You are seeing this message because your web browser does not support basic web standards. Find out more about why this message is appearing and what you can do to make your experience on this site better.

www.HFRP.org

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.

Terms of Use ▼


Browse by Topic
 | 
All Publications & Resources
WORKING WITH TEACHERS AND FAMILIES DEVELOPMENT PERIODS
COMPLEMENTARY LEARNING CONNECTIONS

Transforming Schools Through Community Organizing: A Research Review

This paper reviews the literature on community organizing. It examines how community organizing differs from traditional parent involvement activities, outlines the characteristic strategies used to engage parents in organizing efforts, and describes the outcomes of these efforts.

M. Elena Lopez (December 2003) Research Report

Learning From Families

M. Elena Lopez, from Harvard Family Research Project, discusses expanding the role of family support to include supporting families’ using information to improve their communities.

M. Elena Lopez (Spring 2002) Evaluation Exchange Article

Paths to School Readiness

This report details three school-based programs to show what makes comprehensive family support programs thrive. Home visiting and parent education in Brattleboro, Vermont are featured, as is extended child care in Leadville, Colorado, and school-linked services in Gainesville, Florida.

M. Elena Lopez , Mona Hochberg (1993) Research Report

When Parents Assess Schools

M. Elena Lopez, from Harvard Family Research Project, discusses the role that data plays in helping parents assess, and then work to change, the performance of their children’s schools.

M. Elena Lopez (Spring 2002) Evaluation Exchange Article

Why We Need a Human Centered Approach to Family Engagement

Cultivating empathy can inspire educators to respond with more inclusive and equitable practices to engage families.

M. Elena Lopez (February 2016) Research Report

Public Libraries: A Vital Space for Family Engagement

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

Q & A with Laura Overdeck of Bedtime Math: Helping Families and Children Cuddle Up to Math

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

Local School Councils and Parent Involvement in Chicago

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

How Busy Parents Can Help Their Children Learn and Develop

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

Evaluating Effect Sizes in the Policy Arena

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

Parents and Teachers Together: Creating Schools Our Children Deserve

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

Developing a Parent-Derived Measure of Latino Family Involvement

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

The Impact of Family Preservation Services on Family Functioning

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

Five Lessons Learned About District Leadership for Family Engagement

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

Building Bridges to Success

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

A City-Wide Effort to Support and Involve Families

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

Transforming Training

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

A Strong Start for Family Engagement in Massachusetts

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

Improving Parental Involvement: Evaluating Treatment Effects in the Fast Track Program

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

Engaging Parents in an Urban Public High School: A Case Study of Boston Arts Academy

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

The Transition to Afterschool: One City’s Approach to Connecting Young Children and Their Families to Learning and Enrichment Opportunities

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

Ready for Success: Creating Collaborative and Thoughtful Transitions into Kindergarten

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

Evaluating the National Replication of a Prevention Program for Youth and Their Families: Middle School Families and Schools Together

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

Faith-Based Organizing for School Improvement in the Texas Borderlands: A Case Study of the Alliance School Initiative

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

The Roofless Women's Action Research Mobilization (RWARM)

Elaine Replogle from Harvard Family Research Project describes RWARM's participatory action research approach.

Elaine Replogle (Fall 1995) Evaluation Exchange Article

© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project