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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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Researchers at the University of Nebraska-Lincoln studied the effectiveness of a behavioral intervention model where parents, educators, and service providers work collaboratively to address children's developmental needs in a Head Start program.
Susan M. Sheridan , Brandy L. Clarke, Diane C. Marti, Jennifer D. Burt, Ashley M. Rohlk (April 2005) Research Report
This study shows positive social and academic outcomes for low-income, minority kindergarten children whose parents promote learning in the home and contact schools regularly.
Christine McWayne , Marissa Owsianik (October 2004) Research Report
Analyzing family, school, and community resources and needs as related to the family life cycle, examining child welfare and education and ecological approach, and exploration of careers related to children and families. Strategies to improve communication and collaboration are emphasized with a focus on family types, cultures, economic conditions, school systems, community services, political forces, advocacy groups, and other factors that impact young children and their families.
Arminta Jacobson (Fall 2004) Syllabus
This comprehensive resource guide compiles a wealth of information about family involvement from over 100 national organizations. It contains Web links to recent (published in and after 2000) research, information, and tools.
Heather Weiss , Kelly Faughnan, Margaret Caspe, Cassandra Wolos, M. Elena Lopez, Holly Kreider (2004) Research Report
Parents’ involvement at school is related to children’s higher literacy, particularly for those from socially or economically disadvantaged families.
Qiuyun Lin (October 2003) Research Report
This issue of the FINE Forum focuses on promising practices to engage families and communities in supporting students' mathematical proficiency.
Harvard Family Research Project (Spring 2003) Research Report
Ensuring children's smooth transition from early education programs to kindergarten requires that attention be paid to the resources and linkages among schools, child care and early education services, and families. In this Q+A, Robert Pianta, professor of Clinical and School Psychology at the University of Virginia, shares his recent research on children's transitions and gives tips on how to support families during this time.
Harvard Family Research Project (Spring 2002) 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
This brief offers a synthesis of findings based on a review of current research on the transition to kindergarten, especially the important role that families play in the transition. It focuses on promising transition practices and how schools can get involved in their implementation.
Marielle Bohan-Baker , Priscilla M.D. Little (April 2002) Research Report
This research brief presents preliminary evidence that family involvement in young children's education may contribute to a smooth transition to elementary school for children, and also helps parents remain involved in their children's learning in school.
Holly Kreider , Family Involvement Network of Educators (FINE) (April 2002) Research Report
Too often vital research in the early care and education field does not get used effectively for advocacy purposes. While researchers and advocates often share the same goals, they tend to operate on separate tracks. This brief explores how research and advocacy can be bridged for greater effect using strategic communications. By definition, strategic communications means a deliberate plan or tactics for using communications as a channel for achieving a certain result. Collaborative work in the state of New Jersey around the goal of achieving a comprehensive and quality early care and education system is used as a backdrop for learning about effective practice.
Julia Coffman (January 2002) 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
Julia Coffman , Heather B. Weiss (1999) Research Report
Spanish Translation Available. Good communication between parents and teachers has many benefits. This Early Childhood Digest shares information on how to establish good parent-teacher communication.
Holly Kreider , Ellen Mayer, Peggy Vaughan (May 1999) Research Report
Spanish Translation Available. This Early Childhood Digest provides tips on how families can support their children in childcare, preschool, Head Start, and kindergarten.
Eliot Levine (April 1999) Research Report
Family resource centers are places where you can get information on raising and educating your child. This issue of the Early Childhood Digest describes family resource centers and how they can help you get your child ready for school.
Priscilla M. D. Little (October 1998) Research Report
This guide offers ideas and resources for implementing family support principles in child care, and an annotated bibliography of up-to-date publications and training materials that child care providers can use to improve their efforts to support families.
Saren Eyre (June 1998) Research Report
What is family involvement and how can families choose early childhood programs that encourage it? This issue of Early Childhood Digest looks at these questions, and provides information on how to choose an early childhood program that encourages family involvement.
Priscilla M. D. Little (May 1998) Research Report
This digest provides suggestions on how families and teachers can work together in schools to provide enriching experiences for children.
Holly Kreider (March 1998) Research Report
Research studies show that the level of children's development (especially their cognitive and language development) depends more directly upon their family structure, socioeconomic status, home stimulation, and parental values rather than how much time they spend in a child care or preschool environment, good or poor, and whether their parents are involved or not. The goal of the course is to make the most effective use of ourselves as early childhood teachers in working together with parents to optimize the experiences of the children for whom we share responsibility.
Tom Drummond () Syllabus
This report discusses the efforts of six Head Start programs to address the challenges and goals raised in the 1993 report, Creating a 21st Century Head Start. It assesses their progress in several key areas: expanding enrollment, strengthening parent involvement, addressing issues such as homelessness and substance abuse, improving staff training, bridging research and practice, and collaborating with schools and social service agencies, and addressing issues such as homelessness and substance abuse.
Elaine M. Replogle (1995) Research Report
This research study evaluates and analyzes state initiatives in Missouri, Minnesota, Connecticut, and Maryland to support parents and early childhood. Lessons learned and evaluation methodologies are presented.
Harvard Family Research Project (March 1990) Research Report
This paper provided an evaluation framework to analyze four state initiatives that provide multi-generational family support and education programs. The paper documented preliminary findings and was presented at The Public Policy and Family Support amd Education Programs Colloquium in Annapolis, MD, April 26-28, 1989.
Heather Weiss , Robert Halpern (April 1989) Research Report
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Published by Harvard Family Research Project