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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

Taking a Closer Look: A Guide to Online Resources on Family Involvement

This comprehensive resource guide compiles a wealth of information about family involvement from over 100 national organizations. It contains Web links to recent (published in and after 2000) research, information, and tools.

Heather Weiss , Kelly Faughnan, Margaret Caspe, Cassandra Wolos, M. Elena Lopez, Holly Kreider (2004) Research Report

Taking the Lead in Family Engagement: A Message to Our Followers on Presidents’ Day

Presidents’ Day is a time to reflect on the importance of leadership. Learn how policymakers, researchers, and practitioners are leading the field of family engagement.

Harvard Family Research Project (February 13, 2015) Research Report

Tapping Into Technology: The Role of the Internet in Family–School Communication

The first large-scale study to examine the usage and benefits of Internet-based family–school communication finds implications for family involvement during adolescence and raises concerns about educational equity.

Suzanne Bouffard (July 2008) Research Report

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

The Family Engagement for High School Success Toolkit: Planning and implementing an initiative to support the pathway to graduation for at-risk students

The Family Engagement for High School Success Toolkit is designed to support at-risk high school students by engaging families, schools, and the community. Created in a joint effort by United Way Worldwide and HFRP as part of the Family Engagement for High School Success initiative, the toolkit consists of two parts—Part 1: Planning, and Part 2: Implementation.

United Way Worldwide , Harvard Family Research Project (November 2011) Research Report

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

Three Lessons in Developing a Systemic Approach to Family Engagement

Learn how the second-largest school district in California worked collaboratively to develop a systemic family engagement framework while putting family voice front and center.

 

Allison Rowland (July 26, 2016) Research Report

Why Thinking of Family Engagement as Continuous Across Time Matters

A key principle in the definition of family engagement is that it is continuous across time. In this commentary, we explore why thinking of family engagement in this way matters, and we learn about tools educators can use to develop the skills to promote it.

Margaret Caspe (March 8, 2016) Research Report

Youth Out-of-School Time Participation: Multiple Risks and Developmental Differences

This paper examines whether youth who are at risk, according to child-, family-, school-, and neighborhood-level factors, are less likely to participate in out-of-school time activities, and whether the predictors depend on youth's age or socioeconomic status. Findings reveal that child- and family-level risks are most consistently related to youth's OST participation. However, these relationships emerge only in early and late adolescence, when youth have more autonomy in their decisions about non-school time use. For certain types of activities, namely those that require fees and financial commitments, contextual risks are more strongly associated with OST participation for higher SES families than for lower SES families.

Christopher Wimer , S. Simpkins, E. Dearing, S. Bouffard, P. Caronongan, H. Weiss (2006) Research Report

“Do Your Best and Make Us Proud”: Family Engagement and Latino Students’ Decisions About College

Sylvia Acevedo, chair of the Early Learning Subcommittee of the President’s Advisory Commission on Educational Excellence for Hispanics, writes about the struggles first-generation students and their families face when making decisions about college, interwoven with her own personal story.

Sylvia Acevedo (March 8, 2016) Research Report

“This Is Their House, Too”: An Afterschool Space Designed for and by Teenagers

Engagement in afterschool programming is one way to keep middle and high school youth engaged in their education. Learn about how the Everett Boys & Girls Club located just outside of Boston, uses intentional informality to keep students coming back and wanting more.

Deepa Vasudevan & Jessica Fei (May 20, 2015) Research Report

© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project