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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.
All Publications & Resources WORKING WITH TEACHERS AND FAMILIES DEVELOPMENT PERIODS |
COMPLEMENTARY LEARNING CONNECTIONS
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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
Through open communication and a mutual investment in solving a problem, one parent, school principal, and district-level family advocate helped bring about positive change in a Federal Way, Washington, middle school. Kelley O’Carroll and Angela Griffin write about the shared responsibility of co-constructing an effective solution and how this effort inspired a parent to advocate for the entire student body, not just her own child.
Kelley O'Carrol , Angela Griffin (November 2009) Research Report
Jenny Ocón, Executive Director of Parent Services Project (PSP) in San Rafael, California, describes how her work with PSP supports family engagement at schools and in the community.
Jenny Ocón (May 2011) Research Report
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
Office of Head Start (August 2011) Research Report
Parents care about what other parents are doing. Read how an intervention as simple as sharing with parents how often other families read with their children can motivate and increase family engagement.
Orla Colgate and Paul Ginns (March 2016) Research Report
An urban public school successfully engages parents by offering a variety of school-based activities, a welcoming environment, and frequent communication between staff and parents.
Monique Ouimette , Jay Feldman, Rosann Tung (December 2004) Research Report
Maria C. Paredes is the Director of Community Education at Creighton School District in Arizona. Our October 2010 FINE Newsletter: Using Student Data to Engage Families, profiled Creighton District’s work with Academic Parent–Teacher teams. In this follow-up to the October article, Paredes describes how Creighton prepares teachers and parent liaisons to share student data with families through Academic Parent–Teacher Teams.
Maria Paredes (March 2011) Research Report
Maria C. Paredes, Director of Community Education at Creighton School District in Arizona, discusses one of the district’s family engagement strategies that was developed—in part—from data she collected demonstrating that parents were more interested in attending academically-oriented activities than other types of events such as potlucks or family-fun nights.
Maria C. Paredes (October 2010) Research Report
Former Head Start parent, Nikia Parker, started out as a “hard-to-reach” parent but developed a strong, positive relationship with her family’s Early Head Start home visitor, which enabled her to not only effectively support her own children, but also take on advocacy and leadership roles within the larger Head Start community.
Nikia Parker (September 20, 2012) Research Report
Analysis of National Educational Longitudinal Study (NELS) data shows that parents' high educational expectations positively affect students' academic achievement in high school.
Evanthia Patrikakou (September 2004) Research Report
What steps can programs take to help families successfully transition to school and afterschool? How can families make informed choices about afterschool opportunities? What information do families need in this process? This video demonstrates how Cambridge, Massachusetts, is addressing these and related questions to help connect families to afterschool learning and enrichment opportunities prior to school entry.
Christine Patton (June 9, 2014) Research Report
In this FINE Newsletter Commentary, HFRP’s Christine Patton explores how new developments in early learning research, policy, and practice reflect a national “coming together” around the importance of early childhood experiences and their role in later school success.
Christine Patton (March 15, 2012) Research Report
How can you create a resource to help families of young children successfully transition to afterschool? What questions should be addressed? This video looks at one city’s approach to helping connect families and their young children to afterschool enrichment opportunities.
Christine Patton (September 17, 2014) Research Report
In this resource, HFRP’s Christine Patton and the University of Pittsburgh’s Shannon Wanless discuss the importance of professional development (PD) in the area of family engagement, point out strategies for trainers and teachers to think about when designing and considering participating in trainings, and highlight the changing nature of PD in general.
Christine Patton , Shannon Wanless (December 5, 2013) Research Report
Because early social performance and academic achievement are predictors of later school success, ensuring that children get off to a good start in kindergarten is critical. This brief, by Harvard Family Research Project's Christine Patton and Justina Wang, examines important elements of high-quality kindergarten transition strategies and profiles promising practices from six states that take an integrated and collaborative approach to helping kindergartners enter school ready for success.
Christine Patton , Justina Wang (September 20, 2012) Research Report
In this Commentary, Harvard Family Research Project’s Christine Patton explores how the conversations that people are having about education data have changed, and outlines key components of effective data-sharing practices.
Christine L. Patton (April 18, 2013) Research Report
Dr. Geri Lynn Peak, a consultant and formerly the Managing Director of the Center for Applied Research and Technical Assistance, describes the evolution, practice, and potential assessment of a family strengthening approach to promote positive youth development.
Geri Lynn Peak (Spring 2003) Evaluation Exchange Article
A preschool parenting and readiness program in Canada results in higher school readiness among program children and families, as well as family readiness among teachers.
Janette Pelletier (November 2002) Research Report
By coupling the Bridging Worlds case with a Reader’s Theater, we helped students examine the complexities involved in sharing responsibility for student learning during the transition to school.
Pérsida Himmele, Marcia Nell (August 25, 2015) Research Report
Laura Pinsoneault and James Sass from Alliance for Children and Families on their organization's replication and evaluation of the middle school adaptation of the Families and Schools Together (FAST) program.
Laura Pinsoneault , James S. Sass (1999) Evaluation Exchange Article
In this Voices from the Field article, Shael Polakow-Suransky, the New York City Department of Education's Deputy Chancellor in the Division of Performance & Accountability, discusses five lessons gleaned from the ARIS Parent Link data system, one of the many tools NYC schools employ to help educators and families evaluate student learning and support student achievement.
Shael Polakow-Suransky (October 2010) Research Report
Anne Pollock (HGSE) and Julia Coffman and M. Elena Lopez (HFRP) reveal how to design communications that are more effective at changing behavior by keeping in mind the factors that influence behavior.
Anne Pollock , Julia Coffman, M. Elena Lopez (Winter 2002) Evaluation Exchange Article
At two public schools in the Texas borderlands, a faith-based organization and a school–community partnership come together to improve parental engagement.
Timothy Quezada (October 2003) Research Report
An in-depth look at the challenges presented by the evaluation of the Early Head Start program - an evaluation which required the cooperation of multiple layers of research and program partners.
Helen Raikes, Ph.D. , John M. Love, Rachel Chazan-Cohen, Martha Staker (Spring 2002) Evaluation Exchange Article
Three studies explore how university–school research partnerships can provide teacher professional development to strengthen parent–teacher relations.
Aline Reali , Regina Tancredi (January 2004) Research Report
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Published by Harvard Family Research Project