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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

African-American and Chinese-American Parent Involvement: The Importance of Race, Class, and Culture

African-American and Chinese-American parents use alternative forms of social capital to support their children's education.

John Diamond , Ling Wang, Kimberly Gomez (May 2006) Research Report

After School for Cindy: Family, School, and Community Roles in Out-of-School Time Teaching Case

Second grade teacher Nikki believes that participation in a formal after school program would help her student Cindy academically at school. However, Cindy's single working mother Marla prefers to keep Cindy with her in the afternoons after her numerous struggles with securing quality affordable care in the community. What are the roles of family, school, and community in promoting children's learning and development in out-of-school time?

Ellen Mayer (2005) Teaching Case

After School Programs as an Oasis of Hope for Black Parents

Gerard Robinson discusses how and why low-income and working-class Black parents are involved in enrolling their children in after school programs.

Gerard Robinson (Spring 2008) Evaluation Exchange Article

An Aligned Family Involvement System in Kansas

Jane Groff from the Kansas Parent Information Resource Center talks about how the endorsement of statewide family involvement standards by the Kansas State Board of Education has resulted in the development of a common vision for family involvement across state education systems and agencies.

Jane Groff (May 2009) Research Report

Approaches to Parental Involvement for Improving the Academic Performance of Elementary School Children in Grades K-6

This report summarizes the most dependable evidence on the effect of parental involvement intervention programs for improving the academic performance of elementary school-age children. The authors show that parent involvement has a positive and significant effect on children's overall academic performance.

Chad Nye , Herb Turner, Jamie Schwartz (November 2006) Research Report

Assessing the Effects of Parent Involvement Interventions on Elementary School Student Achievement

Herbert Turner, Chad Nye, and Jamie Schwartz explain the Campbell Collaboration’s application of its systematic review process to parent involvement interventions.

Herbert Turner , Chad Nye, Jamie Schwartz (Winter 2004/2005) Evaluation Exchange Article

Basic Applications of Multilevel Modeling

Eric Dearing, from the University of Wyoming, explains some of the basic uses of multilevel modeling, using examples from family involvement research and evaluation.

Eric Dearing, Ph.D. (Winter 2004/2005) Evaluation Exchange Article

Beyond Basic Training

Betty Cooke of the Minnesota Department of Children, Families, and Learning describes Minnesota’s experiences using program staff as data collectors. Stan Schneider and Berle Mirand Driscoll from Metis Associates writes about using students as ethnographers in a study of a family resource center. Cheryl Fish-Parcham of Families USA and Theresa Shivers of United Planning Organization/Head Start write about using client families in a study of managed health care.

Betty Cooke , Stanley J. Schneider, Berle Mirand Driscoll, Cheryl Fish-Parcham, Theresa Shivers (1998) Evaluation Exchange Article

Beyond Input: Achieving Authentic Participation in School Reform

M. Elena Lopez and Holly Kreider of HFRP present a framework of authentic parent participation in school reform and its implications for evaluation.

M. Elena Lopez , Holly Kreider (Summer 2003) Evaluation Exchange Article

Beyond Random Acts: Family, School, and Community Engagement as an Integral Part of Education Reform

This paper, authored by Harvard Family Research Project, served as the foundation for panelists’ discussions at the National Policy Forum for Family, School, and Community Engagement. Beyond Random Acts provides a research-based framing of family engagement; examines the policy levers that can drive change in promoting systemic family, school, and community engagement; and focuses on data systems as a powerful tool to engage families for twenty-first century student learning.  Because education reform will succeed only when all students are prepared for the demands of the twenty-first century, the paper also examines the role of families in transforming low-performing schools.

Heather Weiss , M. Elena Lopez, and Heidi Rosenberg (December 2010) Research Report

Beyond the Bake Sale: How School Districts Can Promote Family Involvement

This article is adapted from Chapter 9, “Scaling Up: Why Can’t All Schools in a District Create Strong Partnerships With Families?” of Beyond the Bake Sale: The Essential Guide to Family–School Partnerships by Anne Henderson, Karen Mapp, Vivian Johnson, and Don Davies. 

Anne T. Henderson , Karen L. Mapp, Ed.D. (Spring 2008) Evaluation Exchange Article

Beyond the Classroom: Complementary Learning to Improve Achievement Outcomes

Harvard Family Research Project introduces complementary learning as a concept for improving learning outcomes without relying solely on school-based reform.

Heather Weiss , Julia Coffman, Margaret Post, Suzanne Bouffard, Priscilla Little (Spring 2005) Evaluation Exchange Article

Beyond the Head Count: Evaluating Family Involvement in Out-of-School Time

This brief offers an overview of how out-of-school time programs can evaluate their family involvement strategies and practices. It draws on findings from our OST Evaluation Database, interviews, and email correspondence.

Margaret Caspe , Flora Traub, Priscilla M.D. Little (August 2002) 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

Bibliography of Family Involvement Research Published in 2001

Harvard Family Research Project (2001) Bibliography

Bibliography of Family Involvement Research Published in 2007

Harvard Family Research Project (September 2012) Bibliography

Bibliography of Family Involvement Research Published in 2008

Harvard Family Research Project (September 2012) Bibliography

Bibliography of Family Involvement Research Published in 2009

Harvard Family Research Project (March 2011) Research Report

Bibliography of Family Involvement Research Published in 2010

Harvard Family Research Project (August 2011) Research Report

Bibliography of Family Involvement Research Published in 2011

Harvard Family Research Project (September 2013) Bibliography

Bibliography of Family Involvement Research Published in 2012

Harvard Family Research Project (November 2014) Bibliography

Bibliography of Family Involvement Research Published in 2013

Harvard Family Research Project (November 2014) Bibliography

Bibliography of Transition Research

What is the evidence base to support family engagement in the transition to school? You can check out the articles in this bibliography to read about why transition to school matters for children, families, and communities.

Harvard Family Research Project (March 19, 2015) Research Report

Bibliography on Family Involvement Among Culturally Diverse Populations

Harvard Family Research Project (2006) Bibliography

Bibliography on Family Involvement and Adolescence 1999-2003

Harvard Family Research Project (2006) Bibliography

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Published by Harvard Family Research Project