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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
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COMPLEMENTARY LEARNING CONNECTIONS
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Written for program administrators and staff, this guide offers practical advice for establishing and managing community outreach in a family support program.
Harvard Family Research Project (1993) Research Report
Written for program administrators and staff, this guide offers practical advice for establishing and linking programs to service systems in a family support program.
Harvard Family Research Project (1993) Research Report
Written for program administrators and staff, this guide offers practical advice for establishing and managing collaboration in a family support program.
Harvard Family Research Project (1993) Research Report
This set of six volumes offers practical advice for establishing and managing a family support program.
Harvard Family Research Project (1993) Research Report
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
Presents a framework of family-centered training.
Holly Kreider , Tracey Hurd, Heather Weiss (1999) Research Report
M. Elena Lopez, Holly Kreider, and Margaret Caspe from HFRP discuss the co-construction of home-school partnerships to support children’s learning and development.
M. Elena Lopez , Holly Kreider, Margaret Caspe (Winter 2004/2005) Evaluation Exchange Article
This book examines the history of public housing, women's key leadership roles in those communities, and the experiences of eight family support programs located in public housing developments. In-depth case studies provide lessons on how entities as diverse as public housing authorities, community-based agencies, and research institutions work to empower these often-neglected communities.
Mary Lassen (1995) Research Report
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
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
Nathaniel Riggs describes the implementation and evaluation of the Generación Diez program, which connects Latino families with after school programming, social services, and the school community.
Nathaniel Riggs (Fall 2006) Evaluation Exchange Article
In this Commentary, Harvard Family Research Project’s Senior Research Analyst, Heidi Rosenberg, looks at the ways in which schools, programs, and other community institutions can help facilitate continuous family engagement to help children succeed.
Heidi Rosenberg (September 20, 2012) Research Report
This issue of The Evaluation Exchange explores the promising practices and challenges associated with taking an enterprise to scale, along with the role that evaluation can and should play in that process. It is the second in our “hard-to-measure” series, which we inaugurated with our Spring 2007 issue on evaluating advocacy.
Evaluation Exchange Issue
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
Design Thinking cultivates fertile ground for promoting deep understanding and action-oriented partnerships between families and educators to support student learning. Discover five steps that enable families and educators to create meaningful strategies for family engagement.
Allison Rowland (April 2016) Research Report
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
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
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
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
Paul Gertler, Harry Patrinos, and Marta Rubio-Codina summarize a study on the outcomes associated with a school-based management intervention in Mexico.
Paul J. Gertler , Harry Anthony Patrinos, Marta Rubio-Codina (Spring 2008) Evaluation Exchange Article
Harvard Family Research Project presents an example of an organization using empowerment evaluation.
Harvard Family Research Project (Fall 1996) Evaluation Exchange Article
To be successful, children need a strong science, technology, engineering, and math foundation. Learn how Iridescent, a project funded in part by the National Science Foundation, connects families, engineers, and children to develop these skills early on in school.
Tara Chklovski (March 19, 2015) Research Report
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
Research suggesting links between parenting goals and cognitive ability informs a goal-based parenting intervention program for low-income families.
Robert F. Bettler , Barbara Burns (May 2003) Research Report
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
© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project