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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New Research on Family Involvement and Academic Achievement (Symposium)
This multiple paper symposium at the annual meeting of the American Educational Research Association followed up on our panel session in 2005. It featured four research studies that used nuanced definitions of family involvement and cutting-edge methodologies to address processes of family involvement and academic outcomes for disadvantaged children across the developmental continuum.
New Skills for New Schools: Preparing Teachers in Family Involvement
This report reviews teacher certification requirements for all 50 states and the District of Columbia and examines 60 teacher education programs that mention family involvement. The report also identifies nine teacher education programs that focus on family involvement as an important concept, engage students in hands-on activities, and promote a broad concept of family involvement that recognizes the value of home-school collaboration.
New Stories of Innovation in Family Engagement
Find family engagement stories from the field highlighting innovative partnerships.
New Strategies in Foundation Grantmaking for Children and Youth
This report examines trends in foundation grantmaking for children and youth among 19 foundations. The foundations include most of the largest and wealthiest and those whose grantmaking heavily focuses on children and youth. Survey results indicate that, because the problems of youth are interconnected and require comprehensive solutions, foundations are shifting their grantmaking strategies. Several are concentrating more resources on long-term, place-based community strategies designed to improve outcomes for children and youth.
New Strategies in Foundation Grantmaking for Children and Youth
Heather Weiss and M. Elena Lopez of Harvard Family Research Project reveal the results of their W. K. Kellogg Foundation commission to examine trends in foundation grantmaking for children and youth.
New Visions for Public Schools: Using Data to Engage Families
Barbara Taveras and Caissa Douwes from New Visions for Public Schools and Karen Johnson from BASE High School in New York City share how high schools in New York City have begun to engage families in students’ academic success and college readiness by supporting parents in understanding achievement data. This case study makes clear that supporting parents in grasping and utilizing this information is a shared responsibility among schools, families, and students.
Now is the Time: Helping States Prepare Students for Success from the Very Start
Jacqueline Jones, Senior Advisor on Early Learning to the Secretary of Education at the U.S. Department of Education, highlights the Department’s new Race to the Top–Early Learning Challenge competitive grant program and the decision to make family engagement an integral part of the grant criteria.
Ongoing Child Assessment and Family Engagement: New Opportunities to Engage Families in Children’s Learning and Development
This paper by the National Center on Parent, Family, and Community Engagement, a new center formed by HFRP and Brazelton Center at Children's Hospital Boston and other partners for the Office of Head Start, focuses on child assessment data as a tool for parent and family engagement in the early childhood arena. It is the first in a series that will help early childhood care and education programs identify ways that they can share information in order to strengthen partnerships and work toward common goals.
Ongoing Evaluations of Programs in Parent Leadership and Family Involvement
Kelly Faughnan and Cassandra Wolos of HFRP present two listings of upcoming program evaluations, the first in parent leadership and organizing, the second in family involvement in education.
Only Connect: The Way to Save Our Schools
Helen Westmoreland of HFRP reviews Only Connect: The Way to Save Our Schools by Rudy Crew.
Open Letter to the Editor of the Los Angeles Times
Heather Weiss and M. Elena Lopez of Harvard Family Research Project sent the following letter in response to the Los Angeles Times article “Parents’ Involvement Not Key to Student Progress, Study Finds,” published on October 26, 2005.
Overcoming Practical Obstacles to Meaningful Program Evaluation: The Booklet Approach
Steven Harvey and Gregory Wood describe how they created a methodology to capture data across a series of parenting workshops.
Padres de Familia como Agentes de Cambio
En este Perfil de Liderando el Ramo, Sandra Gutiérrez, la directora nacional del programa Abriendo Puertas/Opening Doors, programa que está enfocado en la familia latina, comparte su visión de cómo las familias son fundamentales para transformar las vidas de nuestros hijos y de nuestras comunidades. [This article is also available in English as Parents as Agents of Change.]
Parent Involvement
Research studies show that the level of children's development (especially their cognitive and language development) depends more directly upon their family structure, socioeconomic status, home stimulation, and parental values rather than how much time they spend in a child care or preschool environment, good or poor, and whether their parents are involved or not. The goal of the course is to make the most effective use of ourselves as early childhood teachers in working together with parents to optimize the experiences of the children for whom we share responsibility.
Parent Involvement and Early Literacy
Parents’ involvement at school is related to children’s higher literacy, particularly for those from socially or economically disadvantaged families.
Parent Involvement and the Social and Academic Competencies of Urban Kindergarten Children
This study shows positive social and academic outcomes for low-income, minority kindergarten children whose parents promote learning in the home and contact schools regularly.
Parent, Family, and Community Engagement Framework: Promoting Family Engagement and School Readiness from Prenatal to Age 8
This framework is a vital tool for early childhood education and care providers seeking to build effective family engagement strategies. It was developed by the Office of Head Start with the assistance of the National Center on Parent, Family, and Community Engagement for the Office of Head Start
Parent-Provider Partnerships
This paper discusses ways of working with children and families from diverse backgrounds and highlights some of the challenging issues raised by working with families having differing values, cultural norms, and experiences.
Parent-Teacher Communication
Class sessions introduce the student to communication techniques that are essential to parent-teacher collaboration. After essential skills are defined, the course reviews important options for parent-teacher involvement available within schools. The strategies for involvement are considered within the context of selected issues affecting public education. Finally, the content considers legal/ethical and professional issues surrounding involvement with parents.
Parent-Teacher Conference Tip Sheets for Principals, Teachers, and Parents
Parent–teacher conferences are an important component of ongoing home–school communication and family involvement in children's education. This set of tip sheets—for principals, teachers, and parents—can help ensure that conferences achieve their maximum potential.
Parental Involvement and Student Achievement: A Meta-Analysis
This meta-analysis of parent involvement research brings together the results of 77 recent studies. Jeynes shows that parent involvement has an overall positive effect on student achievement and that the largest effects are associated with parental expectations.
Parental Involvement in Homework: A Review of Current Research and Its Implications for Teachers, After School Program Staff, and Parent Leaders
Parents often become involved in their children's education through homework. In 2001 research on parental involvement in children's homework was conducted (Hoover-Dempsey et al., 2001). The review focused on understanding why parents become involved in their children's homework, what strategies they employ, and how involvement contributes to student learning. In this paper, findings from the 2001 review suggest several ways in which schools can invite parents' involvement in homework.
Parenting Behaviors and Adolescent OST Participation
Harvard Family Research Project discusses the connection between parents' behavior and adolescents' participation in out-of-school time activities.
Parenting Programs and Poverty: What's Our Evidence?
Anne Brady and Julia Coffman of Harvard Family Research Project summarize the long-term evidence about two-generational interventions aimed at improving child development, parenting, and family economics.
Parents and Teachers Together: Creating Schools Our Children Deserve
This course provides an opportunity for students to reflect on and answer some of the following question: Why do parents and teachers both feel frustrated and powerless to meet the needs of today's students? In this class we will consider the power inequities inherent in schools today. In this class we will consider the power inequities inherent in schools today. We will focus not only on present problems in schools, but on reviewing innovative initiatives and models around the country that give a louder voice to teachers and parents on behalf of children.