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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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Written by Harvard Family Research Project's Heather Weiss and Naomi Stephen, this chapter presents a comprehensive, integrated family, school, and community partnership framework that can help level the playing field for disadvantaged children and ensure that they have access to the parental involvement and community engagement practices of their more advantaged peers in order to enhance their learning.
Heather B. Weiss , Naomi Stephen (May 2009) Research Report
An introduction to the issue on Family Resource Centers by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Heather Weiss, Ed.D. (Fall 1996) Evaluation Exchange Article
An introduction to the issue on Community-Based Initiatives by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Heather Weiss, Ed.D. (1996) Evaluation Exchange Article
An introduction to the issue on Building the Future of Family Involvement by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Heather B. Weiss, Ed.D. (Spring 2008) Evaluation Exchange Article
An introduction to the issue on Evaluating Family Involvement Programs by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Heather B. Weiss, Ed.D. (Winter 2004/2005) Evaluation Exchange Article
An introduction to the issue on Children and Youth by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Heather Weiss, Ed.D. (1999) Evaluation Exchange Article
An introduction to the issue on Family Support by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Heather B. Weiss, Ed.D. (Spring 2002) Evaluation Exchange Article
The outgrowth of a meeting of six national organizations promoting family-school partnerships, this article discusses methods to enhance family involvement through social marketing. By arguing that schools should view parents as “customers,” teachers and administrators can reach out to parents in effective and successful ways.
Sylvia Sensiper (1999) Research Report
After coordinating the work of several separate statewide programs for families and children into one initiative, Georgia is now tackling evaluating the reform of its systems. Betsy Martin of Harvard Family Research Project shares their approach.
Betsy Martin M.P.A. (Winter 1995) Evaluation Exchange Article
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
Ronald Ferguson, Director of the Achievement Gap Initiative and Lecturer at Harvard University, proposes that parents must be part of a broader movement for excellence with equity.
Ronald E. Ferguson, Ph.D. (Spring 2008) Evaluation Exchange Article
Kiersten Beigel, Family and Community Partnerships Specialist for the Office of Head Start, discusses the recent work by the National Center for Family, School, and Community Engagement and the Center’s research-based tools designed to help Head Start and other early childhood programs reach out to parents and families.
Kiersten Beigel (March 15, 2012) Research Report
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 four-session discussion guide by the Everyday Democracy (formerly the Study Circles Resource Center)is intended for communities trying to close the achievement gap in their schools.
Everyday Democracy (formerly the Study Circles Resource Center) (2005) Tool for Practice
Mandy Savitz-Romer is director of the Prevention Science and Practice Program and a faculty member at the Harvard Graduate School of Education, and Suzanne Bouffard is a research project manager and writer at the Harvard Graduate School of Education. In this article, Bouffard and Savitz-Romer discuss findings from their recent book, Ready, Willing, and Able: A Developmental Approach to College Access and Success.
Mandy Savitz-Romer , Suzanne Bouffard (September 20, 2012) Research Report
A new interactive online learning module, Data in Head Start and Early Head Start: Creating a Culture that Embraces Data, developed by the National Center on Program Management and Fiscal Operations, helps Head Start/Early Head Start leaders understand how to use data to inform their decision making.
Harvard Family Research Project (September 17, 2013) Research Report
Heather Schrotberger, Andrea Clements, and Elizabeth Nichols of Project EAGLE talk about sharing data with families and illustrate how program staff and parents work as partners to review child assessment data and co-create goals for children.
Heather Schrotberger , Andrea Clements, Elizabeth Nichols (April 18, 2013) 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
Karen Horsch of Harvard Family Research Project lists recommendations for teacher development from an HFRP study.
Karen Horsch (1997) Evaluation Exchange Article
Nita Rudy is a Program Director for the Mississippi Schoolhouse to Statehouse program developed by Parents for Public Schools (PPS), a national organization supporting community-based groups that work with parents to improve public schools. In this Voices from the Field, Nita shares her experience using data to engage families around school improvement efforts.
Nita Rudy (December 5, 2011) Research Report
This course is designed to acquaint and apprentice teachers in early childhood education to the theories, practices, skills, and knowledge(s) of home and school relationship building in home and school partnership literatures. There is a focus in this course to develop understandings of diverse contexts and ethics when working with families and children. In this course you will study yourself, the school, communities, families, and children you work for as well as the contexts of future teaching situations.
Janice Kroeger (Spring 2007) Syllabus
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
Class sessions address system-level issues in working with children and their families. Attention is given to strategies and tactics used by school districts, community groups, and private sector organizations to support academic, health, and social goals for children and their families.
Stewart Ehly (Spring 1998) Syllabus
The purpose of this course is to provide the student with information on a broad array of issues relating to school and community collaboration with families. Systems interventions within the home, school, and community contexts will be considered. Emphasis is placed on system-level consultation theories, research, and practice. The course prepares school professionals to function as consultants in school and community settings.
Stewart Ehly , Tarrell Portman (Spring 2002) Syllabus
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
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Published by Harvard Family Research Project