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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.

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WORKING WITH TEACHERS AND FAMILIES DEVELOPMENT PERIODS
COMPLEMENTARY LEARNING CONNECTIONS

Early Childhood Education

As we celebrate the Week of the Young Child, the FINE Forum presents some innovative ideas and practices in family involvement in early childhood education.

Harvard Family Research Project (Spring 2002) Research Report

Getting Parents “Ready” for Kindergarten: The Role of Early Childhood Education

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

A Special Education Plan for Anabela: Does Supporting Her Needs Mean Holding Her Back?

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

Promoting Involvement of Recent Immigrant Families in Their Children's Education

The purpose of this article is to present a conceptual framework and promote promising practices for involving Hispanic, immigrant parents/caregivers of students in their children's education. Toward this end, the article presents a model for how teachers and immigrant parents/families can be trained and encouraged to work as partners to improve student performance.

Shari Golan , Dana Petersen (March 2002) Research Report

Family, Child & Teacher Interaction in Diverse and Inclusive Educational Settings

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

Academic Achievement

This issue of FINE Forum explores new forms of and strategies in family involvement, all of which share a common goal: expanding and deepening family and community roles to help students meet high standards.

Harvard Family Research Project (Winter 2001/2002) Research Report

Defining “Fine”—Communicating Academic Progress to Parents

Molly is surprised when her son's teacher recommends he attend summer school. She thought he was doing just fine and the family had been doing a lot to make the home a rich reading environment. How can teachers better communicate academic progress with parents? How can administrators support teachers in this effort?

Holly Kreider , Margaret Caspe (2002) Teaching Case

School Won't Let Mom Talk About Her Casino Job

A middle school principal will not allow a single mother employed by the local casino to address her daughter's class during Career Week because he is concerned about promoting gambling. How can this school reorganize to serve and respect all families?

Claire McCown (2001) Teaching Case

Reaching out to the Only One out There

Brian is struggling with his sexual orientation and confronts Jacob, a teacher whom he suspects is gay. Jacob reveals his sexual orientation to Brian and when Brian reports this information to his mother, Jill, she demands her son to withdraw from extracurricular activities led by a gay teacher. How can Jacob, knowing the risks of suicide among gay youth, best support Brian and gain Jill's confidence?

Elizabeth Berges (2001) Teaching Case

What's Going on With Tomasito?

Tomasito's embarrassment at having his parents drop by the school limits the development of a strong, trusting, and communicative parent-teacher relationship. Shy and quiet Tomasito does not share information about his home life with his teacher who in turn holds many misconceptions about his home context. How can teacher and family communicate better?

Ellen Mayer (2001) Teaching Case

Friction at Madison Family Literacy Program

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

Diverse Communities

This issue of the FINE Forum provides some promising approaches to preparing teachers to partner with diverse families and communities.

Harvard Family Research Project (Summer/Fall 2001) Research Report

What Words Don't Say

Martin, an African-American student struggles with peer problems at his elementary school. He experiences racism and classism. How can Martin's mother and his teacher dialogue about sensitive issues?

Ann Barger Hannum (2001) Teaching Case

Home-School Communication—What's All the Commotion?

This workshop, developed by Margaret Caspe for Harvard Family Research Project, helps teachers understand different approaches to home-school communication and how these shape relationships with families. Concepts are taken from a research study of first and second grade teachers in three sites.

Margaret Caspe () Tool for Practice

Suspension at Aurora Middle School

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

Tim Kelly: A School Responds to a Family in Need

Tim Kelly, a first grade student, comes to school hungry, dirty, emotionally needy, and academically unprepared. His teacher believes his lack of care at home is contributing to his poor school performance. How can a teacher individualize parent involvement?

Holly Kreider (1999) Teaching Case

Erik Greer

Erik's first grade teacher is concerned about his intentional aggression towards other children and communicates regularly with Erik's mother about it. Subtle differences in beliefs between Erik's mother and teacher leave both feeling unsatisfied in their attempts to help Erik. How can the two build a partnership to change Erik's behavior?

Kris Balle (1999) Teaching Case

Helping Parents Communicate Better With Schools

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

Beyond the Parent-Teacher Conference: Diverse Patterns of Home-School Communication

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

Families and Teachers as Partners

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

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