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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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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
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.
Angela Shartrand , Heather Weiss, Holly Kreider, and M. Elena Lopez (1997) Research Report
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
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.
Tom Drummond () Syllabus
This report investigates 11 family support programs that have addressed the needs of vulnerable Latino families. The report clearly demonstrates the need to incorporate culture and family values into the very design of a program. Volume One provides detailed analysis of the various strategies and distills lessons for practitioners; Volume Two provides an in-depth profile of each program.
Angela Shartrand (1996) Research Report
This report investigates 11 family support programs that have addressed the needs of vulnerable Latino families. The report clearly demonstrates the need to incorporate culture and family values into the very design of a program. Volume One provides detailed analysis of the various strategies and distills lessons for practitioners; Volume Two provides an in-depth profile of each program.
Angela Shartrand (1996) Research Report
This issue provides a broad overview of the status of evaluations of community-based initiatives (CBI) and begins an ongoing dialogue among practitioners, evaluators, and funders about how to address the challenges involved in evaluating them.
Evaluation Exchange Issue
In this course, we deepen the preparation of teachers in training, focusing on schools as organizations in specific political communities wherein people exercise more or less democratic voices in public policies that govern their economic, housing, and education opportunities. Teachers make and influence policies in their classrooms, at their campuses, and in the institutions and/or districts in which they work.
Kathleen Staudt () Syllabus
This issue of The Evaluation Exchange, Harvard Family Research Project's quarterly evaluation periodical, explores alternative ways of evaluating family resource centers.
Evaluation Exchange Issue
This report examines local examples of successful implementation of reforms. It provides useful information to early childhood practitioners who work directly with children and families, managers who direct early childhood agencies and programs, and policymakers who make decisions about program designs and funding strategies.
Tom Schultz , M. Elena Lopez, Mona Hochberg (1996) Research Report
This is a course about parent involvement and the relationship between homes, schools, and communities. Content is organized around how the home, family, and school influences the growth, development, and education of younger children. Students will learn how schools relate to parents and will acquire knowledge and skills to implement excellent parent involvement programs.
Jerold P. Bauch () Syllabus
This course, with its fieldwork component, takes gradual and small steps in grappling with the constituent parts of culture. Taking the notion of self as a center of relationship, we adopt a bottom-up approach in tracing how culture dialectically implicates individual mind and selfhood. Forming several research teams, each group will undertake an empirical studies in designated field sites. Each team, using methodological tools available in visual anthropology and video ethnography (with support from the teaching and technical staff), will be required to relate their research findings to one or more theoretical themes covered in this course.
Lee-Beng Chua () Syllabus
This report discusses the efforts of six Head Start programs to address the challenges and goals raised in the 1993 report, Creating a 21st Century Head Start. It assesses their progress in several key areas: expanding enrollment, strengthening parent involvement, addressing issues such as homelessness and substance abuse, improving staff training, bridging research and practice, and collaborating with schools and social service agencies, and addressing issues such as homelessness and substance abuse.
Elaine M. Replogle (1995) Research Report
This book examines the history of public housing, women's key leadership roles in those communities, and the experiences of eight family support programs located in public housing developments. In-depth case studies provide lessons on how entities as diverse as public housing authorities, community-based agencies, and research institutions work to empower these often-neglected communities.
Mary Lassen (1995) Research Report
This issue of The Evaluation Exchange, Harvard Family Research Project's quarterly evaluation periodical, focuses on how to evaluate school-linked services.
Evaluation Exchange Issue
This book provides one of the most thorough and complete analyses of innovative family support and education programs to date. Seventy-three profiles taken from around the country vividly illustrate the key elements of a successful program, while detailed charts, tables, and cross-referencing indexes give quick and easy access to information.
Harvard Family Research Project (1995) Research Report
Written for program administrators and staff, this guide offers practical advice for establishing and managing community outreach in a family support program.
Harvard Family Research Project (1993) Research Report
Written for program administrators and staff, this guide offers practical advice for establishing and linking programs to service systems in a family support program.
Harvard Family Research Project (1993) Research Report
Written for program administrators and staff, this guide offers practical advice for evaluating family support programs.
Harvard Family Research Project (1993) Research Report
Written for program administrators and staff, this guide offers practical advice for establishing and managing collaboration in a family support program.
Harvard Family Research Project (1993) Research Report
Written for program administrators and staff, this guide offers practical advice for funding and additional resources to support a family program.
Harvard Family Research Project (1993) Research Report
Written for program administrators and staff, this guide offers practical advice for providing professional development to staff supporting family programs.
Harvard Family Research Project (1993) Research Report
This report details three school-based programs to show what makes comprehensive family support programs thrive. Home visiting and parent education in Brattleboro, Vermont are featured, as is extended child care in Leadville, Colorado, and school-linked services in Gainesville, Florida.
M. Elena Lopez , Mona Hochberg (1993) Research Report
This volume looks at innovative initiatives that have made family services more responsive to the changing needs of children and families. Initiatives in North Dakota, Iowa, Florida, Vermont, and Massachusetts are covered.
Harvard Family Research Project (1992) Research Report
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.
Harvard Family Research Project (1992) Research Report
© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project