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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

How Can We Strengthen Family Support Research and Evaluation?

Carl Dunst, Co-Director of the Orelena Hawks Puckett Institute, urges getting beyond the question of “what works” toward a more detailed scrutiny of the relationship among family support principles, program practice, and family outcomes.

Carl J. Dunst, Ph.D. (Spring 2002) Evaluation Exchange Article

From the Director's Desk

An introduction to the issue on Family Support by HFRP's Founder & Director, Heather B. Weiss, Ed.D.

Heather B. Weiss, Ed.D. (Spring 2002) Evaluation Exchange Article

Multi-Level Evaluation Design: California’s Proposition 10

Pablo Stansbery, Senior Research Associate at Harder+Company Community Research, describes the process of developing an evaluation design that addresses the unique challenges created by California’s Children and Families Act.

Pablo Stansbery (Spring 2002) Evaluation Exchange Article

Early Head Start Research-Program Partnerships

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

Getting Parents “Ready” for Kindergarten: The Role of Early Childhood Education

This research brief presents preliminary evidence that family involvement in young children's education may contribute to a smooth transition to elementary school for children, and also helps parents remain involved in their children's learning in school.

Holly Kreider , Family Involvement Network of Educators (FINE) (April 2002) Research Report

A Special Education Plan for Anabela: Does Supporting Her Needs Mean Holding Her Back?

A mother advocated strongly for her daughter's special education placement at a new school, but now appears under-involved to the teachers. The classroom and resource room teachers disagree about whether to retain the girl in second grade, and the classroom teacher must make a recommendation to the principal, knowing the family has opposed retention in the past.

Peggy Vaughan (2002) Teaching Case

Promoting Involvement of Recent Immigrant Families in Their Children's Education

The purpose of this article is to present a conceptual framework and promote promising practices for involving Hispanic, immigrant parents/caregivers of students in their children's education. Toward this end, the article presents a model for how teachers and immigrant parents/families can be trained and encouraged to work as partners to improve student performance.

Shari Golan , Dana Petersen (March 2002) Research Report

Bilingual Voices and Parent Classroom Choices

Ines, a Spanish speaker feels responsible for her daughter's trouble in an all-English first grade classroom. Based on advice from her daughter's teacher, who believes a bilingual placement might be best, Ines reads with Nina in Spanish, but is uncertain this is the right thing to do. How can parents and teachers reconcile their differences about bilingual education?

Margaret Caspe (2002) Teaching Case

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

Teacher, Family & Community: Relationships and Resources

Examination of how the relationship between schools, families, and communities impacts the school adjustment of children during middle childhood and early adolescence as well as the roles of school personnel, parents, and community agents. Models and methods for facilitating positive relationships are considered. Resources for the education of children within families and communities are investigated.

Lee Shumow (Spring 2002) Syllabus

Home/School/Community: Systems Interventions

The purpose of this course is to provide the student with information on a broad array of issues relating to school and community collaboration with families. Systems interventions within the home, school, and community contexts will be considered. Emphasis is placed on system-level consultation theories, research, and practice. The course prepares school professionals to function as consultants in school and community settings.

Stewart Ehly , Tarrell Portman (Spring 2002) Syllabus

Academic Achievement

This issue of FINE Forum explores new forms of and strategies in family involvement, all of which share a common goal: expanding and deepening family and community roles to help students meet high standards.

Harvard Family Research Project (Winter 2001/2002) Research Report

Research and Advocacy Collaboration: A New Jersey Case Study

Too often vital research in the early care and education field does not get used effectively for advocacy purposes. While researchers and advocates often share the same goals, they tend to operate on separate tracks. This brief explores how research and advocacy can be bridged for greater effect using strategic communications. By definition, strategic communications means a deliberate plan or tactics for using communications as a channel for achieving a certain result. Collaborative work in the state of New Jersey around the goal of achieving a comprehensive and quality early care and education system is used as a backdrop for learning about effective practice.

Julia Coffman (January 2002) Research Report

Defining “Fine”—Communicating Academic Progress to Parents

Molly is surprised when her son's teacher recommends he attend summer school. She thought he was doing just fine and the family had been doing a lot to make the home a rich reading environment. How can teachers better communicate academic progress with parents? How can administrators support teachers in this effort?

Holly Kreider , Margaret Caspe (2002) Teaching Case

Setting Standards at Porter Road School

A fourth grade teacher weighs the advantages and disadvantages of a mandated state educational test on her students. She must weigh the conflicting perspectives of parents, students, community members, and her teaching colleagues to define her own stance in regard to the test and to present her thoughts to the school principal.

Sylvia Sensiper , Margaret Caspe (2002) Teaching Case

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

Reaching out to the Only One out There

Brian is struggling with his sexual orientation and confronts Jacob, a teacher whom he suspects is gay. Jacob reveals his sexual orientation to Brian and when Brian reports this information to his mother, Jill, she demands her son to withdraw from extracurricular activities led by a gay teacher. How can Jacob, knowing the risks of suicide among gay youth, best support Brian and gain Jill's confidence?

Elizabeth Berges (2001) Teaching Case

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

Preparing Teachers to Work With Parents

This study surveyed 96 teacher education programs in the United States and examined how these preservice programs incorporate parent involvement in their curriculum.

Diana Hiatt-Michael (October 2001) Research Report

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

Diverse Communities

This issue of the FINE Forum provides some promising approaches to preparing teachers to partner with diverse families and communities.

Harvard Family Research Project (Summer/Fall 2001) Research Report

Counseling and Intervention in Multicultural Settings

This course focuses upon the unique challenges diversity brings to the provision of counseling and psychological services to children, youth, and parents. Students will learn the history, culture, and expectations of various ethnic and cultural groups and develop the cross-cultural communication skills necessary to effectively work with families of varying cultural and socioeconomic backgrounds. Students will also explore how issues such as immigration, poverty, sexism, and racism affect counseling practices and the development of effective interventions.

Michael Hass (Fall 2001) Syllabus

Family-School-Community Partnerships: A Compilation of Professional Standards of Practice for Teachers

This report summarizes the current family involvement standards of practice for teachers and other educators, as described by a variety of professional associations, including the National Parent Teacher Association, the National Council for Accreditation of Teacher Education, and the National Association for the Education of Young Children.

Harvard Family Research Project (August 2001) Research Report

What Words Don't Say

Martin, an African-American student struggles with peer problems at his elementary school. He experiences racism and classism. How can Martin's mother and his teacher dialogue about sensitive issues?

Ann Barger Hannum (2001) Teaching Case

Bibliography of Family Involvement Research Published in 2001

Harvard Family Research Project (2001) Bibliography

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Published by Harvard Family Research Project