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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 Effects of Comprehensive Parent Engagement on Student Learning Outcomes

This study examined the school-level effects on tested student achievement in 129 high poverty elementary schools that implemented a common set of comprehensive parent-engagement strategies over a 2-year period.

Sam Redding , Janis Langdon, Joseph Meyer, Pamela Sheley (November 2004) Research Report

KERA: Making Evaluation Part of the Way They Do Business

Elaine Replogle from Harvard Family Research Project examines the Kentucky Education Reform Act, which established Family Resource Centers and Youth Service Centers.

Elaine Replogle (Spring 1995) Evaluation Exchange Article

The Roofless Women's Action Research Mobilization (RWARM)

Elaine Replogle from Harvard Family Research Project describes RWARM's participatory action research approach.

Elaine Replogle (Fall 1995) Evaluation Exchange Article

Head Start as a Family Support Program: Renewing a Community Ethic

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

Family, Child & Teacher Interaction in Diverse and Inclusive Educational Settings

We will examine the role of the teacher in the classroom and school community with the intention of developing insight, understanding, and personal style which will support the teacher in his/her interaction with families. The class will study the techniques of family-school collaboration, constructive methods of evaluation, and the parameters of the federal law (Individuals with Disabilities Education Act).

Rena Rice (Spring 2002) Syllabus

Connecting Latino Families With Out-of-School Time Opportunities

Nathaniel Riggs describes the implementation and evaluation of the Generación Diez program, which connects Latino families with after school programming, social services, and the school community.

Nathaniel Riggs (Fall 2006) Evaluation Exchange Article

After School Programs as an Oasis of Hope for Black Parents

Gerard Robinson discusses how and why low-income and working-class Black parents are involved in enrolling their children in after school programs.

Gerard Robinson (Spring 2008) Evaluation Exchange Article

Using Concept Mapping to Develop Family Support Program Theory

Scott Rosas, from the Nemours Foundation, discusses the potential of concept mapping for the design and implementation of family support evaluations.

Scott Rosas, Ph.D. (Winter 2004/2005) Evaluation Exchange Article

The Parent Teacher Home Visit Project

When community organizations, schools, and local government work together with families, they can help children learn. Carrie Rose writes about the Parent Teacher Home Visit Project, which draws on a community organizing model to sustain parent–teacher communication across students' school years.

Carrie Rose (January 2009) Research Report

Creating Conditions for Effective and Ongoing Family Engagement

In this Commentary, Harvard Family Research Project’s Senior Research Analyst, Heidi Rosenberg, looks at the ways in which schools, programs, and other community institutions can help facilitate continuous family engagement to help children succeed.

Heidi Rosenberg (September 20, 2012) Research Report

Family Engagement: A Shared Responsibility

Harvard Family Research Project’s M. Elena Lopez, Heidi Rosenberg, and Helen Westmoreland discuss how families, schools, and communities can create a shared responsibility for children’s learning and academic success. The three dimensions of this approach include creating opportunities for family engagement, building co-constructed roles that outline families’ and schools’ responsibilities, and learning about effective ways to engage families in children’s learning.

Heidi Rosenberg , M. Elena Lopez, Helen Westmoreland (November 2009) Research Report

New Learning Opportunities Mean New Opportunities for Engagement

Today’s children and youth are increasingly exposed to new forms of learning beyond the classroom, especially in the form of out-of-school time programs and digital media. Developments in these areas have opened up new ways that families can become involved in their children’s education and development. In this FINE Newsletter Commentary, HFRP’s Heidi Rosenberg and M. Elena Lopez discuss the new roles for families in supporting student learning.

Heidi Rosenberg , M. Elena Lopez (December 5, 2011) Research Report

Embracing the Use of Data for Continuous Program Improvement

In this Commentary, Harvard Family Research Project’s Heidi Rosenberg discusses how continuous improvement processes can strengthen family engagement strategies, and outlines the mindset and key practices that organizations need to adopt in order to use data to understand and improve upon their work.

Heidi Rosenberg (September 17, 2013) Research Report

Lessons from Evaluators’ Experiences with Scale

Heidi Rosenberg of HFRP and Helen Westmoreland of the Flamboyan Foundation spoke with three evaluators, who share lessons from their experiences in evaluating programs as they went to scale, to discover how evaluation can inform and assess scaling efforts.

