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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
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COMPLEMENTARY LEARNING CONNECTIONS
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Helen Westmoreland, Director of Program Quality for the Flamboyan Foundation—a private family foundation focused on improving educational outcomes for children in Washington, D.C. and Puerto Rico—discusses how foundations and funders can support the development of effective family engagement practices in all schools.
Helen Westmoreland (May 2011) Research Report
This study examined the extent to which Kentucky's teachers are prepared to work with families in the roles which they play in the education of their children. These roles include being teachers, supporters, advocates, and decision-makers. The research questions addressed the pre-service preparation by institutions of higher education, staff development activities of local school districts, and gaps in preservice and practicing teacher levels.
Kay Wright , Tabitha Daniel, Kathryn S. Himelreich (2000) Research Report
This book supports teacher training and professional development in the area of family engagement. This volume helps prepare teachers and other professionals to partner with the families of elementary school children for student success and positive development. This second edition pairs child development theory with research-based teaching cases that reflect critical dilemmas in family–school–community relations, especially among families for whom poverty and cultural differences are daily realities.
Heather B. Weiss , Holly Kreider, M. Elena Lopez, Celina Chatman-Nelson (January 2010) Research Report
Incorporating the use of HFRP research-based teaching cases and theoretical perspectives, this revised book looks at family engagement issues from the early years through pre-adolescence.
Heather B. Weiss, M. Elena Lopez, Holly Kreider, Celina Chatman-Nelson (October 31, 2013) Research Report
This book of research-based teaching cases and theoretical perspectives focuses on dilemmas in family-school-community relationships.
Heather B. Weiss , Holly Kreider, M. Elena Lopez, & Celina M. Chatman (2005) Research Report
Maria C. Paredes is the Director of Community Education at Creighton School District in Arizona. Our October 2010 FINE Newsletter: Using Student Data to Engage Families, profiled Creighton District’s work with Academic Parent–Teacher teams. In this follow-up to the October article, Paredes describes how Creighton prepares teachers and parent liaisons to share student data with families through Academic Parent–Teacher Teams.
Maria Paredes (March 2011) Research Report
This research report reviews parent involvement modules created for preservice teachers focusing on parent-teacher communication and collaborating with community. The online, problem-based modules were designed by the North Texas Partnership for Parent Engagement.
Mary M. Harris , Arminta Jacobson, Rebecca Hemmer (November 2004) Research Report
This study surveyed 96 teacher education programs in the United States and examined how these preservice programs incorporate parent involvement in their curriculum.
Diana Hiatt-Michael (October 2001) Research Report
In this resource, HFRP’s Christine Patton and the University of Pittsburgh’s Shannon Wanless discuss the importance of professional development (PD) in the area of family engagement, point out strategies for trainers and teachers to think about when designing and considering participating in trainings, and highlight the changing nature of PD in general.
Christine Patton , Shannon Wanless (December 5, 2013) Research Report
A list of resources to support professional development for teachers and school staff.
Harvard Family Research Project (Spring 1995) Evaluation Exchange Article
Creating high-quality early childhood systems necessitates a strong focus on family engagement. Check out how Oregon is adopting an equity lens and building a strong foundation to engage families by leveraging federal funds, community leadership, and philanthropic investments.
Anairis Hinojosa and M. Elena Lopez (October 29, 2015) Research Report
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
This issue of the FINE Forum points to the possibilities of enriching parent-teacher and broader school-community relationships. We hope that you take away ideas for your own practice.
Harvard Family Research Project (Fall 2003) Research Report
The director of a Parent Resource Center is concerned to hear that a number of parents are boycotting the program because they think the parent coordinator used her school connections to place her son in a gifted science class. How can the director and principal ease the tension?
Sylvia Sensiper (2000) Teaching Case
This guide offers ideas and resources for implementing family support principles in child care, and an annotated bibliography of up-to-date publications and training materials that child care providers can use to improve their efforts to support families.
Saren Eyre (June 1998) Research Report
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
Three studies explore how university–school research partnerships can provide teacher professional development to strengthen parent–teacher relations.
Aline Reali , Regina Tancredi (January 2004) Research Report
In this course, we deepen the preparation of teachers in training, focusing on schools as organizations in specific political communities wherein people exercise more or less democratic voices in public policies that govern their economic, housing, and education opportunities. Teachers make and influence policies in their classrooms, at their campuses, and in the institutions and/or districts in which they work.
Kathleen Staudt () Syllabus
A fourth grade teacher weighs the advantages and disadvantages of a mandated state educational test on her students. She must weigh the conflicting perspectives of parents, students, community members, and her teaching colleagues to define her own stance in regard to the test and to present her thoughts to the school principal.
Sylvia Sensiper , Margaret Caspe (2002) Teaching Case
This class has an experimental design. It has been planned in collaboration with the leaders from the Boston Public Schools (BPS) in general and Brighton High School faculty and Garfield Elementary School faculty in particular. In this class we will endeavor not only to understand specific social contexts of education, but also to play a proactive role in improving communication between two schools and the communities they serve.
Dennis Shirley (Fall 2003) Syllabus
Sheri DeBoe Johnson from the National Parent Teacher Association (PTA) discusses the PTA’s newly revised National Standards for Family–School Partnerships.
Sheri DeBoe Johnson (Spring 2008) Evaluation Exchange Article
Sarita and Alberto are Paulo’s parents. In their story, they reflect on their own educational opportunities and their desire for Paulo to pursue college in his future.
() Research Report
Meet Miguel, a friend of the Domínguez family, who mentors Paulo and tutors him in math. Miguel was also a part of the Más Allá program for college-bound students when he was in middle school and high school. Now he attends college.
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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. Begin here to read Paulo’s story.
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Más Allá is a college outreach program run by Rachel Marquez. Rachel meets Paulo at an informational session about Más Allá and worries that he is like many of the young men on the fringe she has encountered before.
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© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project