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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All Publications & Resources WORKING WITH TEACHERS AND FAMILIES DEVELOPMENT PERIODS |
COMPLEMENTARY LEARNING CONNECTIONS
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How Can We Strengthen Family Support Research and Evaluation?
Carl Dunst, Co-Director of the Orelena Hawks Puckett Institute, urges getting beyond the question of “what works” toward a more detailed scrutiny of the relationship among family support principles, program practice, and family outcomes.
How Does Parenting Matter in Adolescence? Insights From Variable- and Person-Centered Approaches
This paper examines relations between a variety of parenting behaviors and indicators of adolescent adjustment. Variable-centered analyses suggest that parents establish rules in the face of poor adolescent adjustment. Parenting behaviors focused on cognitive stimulation in the home and through school involvement were associated with positive adolescent adjustment. Person-centered analyses identified five distinct clusters based on the pattern of parenting behaviors and confirmed results found in the variable-centered analyses.
How Teachers Come to Understand Families
Two key processes whereby teachers working in a low-income rural New England town come to understand families include gathering information and meaning making.
How to Develop a Logic Model for Districtwide Family Engagement Strategies
How to Develop a Logic Model for Districtwide Family Engagement Strategies, a tool from Harvard Family Research Project, guides school districts to create a logic model that can aid in planning, implementing, assessing, and communicating about their systemic family engagement efforts.
How to Grow a Framework: Lessons From California
The California Department of Education’s Family Engagement Framework: A Tool for California School Districts is a synthesis of research, best practices, and the state and federal program requirements that include family engagement, intended to guide school districts.
Identifying Assumptions About and Barriers to the Transition to School
Through a case discussion, the Bridging Worlds case became a catalyst for robust dialogue discussion about the assumptions teachers make during the transition to kindergarten and their potential consequences for children and families.
Implementing Family and Community Engagement: Opportunities and Challenges in Boston Public Schools
Abby Weiss and Helen Westmoreland look at the lessons learned from the evolution of Boston Public Schools’ family and community engagement strategy.
Improve Family Involvement in After School Programs
Growing evidence tells us that parent involvement in after school programs can make a difference in children's lives, as well as benefit families, schools, and after school programs themselves. This article by Ellen Mayer and Holly M. Kreider draws from research conducted by HFRP in partnership with Build the Out-of-School Time Network and the United Way of Massachusetts Bay. It describes four strategies for engaging elementary school families in after school programs and provides examples of promising practices from family-focused programs serving ethnically diverse families. The article also offers implications for parents and parent leaders as they select and design after school programs.
Improving Parental Involvement: Evaluating Treatment Effects in the Fast Track Program
Robert Nix, research associate at Pennsylvania State University, describes how a rigorous evaluation of a complex behavior problems preventive intervention analyzes its school-home component.
Incorporating Latino Parents' Perspectives Into Teacher Preparation
Latino parents share their perspectives on what teachers should know in order to teach children more effectively and emphasize that Latino parents care about their children's education.
Increasing the Bottom Line by Supporting Families
Lynn Mitchell, from Corporate Voices for Working Families, describes how businesses can promote policies and practices that support working families, using partnerships between private and public sectors.
Indicators of Child and Family Well-Being
Kristen Moore and Brett Brown of Child Trends outline the field of child indicators in the 1990s.
Innovative Models to Guide Family Support and Education Policy in the 1990s: An Analysis of Four Pioneering State Programs
This research study evaluates and analyzes state initiatives in Missouri, Minnesota, Connecticut, and Maryland to support parents and early childhood. Lessons learned and evaluation methodologies are presented.
Innovative States: Emerging Family Support and Education Programs
This volume examines partnerships between state governments and grass-roots programs that work to lower school dropout rates, reduce teen pregnancy, increase adult literacy, and reduce long-term welfare dependency. Programs in Arkansas, Iowa, Oregon, Vermont, and Washington are covered.
Innovative Stories of Family Engagement From Around the World
Find inspiration for your family engagement efforts from around the world.
Insights From Teaching a Graduate Evaluation and Improvement Science Course
In teaching Learning From Practice: Evaluation and Improvement Science at Harvard Graduate School of Education, Candice Bocala creates ample opportunities for students and partner organizations to work together as they explore the complexities of program evaluation. Discover the three insights Bocala has learned about program evaluation along the way.
Intermediary Organizations as Capacity Builders in Family Educational Involvement
Article in Urban Education, 40(1), 78–105.
In this article the authors argue that intermediary organizations play a crucial role in capacity building for family involvement, by providing alternatives to school-centered approaches to family involvement and engaging families with intensive support that schools seldom offer.
Interview With Dr. Gary Orfield
Dr. Gary Orfield, Professor of Education and Social Policy at Harvard University, shares his research on poverty to situate CBIs in the context of the larger social and economic factors that may affect their success.
It's Never Too Early: Promoting College Prep in Middle School After School Programs
Lucy Friedman describes how a collaborative after school initiative links with universities and families to promote college and career preparation among middle school youth.
Joining Forces: Families and Out-of-School Programs as Partners in Supporting Children’s Learning and Development
Harvard Family Research Project’s Senior Research Analysts Heidi Rosenberg, Erin Harris, and Shani Wilkes explore how the relationship between families and afterschool is shifting from a focus on increasing afterschool program participation toward a focus on parents’ supporting children’s learning and development in afterschool settings.
KERA: Making Evaluation Part of the Way They Do Business
Elaine Replogle from Harvard Family Research Project examines the Kentucky Education Reform Act, which established Family Resource Centers and Youth Service Centers.
Kindergarten Home Visit Project
The need for home–-school collaboration begins even before a child’s the first day of school. Researcher Amy Schulting shares data from a recent evaluation study to describe how one home visiting project eases children's transition to kindergarten.
Latino Families: Getting Involved in Your Children's Education
Spanish Translation Available. This Early Childhood Digest provides tips on how families can support their children in childcare, preschool, Head Start, and kindergarten.
Learning by Listening: A Longitudinal Study of Family Literacy
This study explores the reading concepts held by urban families and how home reading practices intersect with school literacy practices.
Learning for All: The Value of Field Experience in Training a New Generation of Program Evaluators
Field experience in evaluation inquiry is a promising approach to preparing the next generation of evaluators. Learn what one group of student consultants and organizations did to make a field experience in evaluative inquiry a positive one.