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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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Margaret Caspe from HFRP describes the various measures family intervention and prevention programs use to evaluate family processes.
Margaret Caspe (Winter 2004/2005) Evaluation Exchange Article
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
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
Jerrell Cassady and Jackie Garvey illustrate how an ongoing, collaborative process between director and evaluator has informed and im-proved the Indiana State PIRC’s programs to support family involvement.
Jerrell C. Cassady, Ph.D. , Jackie Garvey (Spring 2008) Evaluation Exchange Article
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
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
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
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
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
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
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
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
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
Amy Aparicio Clark and Amanda Dorris describe how the PALMS Project supports educators’ efforts to engage Latino parents in college preparation and enrollment.
Amy Aparicio Clark, M.Ed. , Amanda Dorris, M.Ed. (Spring 2008) Evaluation Exchange Article
Director of an organizational development consulting practice, professor, and author, Michael Quinn Patton reveals historical and emerging trends in evaluation practice.
Julia Coffman (Spring 2002) 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
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
Julia Coffman , Heather B. Weiss (1999) Research Report
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
Betty Cooke of the Minnesota Department of Children, Families, and Learning describes Minnesota’s experiences using program staff as data collectors. Stan Schneider and Berle Mirand Driscoll from Metis Associates writes about using students as ethnographers in a study of a family resource center. Cheryl Fish-Parcham of Families USA and Theresa Shivers of United Planning Organization/Head Start write about using client families in a study of managed health care.
Betty Cooke , Stanley J. Schneider, Berle Mirand Driscoll, Cheryl Fish-Parcham, Theresa Shivers (1998) Evaluation Exchange Article
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
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
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 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
Eric Dearing, Associate Professor of Applied Developmental Psychology in the Lynch School of Education at Boston College, discusses the need to use data-based evidence, rather than intuition, to create successful family and community engagement strategies.
Eric Dearing (December 5, 2011) Research Report
© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project