Heidi Rosenberg , Helen Westmoreland (Spring 2010) Evaluation Exchange Article

Joining Forces: Families and Out-of-School Programs as Partners in Supporting Children’s Learning and Development

Harvard Family Research Project’s Senior Research Analysts Heidi Rosenberg, Erin Harris, and Shani Wilkes explore how the relationship between families and afterschool is shifting from a focus on increasing afterschool program participation toward a focus on parents’ supporting children’s learning and development in afterschool settings.

Heidi Rosenberg , Erin Harris, Shani Wilkes (June 28, 2012) Research Report

Holding Schools Accountable: Using Data to Engage Parents in School Improvement Efforts

Nita Rudy is a Program Director for the Mississippi Schoolhouse to Statehouse program developed by Parents for Public Schools (PPS), a national organization supporting community-based groups that work with parents to improve public schools. In this Voices from the Field, Nita shares her experience using data to engage families around school improvement efforts.

Nita Rudy (December 5, 2011) Research Report

What About the Parents?

Katie Salen Tekinbaş outlines strategies and activities that New York City public school Quest to Learn has implemented to ensure that families are engaged in the digital learning life of students.

Katie Salen Tekinbaş (April 24, 2014) Research Report

Supporting Family Engagement Through District-Level Partnerships

Mavis Sanders from Johns Hopkins University looks at how school districts can promote family–school partnerships by collaborating with community based organizations.

Mavis G. Sanders, Ph.D. (Spring 2008) Evaluation Exchange Article

Foundations and Multicultural Aspects of Parenting

This course focuses on developing competency in a variety of areas surrounding parenting education including the following: understanding of parental issues and concerns within diverse family systems, understanding the dimensions of parenting from birth to adolescence, family literacy, and knowledge of multicultural perspectives in parenting.

Leo Sandy (Summer 2002) Syllabus

Friction at Madison Family Literacy Program

Noreen, an early childhood teacher, arranges free speech therapy for young Junie. She volunteers to take Junie to the therapist, but when Junie's mother fails to pick up her daughter Noreen lashes out with an angry phone message, threatening to call the Department of Social Services. How can the two make the situation better and what could have prevented it?

Maricel Santos (2001) Teaching Case

Evaluating BEST Fit: A Program to Promote Child and Family Health After School

Jim Sass and Craig Blumenthal from LA's BEST describe how the BEST Fit initiative links with multiple organizations to support child and family health.

Jim Sass , Craig Blumenthal (Fall 2006) Evaluation Exchange Article

Helping Families Pave the Path to College: Supporting the Developmental Processes That Facilitate College Readiness

Mandy Savitz-Romer is director of the Prevention Science and Practice Program and a faculty member at the Harvard Graduate School of Education, and Suzanne Bouffard is a research project manager and writer at the Harvard Graduate School of Education. In this article, Bouffard and Savitz-Romer discuss findings from their recent book, Ready, Willing, and Able: A Developmental Approach to College Access and Success.

Mandy Savitz-Romer , Suzanne Bouffard (September 20, 2012) Research Report

Learning From Parents Through Reflective Evaluation Practice

David Scheie, See Moua, and Pang Lee summarize lessons learned by listening to parents’ spontaneous stories during a parent survey interview.

David Scheie , See Moua, Pang Lee (Winter 2004/2005) Evaluation Exchange Article

A Day in the Life: Family Engagement in Citizen Schools

Emily Schneider-Krzys, the Deputy Program Director of Citizen Schools in Texas, explains how the Citizen Schools program’s focus on creating networks, building intentional relationships, and establishing consistent communication helps to engage families and support student learning.

Emily Schneider-Krzys (August 2009) Research Report

Helping Parents Become Interventionists Through the Use of Child Assessment Data

Heather Schrotberger, Andrea Clements, and Elizabeth Nichols of Project EAGLE talk about sharing data with families and illustrate how program staff and parents work as partners to review child assessment data and co-create goals for children.

Heather Schrotberger , Andrea Clements, Elizabeth Nichols (April 18, 2013) Research Report

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Published by Harvard Family Research Project