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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

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.

Dana McDermott (Winter 2004) Syllabus

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.

Christine McWayne , Marissa Owsianik (October 2004) Research Report

Developing a Parent-Derived Measure of Latino Family Involvement

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

The Impact of Family Preservation Services on Family Functioning

William Meezan and Jacquelyn McCroskey, professors at the University of Southern California School of Social Work, outline their recent work on a family preservation program evaluation.

William Meezan, DSW , Jacquelyn McCroskey, DSW (Fall 1996) Evaluation Exchange Article

Five Lessons Learned About District Leadership for Family Engagement

Michele Brooks, the former assistant superintendent of family and student engagement for Boston Public Schools, shares her insights on district leadership for effective and sustainable family engagement.

Michele Brooks (February 8, 2016) Research Report

Building Bridges to Success

In 2010, Silicon Valley Community Foundation started a bold and innovative initiative designed to ensure success by third grade for all children in San Mateo County, California. It focuses on ready children, ready families, ready schools, and ready communities

Michelle Sioson Hyman (March 19, 2015) Research Report

A City-Wide Effort to Support and Involve Families

Brenda Miller and Ginger Peacock Preston from the Jacksonville Children’s Commission describe how the city of Jacksonville, Florida, is integrating family involvement into a system of care for children and families.

Brenda Miller , Ginger Peacock Preston (Spring 2008) Evaluation Exchange Article

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.

Lynn Mitchell (Spring 2005) Evaluation Exchange Article

Drawing on Parents’ Strengths: The Role of Districts and Schools in Empowering Families to be Effective Partners in Learning

Trise Moore, Family Partnership Advocate for Federal Way Public Schools Washington state, discusses her work in the district’s Family Partnership Office to promote strong partnerships among parents and district- and school-level staff.

Trise Moore (May 2011) Research Report

Indicators of Child and Family Well-Being

Kristen Moore and Brett Brown of Child Trends outline the field of child indicators in the 1990s.

Kristin A. Moore, Ph.D. , Brett V. Brown, Ph.D. (Winter 1996) Evaluation Exchange Article

Electronic Mailbox

A list of useful resources on the Internet.

Alicia Morales , Cami Anderson (1996) Evaluation Exchange Article

Transforming Training

This paper defines the characteristics of family support in the child care context, highlights research showing the need for provider training to raise program quality, and discusses five vital topics for training child care providers in family support. The author argues for the need to develop one cohesive training system for providers.

Gwen Morgan (1998) Research Report

Family Involvement in Education: The Role of Teacher Education

The primary purpose of this study was to determine the extent to which selected course experiences influenced preservice teachers' perceptions of their comfort and competence levels in planning and implementing family involvement programs in schools. The study was a useful tool of self-inquiry for the instructor to determine if the planned activities and experiences enabled students to meet course objectives.

Vivian G. Morris , Satomi Taylor (March 1997) Research Report

Culture Clash at Intermediate School #91

Disciplinary problems at an intermediate school in the Bronx are compounded by the lack of experienced teachers whose race and class backgrounds differ from their students'. When two students get into a fight, the new teachers seek solutions that sharply contrast with the norms of the students and their families. How can teachers come to understand the families and communities in which they teach?

Mary Katherine Moss (2002) Teaching Case

“Syneducation” (Synekpaidefsis): Reinforcing Communication and Strengthening Cooperation Among Students, Parents, and Schools

Educators need to develop an effective synergy between parents and schools to promote student success. We use the term syneducation (synekpaidefsis;3 synergy + education) as the acquisition of a common educational experience (simultaneously and in cooperation) by individuals of different ages and educational backgrounds (Mylonakou, 2004). Our approach focuses mainly on how schools can give clear messages to parents about the necessity of their collaboration with schools.

Iro Mylonakou , Ioannis Kekes (March 2005) Research Report

A Strong Start for Family Engagement in Massachusetts

Through its Race to the Top–Early Learning Challenge funds, Massachusetts has created strategic partnerships with museums and libraries, public television, family and community programs, community nonprofits, and public transportation to build a robust and growing statewide family engagement system.

Nathan Driskell (December 11, 2014) Research Report

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.

National Center on Parent, Family, and Community Engagement (March 2011) Research Report

Commentary from the National Family, School, and Community Engagement Working Group on the Extending the Grant Period for the Parental Information and Resource Centers

The National Family, School, and Community Engagement Working Group, a collaborative of leaders in the family engagement field including Harvard Family Research Project’s Heather Weiss, submitted recommendations for the U.S. Department of Education's proposal to extend the grant period for the National Parental Information and Resource Centers (PIRC) program. This extension period would allow the centers to operate through fiscal year 2012. The Working Group recommended that the extension place an emphasis on data collection, research, best practices, and program outcomes that will assist in the development of a strengthened PIRC program.

National Family, School, and Community Engagement Working Group (February 2011) Research Report

Commentary from the National Family, School, and Community Engagement Working Group on the Investing in Innovation (i3) Fund

The National Family, School, and Community Engagement Working Group, a collaborative of leaders in the family engagement field including Harvard Family Research Project’s (HFRP) Heather Weiss, submitted recommendations for the Investing in Innovation (i3) Fund’s proposed priorities, requirements, definitions, and selection criteria.The National Working Group’s recommendations provide a framework for the integration of family involvement into how potential recipients of i3 funds are assessed and selected, as well as how initiatives are evaluated.

National Family, School, and Community Engagement Working Group (January 19, 2010) Research Report

Taking Leadership, Innovating Change: Profiles in Family, School, and Community Engagement

This new report from the National Family, School, and Community Engagement Working Group contains twelve examples of leading innovations in family engagement as an integral and effective strategy in systemic education reform.

National Family, School, and Community Engagement Working Group (March 2010) Research Report

Commentary from the National Family, School, and Community Engagement Working Group on the Promise Neighborhoods Program

The Working Group submitted recommendations to the National Register Notice regarding the Promise Neighborhoods program's proposed priorities, requirements, definitions, and selection criteria.

National Family, School, and Community Engagement Working Group (April 2011) Research Report

Commentary from the National Family, School, and Community Engagement Working Group on the Race to the Top Fund

The National Family, School, and Community Engagement Working Group, a collaborative of leaders in the family engagement field including Harvard Family Research Project’s (HFRP) Heather Weiss, submitted recommendations for the Race to the Top Fund’s proposed priorities, requirements, definitions, and selection criteria. The recommendations provide a framework for elevating and integrating family involvement into how the Race to the Top Funds are disseminated, governed, and evaluated for effectiveness.

National Family, School, and Community Engagement Working Group (August 25, 2009) Research Report

Family Involvement in the Education of Secondary-School-Age Students With Disabilities

This study shows how families of students with disabilities are involved in their children’s education both at home and school, and how characteristics of children and families are related to families’ level of participation.

Lynn Newman (September 2005) Research Report

Schools, Families, and Community

Students who are currently working or preparing to work in the fields of education and human services will be engaged through interactive learning experiences to understand the development of partnerships with schools to reach, engage, and support families. The model for community success includes building partnerships and providing supports and opportunities that promote active and positive working relationships. The discussions, assignments, and in-class activities will provide students with a vision and practical knowledge of what effective partnerships look like and how to strategize ways of tapping into community resources.

Joel Nitzberg (2003) Syllabus

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.

Robert L. Nix, Ph.D. (Winter 2004/2005) Evaluation Exchange Article

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