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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

Defining “Fine”—Communicating Academic Progress to Parents

Molly is surprised when her son's teacher recommends he attend summer school. She thought he was doing just fine and the family had been doing a lot to make the home a rich reading environment. How can teachers better communicate academic progress with parents? How can administrators support teachers in this effort?

Holly Kreider , Margaret Caspe (2002) Teaching Case

Tim Kelly: A School Responds to a Family in Need

Tim Kelly, a first grade student, comes to school hungry, dirty, emotionally needy, and academically unprepared. His teacher believes his lack of care at home is contributing to his poor school performance. How can a teacher individualize parent involvement?

Holly Kreider (1999) Teaching Case

Child Care Resource and Referral Agencies: Training Child Care Providers to Support Families

Presents a framework of family-centered training.

Holly Kreider , Tracey Hurd, Heather Weiss (1999) Research Report

Home School Community Partnerships

This course is designed to acquaint and apprentice teachers in early childhood education to the theories, practices, skills, and knowledge(s) of home and school relationship building in home and school partnership literatures. There is a focus in this course to develop understandings of diverse contexts and ethics when working with families and children. In this course you will study yourself, the school, communities, families, and children you work for as well as the contexts of future teaching situations.

Janice Kroeger (Spring 2007) Syllabus

Family Strengthening Interventions: Evidence-Based Practices

The purpose of this class is to provide professional skills that will help students to select, implement, and evaluate the effectiveness of evidence-based family strengthening interventions. Students will increase their knowledge, skills, and expertise in the most up-to-date information on effective family strengthening interventions in their area of primary interest.

Karol Kumpfer (Spring 2006) Syllabus

Five Professional Development Resources That Promote Family Engagement

When organizations invest in developing the competencies of its professionals to engage families everyone benefits. To help accomplish this we share five of our favorite resources on professional development in family engagement along with tips on why they work.

Laura Alves (December 11, 2014) Research Report

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

Valuing Families as Partners

Elena Lopez explores the benefits of creating strong partnerships between early childhood programs and families.

M. Elena Lopez (January 2010) Research Report

Strengthening Family Engagement Through Teacher Preparation and Professional Development

In this Commentary, HFRP’s M. Elena Lopez and Christine Patton discuss the importance of teacher preparation in family engagement, and highlight the ways in which we at HFRP are working to advance educator training and professional development in this field.

M. Elena Lopez , Christine Patton (December 5, 2013) Research Report

Family-Centered Child Care

This report provides a training framework to support families through child care programs. It describes six areas of practice through which providers can develop the knowledge and skills to partner with families. The report contains profiles of family-centered programs and examines how they have applied family support principles in their practice.

M. Elena Lopez , Sybilla Dorros, Heather Weiss (1999) Research Report

Math Teachers' Use of Class Websites to Support Parent Involvement

Interviews with 84 math teachers about the use of their class websites suggest that sites could be used more effectively to share information with parents and to support parent involvement.

Ellen Lunts (October 2004) Research Report

Teaching Teachers to Work With Families

Family Research Project researchers reviewed teacher-certification requirements for all 50 states and the District of Columbia. Recommendations for strengthening parent involvement programs in preservice teacher education are presented.

Leon Lynn (September 1997) 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 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

Q & A with Laura Overdeck of Bedtime Math: Helping Families and Children Cuddle Up to Math

In this Q & A with Laura Overdeck, learn how Bedtime Math is giving families and children comfort in talking about numbers in their daily lives, and helping families and afterschool programs get children excited about math in the world around them.

Margaret Caspe (May 24, 2016) Research Report

Lessons From Blended Professional Learning: The Case of Family Engagement

Simulations, virtual learning communities, web conferences, text-based chats, and interactive cases are all ways that blended professional learning methods are supporting educators’ ability to engage families. Learn more in this commentary that explores new opportunities for blended professional learning in family engagement.

Margaret Caspe (August 18, 2015) Research Report

After School for Cindy: Family, School, and Community Roles in Out-of-School Time Teaching Case

Second grade teacher Nikki believes that participation in a formal after school program would help her student Cindy academically at school. However, Cindy's single working mother Marla prefers to keep Cindy with her in the afternoons after her numerous struggles with securing quality affordable care in the community. What are the roles of family, school, and community in promoting children's learning and development in out-of-school time?

Ellen Mayer (2005) 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

The Family Involvement Storybook: A New Way to Build Connections With Familes

This article describes five ways for teachers to use family involvement storybooks in their early childhood education classrooms. The article also includes a vignette about the impact of sharing a family involvement storybook in one third-grade class.

Ellen Mayer , Martha Kateri Ferede, Elaine D. Hou (November 2006) 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

School Won't Let Mom Talk About Her Casino Job

A middle school principal will not allow a single mother employed by the local casino to address her daughter's class during Career Week because he is concerned about promoting gambling. How can this school reorganize to serve and respect all families?

Claire McCown (2001) Teaching Case

Five Lessons Learned About District Leadership for Family Engagement

Michele Brooks, the former assistant superintendent of family and student engagement for Boston Public Schools, shares her insights on district leadership for effective and sustainable family engagement.

Michele Brooks (February 8, 2016) Research Report

Drawing on Parents’ Strengths: The Role of Districts and Schools in Empowering Families to be Effective Partners in Learning

Trise Moore, Family Partnership Advocate for Federal Way Public Schools Washington state, discusses her work in the district’s Family Partnership Office to promote strong partnerships among parents and district- and school-level staff.

Trise Moore (May 2011) Research Report

Transforming Training

This paper defines the characteristics of family support in the child care context, highlights research showing the need for provider training to raise program quality, and discusses five vital topics for training child care providers in family support. The author argues for the need to develop one cohesive training system for providers.

Gwen Morgan (1998) Research Report

Family Involvement in Education: The Role of Teacher Education

The primary purpose of this study was to determine the extent to which selected course experiences influenced preservice teachers' perceptions of their comfort and competence levels in planning and implementing family involvement programs in schools. The study was a useful tool of self-inquiry for the instructor to determine if the planned activities and experiences enabled students to meet course objectives.

Vivian G. Morris , Satomi Taylor (March 1997) Research Report

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Published by Harvard Family Research Project