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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

Families, Schools, and Community Resources

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

The Role of the Family in the Educational Experiences of Second-Generation Chinese Americans

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 Parent Involvement: The Importance of Race, Class, and Culture

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

Social Capital

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

Story Time: Mothers' Reading Practices in Japan and the U.S.

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

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

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

Improve Family Involvement in After School Programs

Growing evidence tells us that parent involvement in after school programs can make a difference in children's lives, as well as benefit families, schools, and after school programs themselves. This article by Ellen Mayer and Holly M. Kreider draws from research conducted by HFRP in partnership with Build the Out-of-School Time Network and the United Way of Massachusetts Bay. It describes four strategies for engaging elementary school families in after school programs and provides examples of promising practices from family-focused programs serving ethnically diverse families. The article also offers implications for parents and parent leaders as they select and design after school programs.

Ellen Mayer , Holly M. Kreider (October/November 2006) Research Report

Can We Talk About Family?

Latoya Roberts, a new first grade teacher, worries about Keon, a student being raised by his grandmother, when he begins to share information about his family in school. Will encouraging such sharing strengthen Latoya's bond with Keon and help him succeed? Latoya wants his grandmother's permission to encourage his openness, but she wonders if pushing the issue might strain her relationship with Keon's grandmother.

Peggy Vaughan (2003) Teaching Case

“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

Making a Decision About College: Should I Stay or Should I Go?

Marisela Castillo, a high school senior, looks forward to going to a good college to prepare her for medical studies, but she knows that she will have to leave her family in order for that to happen. Should Marisela forgo her dreams for the sake of a family who depends on her household contributions? Should she leave her family to pursue those dreams? An interactive version is also available.

Lad Dell (2003) Teaching Case

Family, School, & Society: The Social Context of Development and Learning

In this course we will consider the social and cultural contexts which shape developmental and educational processes. The primary focus will be on understanding the nature of contemporary social problems including racism, sexism, ethnic prejudice, social class oppression, and ability discrimination as they affect children, families, and schooling. Emphasis will be given to the special role of education in linking community resources for an integrated approach to addressing problems in children's lives.

Joanne Kersh (Spring 2003) Syllabus

Parents, Families, and Communities in Schools

This course examines effective methods for including parents, families, and communities in schools. Emphasizes a systems perspective that includes consultation and collaboration in addressing academic, career, and personal/social success for all students. Family dynamics and influences on school success will be addressed. Application of school counseling consultation, collaboration, and family support for all students will result in a school-based project integrated into a school's comprehensive counseling program. Essential professional practices addressed in this course.

Rolla E. Lewis (Spring 2003) Syllabus

Using Behavior Change Theory to Communicate Effectively: The Case of Latino Parent Involvement

Anne Pollock (HGSE) and Julia Coffman and M. Elena Lopez (HFRP) reveal how to design communications that are more effective at changing behavior by keeping in mind the factors that influence behavior.

Anne Pollock , Julia Coffman, M. Elena Lopez (Winter 2002) Evaluation Exchange Article

Lessons From Latina Teachers' Childhoods

Latina teachers' literacy practices are shaped in part by the literacy activities the teachers' own families engaged in during their early school years.

Angela Arzubiaga , Laurie MacGillivray, Robert Rueda (November 2002) Research Report

Incorporating Latino Parents' Perspectives Into Teacher Preparation

Latino parents share their perspectives on what teachers should know in order to teach children more effectively and emphasize that Latino parents care about their children's education.

Toni G. Jones (November 2002) Research Report

Valuing Parents as Co-Educators: A Teacher-Parent Partnership Project in Cyprus

A classroom-based family involvement project in Cyprus offers multiple roles for parents in the classroom, and benefits students, parents, and the teacher.

Loizos Symeou (November 2002) Research Report

University–Community Partnerships

This FINE Forum features the Jane Addams School for Democracy, a university-community partnership in which Hmong and Latino immigrants, professors, high school teachers, parents, and students all work together on public issues.

Harvard Family Research Project (Fall 2002) Research Report

Culture Clash at Intermediate School #91

Disciplinary problems at an intermediate school in the Bronx are compounded by the lack of experienced teachers whose race and class backgrounds differ from their students'. When two students get into a fight, the new teachers seek solutions that sharply contrast with the norms of the students and their families. How can teachers come to understand the families and communities in which they teach?

Mary Katherine Moss (2002) Teaching Case

Foundations and Multicultural Aspects of Parenting

This course focuses on developing competency in a variety of areas surrounding parenting education including the following: understanding of parental issues and concerns within diverse family systems, understanding the dimensions of parenting from birth to adolescence, family literacy, and knowledge of multicultural perspectives in parenting.

Leo Sandy (Summer 2002) Syllabus

Early Childhood Education

As we celebrate the Week of the Young Child, the FINE Forum presents some innovative ideas and practices in family involvement in early childhood education.

Harvard Family Research Project (Spring 2002) Research Report

Promoting Involvement of Recent Immigrant Families in Their Children's Education

The purpose of this article is to present a conceptual framework and promote promising practices for involving Hispanic, immigrant parents/caregivers of students in their children's education. Toward this end, the article presents a model for how teachers and immigrant parents/families can be trained and encouraged to work as partners to improve student performance.

Shari Golan , Dana Petersen (March 2002) Research Report

Bilingual Voices and Parent Classroom Choices

Ines, a Spanish speaker feels responsible for her daughter's trouble in an all-English first grade classroom. Based on advice from her daughter's teacher, who believes a bilingual placement might be best, Ines reads with Nina in Spanish, but is uncertain this is the right thing to do. How can parents and teachers reconcile their differences about bilingual education?

Margaret Caspe (2002) Teaching Case

Family, Child & Teacher Interaction in Diverse and Inclusive Educational Settings

We will examine the role of the teacher in the classroom and school community with the intention of developing insight, understanding, and personal style which will support the teacher in his/her interaction with families. The class will study the techniques of family-school collaboration, constructive methods of evaluation, and the parameters of the federal law (Individuals with Disabilities Education Act).

Rena Rice (Spring 2002) Syllabus

Academic Achievement

This issue of FINE Forum explores new forms of and strategies in family involvement, all of which share a common goal: expanding and deepening family and community roles to help students meet high standards.

Harvard Family Research Project (Winter 2001/2002) Research Report

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Published by Harvard Family Research Project