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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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Brian Yates from American University explains the value of both cost-effectiveness and cost–benefit analyses in promoting investments in family involvement.
Brian T. Yates, Ph.D. (Spring 2008) Evaluation Exchange Article
Paul Gertler, Harry Patrinos, and Marta Rubio-Codina summarize a study on the outcomes associated with a school-based management intervention in Mexico.
Paul J. Gertler , Harry Anthony Patrinos, Marta Rubio-Codina (Spring 2008) Evaluation Exchange Article
Family involvement experts discuss federal, state, and local policies—where these policies have been, where they are headed, and what strategies are necessary to seize the current policy window.
Suzanne Bouffard, Ph.D. , Abby R. Weiss (Spring 2008) Evaluation Exchange Article
Helen Westmoreland of HFRP reviews Only Connect: The Way to Save Our Schools by Rudy Crew.
Helen Westmoreland (Spring 2008) Evaluation Exchange Article
Abby Weiss and Helen Westmoreland look at the lessons learned from the evolution of Boston Public Schools’ family and community engagement strategy.
Helen Westmoreland , Abby R. Weiss (Spring 2008) Evaluation Exchange Article
Helen Westmoreland and Suzanne Bouffard describe the evolving evaluation strategy for the national Parental Information and Resource Centers program, the program’s potential to build the family involvement field, and the role of the National PIRC Coordination Center.
Helen Westmoreland , Suzanne Bouffard, Ph.D. (Spring 2008) Evaluation Exchange Article
HFRP talks with five leaders in the family involvement arena about the current state of the field and promising areas for its future.
Margaret Caspe, Ph.D. (Spring 2008) Evaluation Exchange Article
Melissa Marschall’s study on Latino parents’ participation in school governance underscores this issue’s theme of the importance of coconstructing family involvement.
Melissa Marschall, Ph.D. (Spring 2008) Evaluation Exchange Article
This double issue of The Evaluation Exchange examines the current state of and future directions for the family involvement field in research, policy, and practice. Featuring innovative initiatives, new evaluation approaches and findings, and interviews with field leaders, the issue is designed to spark conversation about where the field is today and where it needs to go in the future.
Evaluation Exchange Issue
Suzanne Bouffard and Heather Weiss reframe family involvement as part of a broader complementary learning approach to promoting children’s success in education and in life.
Suzanne Bouffard, Ph.D. , Heather Weiss, Ed.D. (Spring 2008) Evaluation Exchange Article
Amy Schulting from Duke University explores the role of teacher outreach to families during the transition to kindergarten.
Amy B. Schulting, M.Ed., M.A. (Spring 2008) Evaluation Exchange Article
The purpose of this paper is to determine what the evidence and conventional wisdom say about scaling up home visiting as one of the best ways to support parents and promote early childhood development. To answer this question, we examined the available research evidence, interviewed leaders from six of the national home visiting models, and interviewed researchers who have studied home visiting. The area of interest for guiding future research, practice, and policy is whether home visiting can be delivered at broad scale and with the quality necessary to attain demonstrable, positive outcomes for young children and their parents.
Heather Weiss , Lisa Klein (May 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 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 study demonstrates that a wide variety of parent and child factors are linked to school readiness and that parenting education and support services promote family activities that relate to positive child outcomes.
Shari Golan , Donna Spiker, Carl Sumi (December 2005) Research Report
Lynn Mitchell, from Corporate Voices for Working Families, describes how businesses can promote policies and practices that support working families, using partnerships between private and public sectors.
Lynn Mitchell (Spring 2005) Evaluation Exchange Article
Richard Rothstein argues that narrowing the achievement gap requires substantial changes in social policy in addition to extensive school reform.
Julia Coffman (Spring 2005) Evaluation Exchange Article
With the implementation of welfare reform, government's increasing reliance on block grants rather than categorical funding, increasing devolution of responsibility for service delivery to the state and local level, increasing use of contracted services, and growing budget shortfalls at all levels of government, the social safety net in the United States is undergoing rapid transformation. How well the emerging “system” will protect children and support families is unknown. This course is designed to examine current and proposed child and family policies.
Julie B. Wilson (Spring 2005) Syllabus
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
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
Kathleen McCartney and Eric Dearing from the Harvard Graduate School of Education provide an overview on effect size and what it reveals about the effectiveness of family support programs.
Kathleen McCartney , Eric Dearing (Spring 2002) Evaluation Exchange Article
Three experts in conducting Family Impact Seminars share their techniques for bringing research about families to legislators in a way that not only grabs their attention, but also supports policy change.
Karen Bogenschneider , Bettina Friese, Ph.D., Karla Balling (Spring 2002) Evaluation Exchange Article
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
This report analyzes experiences of grantees involved in Carnegie Corporation's Starting Points grant program to encourage states and cities to engage in practices to improve children's well-being. This work examines these grantees' experiences implementing key components of a learning system and presents the overall lessons for other localities intent on using information to improve outcomes.
Marielle Bohan-Baker , Diane Schilder, Fran O'Reilly, Jennifer Smith, Heather Weiss (1998) Research Report
Dr. Gary Orfield, Professor of Education and Social Policy at Harvard University, shares his research on poverty to situate CBIs in the context of the larger social and economic factors that may affect their success.
Cami Anderson (1996) Evaluation Exchange Article
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Published by Harvard Family Research Project