teachers disagree about whether to retain the girl in second grade, and the classroom teacher must make a recommendation to the principal, knowing the family has opposed retention in the past.
Peggy Vaughan (2002) Teaching Case
This course is taught at the Jane Addams School of Democracy as a summer institute for teachers. This field-based course will examine broad strategies to link schools with communities to improve access, expand the learning resources, and strengthen or create structures that make formal and informal learning contiguous. An attentiveness to neighborhood as “place” will include the history of St. Paul's West Side in Minnesota, discussion of the public work initiatives underway, and interaction with neighborhood resource people. Participants in the course will have opportunity to reflect on their teaching as vocation and the civic dimensions of teacher.
John Wallace , Nan Kari, Sara Carpenter (June 17, 2002) Syllabus
This book of research-based teaching cases and theoretical perspectives focuses on dilemmas in family-school-community relationships.
Heather B. Weiss , Holly Kreider, M. Elena Lopez, & Celina M. Chatman (2005) Research Report
© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project