You are seeing this message because your web browser does not support basic web standards. Find out more about why this message is appearing and what you can do to make your experience on this site better.

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.

Terms of Use ▼


Browse by Topic
 | 
All Publications & Resources
WORKING WITH TEACHERS AND FAMILIES DEVELOPMENT PERIODS
COMPLEMENTARY LEARNING CONNECTIONS

Lessons From Family-Strengthening Interventions: Learning From Evidence-Based Practice

Examine how effective family-strengthening interventions can positively impact families and children in this practitioner-friendly brief from Harvard Family Research Project. Lessons From Family-Strengthening Interventions: Learning From Evidence-Based Practice is based on our review of interventions that have been rigorously evaluated through experimental and quasi-experimental studies. We offer educators, service providers, and evaluators recommendations for creating successful programs and evaluations.

Margaret Caspe , M. Elena Lopez (October 2006) Research Report

Family Literacy: A Review of Programs and Critical Perspectives

This paper reviews the literature on family literacy and describes critical perspectives. It also explores guiding principles and examples of their application in three different programs.

Margaret Caspe (June 2003) Research Report

Update: New Skills for New Schools

Since the 1997 publication of New Skills for New Schools by HFRP, the education reform landscape has changed, making it necessary to align teacher preparation and professional learning for family engagement with the goals of a twenty-first century education. Harvard Family Research Project is working to gather information about promising teacher education practices to prepare teachers to partner with families for student success. A preview of these practices—to be published in our forthcoming policy brief—is summarized in this update.

Margaret Caspe , M. Elena Lopez, Ashley Chu, and Heather B. Weiss (March 2011) Research Report

Home-School Communication—What's All the Commotion?

This workshop, developed by Margaret Caspe for Harvard Family Research Project, helps teachers understand different approaches to home-school communication and how these shape relationships with families. Concepts are taken from a research study of first and second grade teachers in three sites.

Margaret Caspe () Tool for Practice

Beyond the Head Count: Evaluating Family Involvement in Out-of-School Time

This brief offers an overview of how out-of-school time programs can evaluate their family involvement strategies and practices. It draws on findings from our OST Evaluation Database, interviews, and email correspondence.

Margaret Caspe , Flora Traub, Priscilla M.D. Little (August 2002) Research Report

Teaching the Teachers: Preparing Educators to Engage Families for Student Achievement

Harvard Family Research Project and the National PTA® have teamed up to bring you the third brief in our ground-breaking series about family engagement policy, highlighting the need for teacher education programs to prepare teachers to better work with families.

Margaret Caspe , M. Elena Lopez, Ashley Chu, & Heather B. Weiss (May 2011) Research Report

Six Activities to Spice Up the Teaching Case Method Discussion

Margaret Caspe discusses how college and university instructors can use the teaching case method to prepare future educators for family engagement. She offers a suite of activities that instructors can combine with the cases to help students dive deeply into the family engagement issues and dilemmas of practice that are presented in each case.

Margaret Caspe (December 5, 2013) Research Report

How Teachers Come to Understand Families

Two key processes whereby teachers working in a low-income rural New England town come to understand families include gathering information and meaning making.

Margaret Caspe (May 2003) Research Report

Staying on the Path Toward College: One Boy at the Crossroads

Paulo Domínguez is an intelligent sixth-grade boy who has recently become disengaged from schoolwork and is hanging out with peers whom his teachers and parents fear are a bad influence. How can community programs, schools, and families work together to keep Paulo on the path towards college as he transitions to middle school? An interactive version is also available.

Catherine R. Cooper, Elizabeth Domínguez, Margarita Azmitia, Erica Holt, Dolores Mena, and Gabriela Chavira (2014) Research Report

Perceived Academic Support From Parents, Teachers, and Peers: Relation to Hong Kong Adolescents' Academic Behavior and Achievement

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

Engaging Families in Science, Technology, Engineering, and Math (STEM) Project-Based Learning

To be successful, children need a strong science, technology, engineering, and math foundation. Learn how Iridescent, a project funded in part by the National Science Foundation, connects families, engineers, and children to develop these skills early on in school.

Tara Chklovski (March 19, 2015) Research Report

Do Educational Programs Increase Parents' Practices at Home?: Factors Influencing Latino Parent Involvement

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

Family-School Partnerships for Students' Reading Success

Written by Sandy Christenson for the Minnesota Reading Excellence Act training sessions, the two modules in this workshop focus on home-school strategies to enhance students' reading success.

Sandy L. Christenson () Tool for Practice

Finding Time Together: Families, Schools, and Communities Supporting Anywhere, Anytime Learning

How do families spend time supporting their children’s informal and formal learning beyond the school day and across settings? Find out how educators and institutions are helping families promote their children’s learning experiences anytime, in school and beyond.

Christine Patton and Margaret Caspe (September 17, 2014) Research Report

Book Review: The Influence of Teachers: Reflections on Teaching and Leadership

In this review of The Influence of Teachers: Reflections on Teaching and Leadership, Ashley Chu, an early childhood teacher in Washington, DC and a former research assistant for Harvard Family Research Project, provides her personal reflections on the book's messages and her views on the book's implications for family engagement in education. 

Ashley Chu (August 2011) Research Report

Book Review: Inviting Families into the Classroom: Learning from a Life in Teaching

This book by Lynne Yermanock Strieb provides readers with insights on family engagement from the perspective of someone with 31 years of experience teaching kindergarten and first and second grade in Philadelphia public schools. While Inviting Families into the Classroom discusses parent–teacher relationships more broadly, this book review focuses on its valuable lessons on building relationships with families whose children are transitioning into elementary school.

Ashley Chu (April 14, 2011) Research Report

Self, Family, Community, and Schooling

This course, with its fieldwork component, takes gradual and small steps in grappling with the constituent parts of culture. Taking the notion of self as a center of relationship, we adopt a bottom-up approach in tracing how culture dialectically implicates individual mind and selfhood. Forming several research teams, each group will undertake an empirical studies in designated field sites. Each team, using methodological tools available in visual anthropology and video ethnography (with support from the teaching and technical staff), will be required to relate their research findings to one or more theoretical themes covered in this course.

Lee-Beng Chua () Syllabus

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

Learning by Listening: A Longitudinal Study of Family Literacy

This study explores the reading concepts held by urban families and how home reading practices intersect with school literacy practices.

Catherine Compton-Lilly (June 2005) Research Report

Bridging Multiple Worlds: Building Pathways From Childhood to College

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

“For the first time I understand what it takes for my own child to graduate”: Engaging Immigrant Families around Data

D’Lisa Crain, Grant Administrator for the Nevada State Parent Information & Resource Center and Parent Involvement Coordinator for the Washoe County School District, talks about using case studies to help immigrant families better understand data as well as training parents to use an online data tool to track student learning and attendance. 

D’Lisa Crain (October 2010) Research Report

British Bangladeshi and Pakistani Families and Education Involvement: Barriers and Possibilities

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

Credentialing Caregivers

This paper describes why family support is essential, given current social and economic trends, and stresses the need to bridge child care and family support. The author underscores the need for accessible family support training curricula that can be adapted to audiences of child care providers.

Christiana Dean (1998) Research Report

Family Involvement in School and Low-Income Children's Literacy Performance

This groundbreaking study demonstrates that when families' involvement in school increases over the elementary years, children's achievement increases. Furthermore, the authors show that family involvement in school matters most for children whose mothers have less education.

Eric Dearing , Holly Kreider, Sandra Simpkins, and Heather Weiss (January 2007) Research Report

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