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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

The Role of the Family in the Educational Experiences of Second-Generation Chinese Americans

Chinese-American college students from diverse socioeconomic backgrounds describe the role of their families in their paths to college.

Vivian Louie (September 2004) Research Report

Comprehensive Community Development and Family Support: An HFRP Report Highlights Central Themes and Common Ground

Louisa Lund from Harvard Family Research Project summarizes the findings of her paper on common themes in community development.

Louisa Lund (1997) Evaluation Exchange Article

Eight Themes in Comprehensive Community Development: An Annotated Bibliography

This review of current literature on community development is a resource for people hoping to gain insight into the common ground and potential for collaboration that exist between family support and community development initiatives. A brief introduction to the bibliography explains what the eight themes are, why they are important, and what special challenges are raised for community development practitioners.

Louisa Lund (1998) Research Report

Math Teachers' Use of Class Websites to Support Parent Involvement

Interviews with 84 math teachers about the use of their class websites suggest that sites could be used more effectively to share information with parents and to support parent involvement.

Ellen Lunts (October 2004) Research Report

Teaching Teachers to Work With Families

Family Research Project researchers reviewed teacher-certification requirements for all 50 states and the District of Columbia. Recommendations for strengthening parent involvement programs in preservice teacher education are presented.

Leon Lynn (September 1997) Research Report

Why We Need a Human Centered Approach to Family Engagement

Cultivating empathy can inspire educators to respond with more inclusive and equitable practices to engage families.

M. Elena Lopez (February 2016) Research Report

Family Engagement in Anywhere, Anytime Learning

Explore the world of anywhere, anytime learning with us! Read how researchers and practitioners are helping to close the opportunity gap by creating innovative spaces, developing strategic collaborations to ensure children’s success, and engaging families and children as partners in meaningful learning experiences, both in and out of school.

M. Elena Lopez, Margaret Caspe (June 9, 2014) Research Report

Public Libraries: A Vital Space for Family Engagement

Harvard Family Research Project and the Public Library Association call for libraries to join together with schools and community organizations to establish a system of family engagement that extends throughout a child’s life, supports children and families, and prepares children for success.

M. Elena Lopez, Margaret Caspe, Lorette McWilliams (August 9, 2016) Research Report

Q & A with Laura Overdeck of Bedtime Math: Helping Families and Children Cuddle Up to Math

In this Q & A with Laura Overdeck, learn how Bedtime Math is giving families and children comfort in talking about numbers in their daily lives, and helping families and afterschool programs get children excited about math in the world around them.

Margaret Caspe (May 24, 2016) Research Report

Lessons From Blended Professional Learning: The Case of Family Engagement

Simulations, virtual learning communities, web conferences, text-based chats, and interactive cases are all ways that blended professional learning methods are supporting educators’ ability to engage families. Learn more in this commentary that explores new opportunities for blended professional learning in family engagement.

Margaret Caspe (August 18, 2015) Research Report

Why Thinking of Family Engagement as Continuous Across Time Matters

A key principle in the definition of family engagement is that it is continuous across time. In this commentary, we explore why thinking of family engagement in this way matters, and we learn about tools educators can use to develop the skills to promote it.

Margaret Caspe (March 8, 2016) Research Report

Four Important Things Research Tells Us About the Transition to School

The transition to school is a process—not just a one-time event—and begins during children’s preschool years and continues into and on through the early elementary grades. Find out four important things research tells us about the transition.

Margaret Caspe, M. Elena Lopez, and Chalatwan Chattrabhuti (March 19, 2015) Research Report

Expert Commentary to “Daddy Says This New Math Is Crazy”: Three Tips for Teachers

Based on her work with the Nana y Yo y las Matemáticas project, Marlene Kliman writes about three strategies teachers can use to engage families in their children’s math education, especially when today’s math curriculum diverges from traditional practices.

Marlene Kliman (May 31, 2016) Research Report

Local School Councils and Parent Involvement in Chicago

Melissa Marschall’s study on Latino parents’ participation in school governance underscores this issue’s theme of the importance of coconstructing family involvement.

Melissa Marschall, Ph.D. (Spring 2008) Evaluation Exchange Article

Georgia Breaks New Ground

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

Tomasito's Mother Comes to School/La mamá de Tomasito visita la escuela

Spanish Translation Available in Storybook Corner. This online bilingual storybook about family involvement at school is designed to engage children and their families. For educators, the printable online storybook is an easy-to-use family involvement tool that supports literacy. The story was developed from research and is based on the real experiences of one Latino boy and his family who are acculturating to the U.S.

Ellen Mayer , Joe Cepeda (2007) Research Report

What's Going on With Tomasito?

Tomasito's embarrassment at having his parents drop by the school limits the development of a strong, trusting, and communicative parent-teacher relationship. Shy and quiet Tomasito does not share information about his home life with his teacher who in turn holds many misconceptions about his home context. How can teacher and family communicate better?

Ellen Mayer (2001) Teaching Case

How Busy Parents Can Help Their Children Learn and Develop

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

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

The Family Involvement Storybook: A New Way to Build Connections With Familes

This article describes five ways for teachers to use family involvement storybooks in their early childhood education classrooms. The article also includes a vignette about the impact of sharing a family involvement storybook in one third-grade class.

Ellen Mayer , Martha Kateri Ferede, Elaine D. Hou (November 2006) Research Report

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.

Ellen Mayer , Holly M. Kreider (October/November 2006) Research Report

Connected Educators, Connected Families

Elementary school principal and “connected educator” Joe Mazza discusses how he has integrated technology—including social media—into his school’s family engagement strategies to enhance his school’s ability to connect with families. He also stresses the importance of balancing technology-based engagement strategies with in-person relationship-building efforts.

Joe Mazza (February 7, 2013) Research Report

“Daddy Says This New Math Is Crazy”

Beth Martin, a fourth grade teacher, finds her students respond well to the new mathematics curriculum she is using in her class, but at home parents struggle to understand the new math and help their children with homework. How should Beth and her colleagues respond to parents' skepticism about the new curriculum and support their involvement at home?

Becky Smith McCarthy (2004) Teaching Case

Evaluating Effect Sizes in the Policy Arena

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

School Won't Let Mom Talk About Her Casino Job

A middle school principal will not allow a single mother employed by the local casino to address her daughter's class during Career Week because he is concerned about promoting gambling. How can this school reorganize to serve and respect all families?

Claire McCown (2001) Teaching Case

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Published by Harvard Family Research Project