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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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Not all home–school communication succeeds in supporting student learning. In this article, Duke University's JoBeth Allen offers tips for effective communication between schools and families that can help children to learn and grow.
JoBeth Allen (January 2009) Research Report
Spanish Translation Available in Storybook Corner. This online bilingual storybook about family involvement at school is designed to engage children and their families. For educators, the printable online storybook is an easy-to-use family involvement tool that supports literacy. The story was developed from research and is based on the real experiences of one Latino boy and his family who are acculturating to the U.S.
Ellen Mayer , Joe Cepeda (2007) Research Report
This study provides a deeper understanding of how cultural practices combine with other factors to shape parenting behaviors among families in the United States in the first year of children's lives. Several findings provide information about ways in which practitioners and Latino families can more effectively engage with young Latino children to influence their cognitive, social, language, and literacy development—and therefore facilitate their school readiness.
Michael L. Lopez , Sandra Barrueco, Erika Feinauer, Jonathan C. Miles (June 2007) Research Report
This study finds that maternal employment is associated with low-income mothers' involvement in their children's education in complex ways and that working mothers use a variety of strategies to stay involved in their children's education.
Heather B. Weiss , Ellen Mayer, Holly Kreider, Margaret Vaughan, Eric Dearing, Rebecca Hencke, Kristina Pinto (January 2007) Research Report
This research brief synthesizes the latest research that demonstrates how family involvement contributes to elementary-school-age children's learning and development. The brief summarizes the latest evidence base on effective involvement—specifically, the research studies that link family involvement during the elementary school years to outcomes and programs that have been evaluated to show what works.
Margaret Caspe , M. Elena Lopez, Cassandra Wolos (Winter 2006/2007) Research Report
This article describes five ways for teachers to use family involvement storybooks in their early childhood education classrooms. The article also includes a vignette about the impact of sharing a family involvement storybook in one third-grade class.
Ellen Mayer , Martha Kateri Ferede, Elaine D. Hou (November 2006) Research Report
This presentation by HFRP staff was part of a conference entitled “Family–School Relations During Adolescence: Linking Interdisciplinary Research and Practice.” The conference was held July 20–21 and was hosted by the Sanford Institute of Public Policy at Duke University, sponsored by the American Psychological Association. The goal of the conference was to establish better links among research, practice, and policy related to family educational involvement during adolescence, particularly for families from ethnically and socioeconomically diverse backgrounds.
Harvard Family Research Project (July 20, 2006) Conferences and Presentations
This paper examines whether demographic differences exist in getting youth “in the door” of OST activities, as well as in the number of activities and the amount of time youth spend in activities. Results from two nationally representative datasets show that disadvantaged youth were less likely to participate in a variety of activities than their peers and that they participated in fewer activities.
Suzanne Bouffard , C. Wimer, P. Caronongan, P. Little, E. Dearing, S. Simpkins (2006) Research Report
This research brief synthesizes the latest research that demonstrates how family involvement contributes to young children's learning and development. The brief summarizes the latest evidence base on effective involvement—specifically, the research studies that link family involvement in early childhood to outcomes and programs that have been evaluated to show what works.
Heather B. Weiss , Margaret Caspe and M. Elena Lopez (Spring 2006) Research Report
This comprehensive, easy-to-read guide to understanding how to engage families in after school programs is a critical resource for after school providers looking to create or expand an existing family engagement program. It offers a research base for why family engagement matters, concrete program strategies for engaging families, case studies of promising family engagement efforts, and an evaluation tool for improving family engagement practices.
Zenub Kakli , Holly Kreider, Priscilla Little, Tania Buck, Maryellen Coffrey (February 2006) Research Report
Interviews with African American mothers of successful high school daughters show that mothers maintain intense interest and direct involvement in multiple aspects of their daughters' educational lives but keep little contact with school officials.
Barbara M. Williams (February 2006) Research Report
This study shows how families of students with disabilities are involved in their children’s education both at home and school, and how characteristics of children and families are related to families’ level of participation.
Lynn Newman (September 2005) Research Report
Second grade teacher Nikki believes that participation in a formal after school program would help her student Cindy academically at school. However, Cindy's single working mother Marla prefers to keep Cindy with her in the afternoons after her numerous struggles with securing quality affordable care in the community. What are the roles of family, school, and community in promoting children's learning and development in out-of-school time?
Ellen Mayer (2005) Teaching Case
This is a chapter in Developmental Pathways Through Middle Childhood: Rethinking Context and Diversity as Resources. Edited by Catherine R. Cooper, Cynthia T. Garcia Coll, W. Todd Bartko, Helen M. Davis, & Celina Chatman. Published by Lawrence Erlbaum, Mahwah, NJ. This chapter uses mixed methods to examine associations between school context, family educational involvement, and child literacy outcomes from kindergarten through third grade.
Heather B. Weiss , Eric Dearing, Ellen Mayer, Holly Kreider, Kathleen McCartney (June 2005) Research Report
This study explores the experiences of British Bangladeshi and Pakistani parents in their interactions with schools and their involvement in children’s education.
Gill Crozier , Jane Davies (May 2005) Research Report
This study found that perceived academic support from teachers and parents contributes indirectly to the academic achievement of Hong Kong students.
Jennifer Jun-Li Chen (April 2005) Research Report
This four-session discussion guide by the Everyday Democracy (formerly the Study Circles Resource Center)is intended for communities trying to close the achievement gap in their schools.
Everyday Democracy (formerly the Study Circles Resource Center) (2005) Tool for Practice
We teamed up with the National Center for Family and Community Connections with Schools at the Southwest Educational Development Laboratory (SEDL) to present this 1-day Family, School, and Community Connections Symposium: New Directions for Research, Practice, and Evaluation.
Cathy Jordan , Mary Grassa O'Neill, Heather Weiss (December 2, 2004) Conferences and Presentations
Latino parents become more involved in their children's education when they understand the school system and know how to help their children.
Janet Chrispeels , Margarita González (November 2004) Research Report
Analyzing family, school, and community resources and needs as related to the family life cycle, examining child welfare and education and ecological approach, and exploration of careers related to children and families. Strategies to improve communication and collaboration are emphasized with a focus on family types, cultures, economic conditions, school systems, community services, political forces, advocacy groups, and other factors that impact young children and their families.
Arminta Jacobson (Fall 2004) Syllabus
Chinese-American college students from diverse socioeconomic backgrounds describe the role of their families in their paths to college.
Vivian Louie (September 2004) Research Report
African-American and Chinese-American parents use alternative forms of social capital to support their children's education.
John Diamond , Ling Wang, Kimberly Gomez (May 2006) Research Report
This issue of the FINE Forum features some examples families, schools, and communities coming together to enrich children's learning and social development opportunities.
Harvard Family Research Project (Spring 2004) Research Report
A comparison between American and Japanese mothers' home reading practices with their preschool children enriches our understanding of cross-cultural differences.
Eiko Kato-Otani (February 2004) Research Report
Students' pathways through school can be seen as moving through an academic pipeline to adulthood. The Bridging Multiple Worlds model focuses on how diverse youth, beginning in their middle childhood years, navigate across their worlds of families, peers, schools, and communities as they move along their pathways to college, careers, and family roles in adulthood.
Catherine R. Cooper , Gabriela Chavira, Dawn Mikolyski, Dolores Mena, Elizabeth Dom (January 2004) Research Report
© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project