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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 DEVELOPMENT PERIODS |
COMPLEMENTARY LEARNING CONNECTIONS
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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
Discussions about home-school communication generally focus on formal, scheduled school activities offered to all parents, such as parent-teacher conferences or back-to-school nights. In contrast, this paper examines a variety of alternative communication patterns that are important mechanisms for parents and teachers to gain information and make decisions about children.
Heather B. Weiss , Holly Kreider, Eliot Levine, Ellen Mayer, Jenny Stadler, Peggy Vaughan (April 1999) Research Report
This paper presents the initial findings from an ethnographic case study, focusing on the mixed-method research strategy used in the MacArthur Comprehensive Child Development Project Follow-up Study. The aim of the study was to expand the understanding of children's developmental trajectories as they traverse the elementary school years. This paper presents three case study vignettes of children in the second grade, each highlighting a different aspect of family-school communication from the perspective of the children's parents, and highlights the methodological strengths of ethnography. The third vignette uncovered the complexity and contradictions and race, racism, and informal communication between home and child for one African-American child. (Available in ERIC Document Reproduction Service No. ED422111)
Heather Weiss , J. Dirks, K. Friedman, G. Hanley, H. Kreider, E. Levine, E. Mayer, C. McAllister, P. Vaughan, J. Wellenkamp (July 1998) Research Report
This report investigates 11 family support programs that have addressed the needs of vulnerable Latino families. The report clearly demonstrates the need to incorporate culture and family values into the very design of a program. Volume One provides detailed analysis of the various strategies and distills lessons for practitioners; Volume Two provides an in-depth profile of each program.
Angela Shartrand (1996) Research Report
This report investigates 11 family support programs that have addressed the needs of vulnerable Latino families. The report clearly demonstrates the need to incorporate culture and family values into the very design of a program. Volume One provides detailed analysis of the various strategies and distills lessons for practitioners; Volume Two provides an in-depth profile of each program.
Angela Shartrand (1996) Research Report
This course, with its fieldwork component, takes gradual and small steps in grappling with the constituent parts of culture. Taking the notion of self as a center of relationship, we adopt a bottom-up approach in tracing how culture dialectically implicates individual mind and selfhood. Forming several research teams, each group will undertake an empirical studies in designated field sites. Each team, using methodological tools available in visual anthropology and video ethnography (with support from the teaching and technical staff), will be required to relate their research findings to one or more theoretical themes covered in this course.
Lee-Beng Chua () Syllabus
© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project