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

Webinar Brief: Data Driven—Making Student and School Data Accessible and Meaningful To Families

This is a briefing on the third webinar in the series Achieving Excellence and Innovation in Family, School, and Community Engagement brought to you by the U.S. Department of Education in partnership with United Way Worldwide, National PTA, SEDL, and Harvard Family Research Project. The webinar, which took place on August 10, 2010, featured Kevin Jennings from the U.S. Department of Education and a number of speakers from across the country discussing examples of how data can be used to engage families in programs, schools, and school districts.

Harvard Family Research Project (October 2010) Research Report

What About the Parents?

Katie Salen Tekinbaş outlines strategies and activities that New York City public school Quest to Learn has implemented to ensure that families are engaged in the digital learning life of students.

Katie Salen Tekinbaş (April 24, 2014) Research Report

What is Complementary Learning?

This short publication will give you a quick overview and some concrete examples of complementary learning.  It includes information about what complementary learning looks like, some examples of complementary learning systems in practice today, and a description about what is different about complementary learning from traditional programs and services.  Finally, we'll introduce you to Marcus, a fictional teenager whose story illustrates how complementary learning can positively affect the lives of students from birth through adolescence.

Harvard Family Research Project (July 2008) Research Report

What is the Evidence of the Effectiveness of School-Linked Services?

HFRP posed this question to Mary Wagner, Ph.D., who is the program manager of educational and human services research at SRI International, and James Davis, Ph.D., who is a professor in the Department of Educational Studies at the University of Delaware.

Mary Wagner, Ph.D. , James Davis, Ph.D. (Spring 1995) Evaluation Exchange Article

What Matters in Family Support Evaluation?

M. Elena Lopez of HFRP interprets themes from a participatory evaluation and parent engagement institute.

M. Elena Lopez (Winter 2004/2005) Evaluation Exchange Article

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

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

When Parents Assess Schools

M. Elena Lopez, from Harvard Family Research Project, discusses the role that data plays in helping parents assess, and then work to change, the performance of their children’s schools.

M. Elena Lopez (Spring 2002) Evaluation Exchange Article

Whole Children, Whole Families, Whole Communities

Jonathan Zaff and Danielle Butler from America’s Promise Alliance look at how winners of the 100 Best Communities for Young People employ family involvement strategies.

Jonathan F. Zaff, Ph.D. , Danielle Butler (Spring 2008) Evaluation Exchange Article

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

Why We Need a Human Centered Approach to Family Engagement

Cultivating empathy can inspire educators to respond with more inclusive and equitable practices to engage families.

M. Elena Lopez (February 2016) Research Report

Why We Need to Slow Down When It Comes to Evaluation

Read about lessons HFRP has learned from supporting evaluation efforts in the field. This commentary highlights the value of investing time to carefully consider the theory behind a program for evaluation to yield usable and actionable information.

Carolina Buitrago (November 12, 2015) Research Report

Working It Out: The Chronicle of a Mixed-Method Analysis

Chapter in Discovering Successful Pathways in Children's Development: Mixed Methods in the Study of Childhood and Family Life. Edited by Thomas S. Weisner. Published by University of Chicago Press. This chapter chronicles a mixed-method analysis of family involvement in children's learning, drawing observations about the process and added value of combining methods.

Heather B. Weiss , Holly Kreider, Ellen Mayer, Rebecca Hencke, Margaret Vaughan (Fall 2004) Research Report

Working With Families in the Rural South: Findings From the REA-Funded Promising Readers Program

In an elementary school in the rural south, parents, preservice teachers, and others come together to strengthen children's literacy and learn from their experiences with children and one another.

Devon Brenner , Teresa Jayroe, Angela Boutwell (November 2002) Research Report

Young Latino Infants and Families: Parental Involvement Implications from a Recent National Study

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

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

“As Long as I Got Breath, I'll Fight”: Participatory Action Research for Educational Justice

A participatory action project in the South Bronx explores how young people, their parents, and community members have mobilized for educational resources, opportunities, and the fulfillment of their dreams.

Monique Guishard , Michelle Fine, Christine Doyle, Jeunesse Jackson, Rosemarie Roberts, Sati Singleton, Travis Staten, Ashley Webb (May 2003) Research Report

“Daddy Says This New Math Is Crazy”

Beth Martin, a fourth grade teacher, finds her students respond well to the new mathematics curriculum she is using in her class, but at home parents struggle to understand the new math and help their children with homework. How should Beth and her colleagues respond to parents' skepticism about the new curriculum and support their involvement at home?

Becky Smith McCarthy (2004) Teaching Case

“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

“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

“I'm Poor, I'm Single, I'm a Mom, and I Deserve Respect”: Advocating in Schools as/With Mothers in Poverty

Using role-play with school staff, poor single mothers reveal school prejudices toward parents and catalyze changes in the conduct of parent meetings.

Leslie R. Bloom (November 2002) Research Report

“Syneducation” (Synekpaidefsis): Reinforcing Communication and Strengthening Cooperation Among Students, Parents, and Schools

Educators need to develop an effective synergy between parents and schools to promote student success. We use the term syneducation (synekpaidefsis;3 synergy + education) as the acquisition of a common educational experience (simultaneously and in cooperation) by individuals of different ages and educational backgrounds (Mylonakou, 2004). Our approach focuses mainly on how schools can give clear messages to parents about the necessity of their collaboration with schools.

Iro Mylonakou , Ioannis Kekes (March 2005) 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