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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.

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WORKING WITH TEACHERS AND FAMILIES DEVELOPMENT PERIODS
COMPLEMENTARY LEARNING CONNECTIONS

Conjoint Behavioral Consultation: A Model to Facilitate Meaningful Partnerships for Families and Schools

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

Teacher, Family & Community: Relationships and Resources

Examination of how the relationship between schools, families, and communities impacts the school adjustment of children during middle childhood and early adolescence as well as the roles of school personnel, parents, and community agents. Models and methods for facilitating positive relationships are considered. Resources for the education of children within families and communities are investigated.

Lee Shumow (Spring 2002) Syllabus

Complementary Learning Connections With Out-of-School Time Programs in Nebraska

When families, schools, and out-of-school supports work together, children are more likely to succeed. Lisa St. Clair writes about how the Nebraska State Parental Information and Resource Center is using a complementary learning approach to link family support programs with schools, early childhood programs, and out-of-school time programs.

Lisa St. Clair (August 2009) Research Report

Math Is Everywhere, When We Know What to Look For

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

The Family Engagement for High School Success Toolkit: Planning and implementing an initiative to support the pathway to graduation for at-risk students

The Family Engagement for High School Success Toolkit is designed to support at-risk high school students by engaging families, schools, and the community. Created in a joint effort by United Way Worldwide and HFRP as part of the Family Engagement for High School Success initiative, the toolkit consists of two parts—Part 1: Planning, and Part 2: Implementation.

United Way Worldwide , Harvard Family Research Project (November 2011) Research Report

Education Organizing

This course will focus on the role of community organizing in fostering school change. We will examine the large range of ways community groups and schools are promoting the active engagement of participants to improve education. Within that context, we will examine efforts to foster collaborations among and between a wide array of stakeholders in education, including community organizations, school personnel, school system administration, unions, the business community, faith institutions, civil rights organizations, and youth. We will also examine the role of political organizing in addressing structural inequalities in education in America, and consider that ways that education organizing strengthens broader community building efforts.

Mark Warren (Fall 2003) Syllabus

Taking a Closer Look: A Guide to Online Resources on Family Involvement

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

Changing the Conversation About Home Visiting: Scaling Up With Quality

The purpose of this paper is to determine what the evidence and conventional wisdom say about scaling up home visiting as one of the best ways to support parents and promote early childhood development. To answer this question, we examined the available research evidence, interviewed leaders from six of the national home visiting models, and interviewed researchers who have studied home visiting. The area of interest for guiding future research, practice, and policy is whether home visiting can be delivered at broad scale and with the quality necessary to attain demonstrable, positive outcomes for young children and their parents.

Heather Weiss , Lisa Klein (May 2007) Research Report

Family Support and Education Programs and the Public Schools: Opportunities and Challenges

This study examines the advantages and disadvantages of school-based family support and community education programs. The paper analyzes the contexts that engender successful outcomes in community-based educational programs that are situated in school settings.

Heather Weiss (July 1988) Research Report

The Challenges of Evaluating State Family Support and Education Initiatives: An Evaluation Framework

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

Making Data Matter in Family Engagement

HFRP’s Heather Weiss and M. Elena Lopez authored a chapter on using performance data to engage families in the Handbook on Family and Community Engagement, published by the Academic Development Institute and Center on Innovation & Improvement, and available on the families-schools.org website.

Heather Weiss , M. Elena Lopez (September 2011) Research Report

Bringing Families to the Table: Recommendations and Next Steps from the National Policy Forum for Family, School, and Community Engagement

One year after the National Policy Forum on Family, School, and Community Engagement, this report looks back at the major themes of the Forum discussions and offers a set of recommendations for driving family engagement in education as we move forward.

Heather B. Weiss , Elena Lopez & Heidi Rosenberg (November 2011) Research Report

Family and Community Engagement in the Boston Public Schools: 1995–2006

This chapter describes the evolution of Boston Public Schools' family and community engagement efforts. The authors discuss how collective community action contributed to a critical reframing of the district's approach to family and community engagement over a 10-year period. Chapter by Abby R. Weiss and Helen Westmoreland in A Decade of Urban School Reform: Persistance and Progress in the Boston Public Schools 2007. Edited by S. Paul Reville with Celine Coggins. Published by Harvard University Press, Cambridge, MA.

Abby R. Weiss , Helen Westmoreland (2007) Research Report

Making Family and Community Connections

This workshop is part of the Concept to Classroom series of multimedia workshops for teacher professional development. In this workshop, Heather Weiss and Joyce Epstein provide expert insights on creating partnerships among schools, parents, and members of the local community.

Heather Weiss , Joyce Epstein (2004) Tool for Practice

Family Involvement in Early Childhood Education

This research brief synthesizes the latest research that demonstrates how family involvement contributes to young children's learning and development. The brief summarizes the latest evidence base on effective involvement—specifically, the research studies that link family involvement in early childhood to outcomes and programs that have been evaluated to show what works.

Heather B. Weiss , Margaret Caspe and M. Elena Lopez (Spring 2006) Research Report

School-Based Services: Traditional and Emerging Models to Address Barriers to Learning

This course will survey various models of community-based services that support students in schools. It will also cover implementation and evaluation of services.

Margot A. Welch (Fall 2002) Syllabus

MAKESHOP: Family Engagement in Exploration, Creativity, and Innovation

Jane Werner and Lisa Brahms, from the Children’s Museum of Pittsburgh, discuss the Museum’s innovative MAKESHOP studio space, which invites children and families to co-create projects and transforms the traditional museum visit experience.

Jane Werner , Lisa Brahms (June 28, 2012) Research Report

Data Collection Instruments for Evaluating Family Involvement

As evidence mounts that family involvement can support children's learning, there is an increasing call in the field for common data collection instruments to measure home–school communication and other aspects of family involvement. This resource from Harvard Family Research Project compiles instruments developed for rigorous program impact evaluations and tested for reliability.

 

Helen Westmoreland , Suzanne Bouffard, Kelley O'Carroll, Heidi Rosenberg (May 2009) Research Report

Seeing is Believing: Promising Practices for How School Districts Promote Family Engagement

We teamed up with the National PTA to bring you this ground-breaking policy brief that examines the role of school districts in promoting family engagement. The brief spotlights how six school districts have used innovative strategies to create and sustain family engagement “systems at work.” 

Helen Westmoreland , Heidi M. Rosenberg, M. Elena Lopez, Heather Weiss (July 2009) Research Report

Family Involvement Across Learning Settings

Families play important roles in supporting children’s learning not just in school but also in the many out-of-school contexts in which they learn. Harvard Family Research Project’s Helen Westmoreland talks about how families and nonschool learning settings, such as out-of-school time programs, museums, and libraries, can work together to promote student achievement.

Helen Westmoreland (August 2009) Research Report

Family and School Partnerships for Academic Success

Emphasis is on continuous family-school teamwork efforts. Attention is given to family background and social context. The course will cover effective family involvement programs/models and current research underscoring the dynamic interaction between families and schools on the academic success of pre-K through grade 8 students.

Randi B. Wolfe (Summer 2004) Syllabus

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Published by Harvard Family Research Project